The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 2
... attention to another plane. For my purposes, I will broaden this definition to encompass the created world which people conspire to make, present and reflect upon. While the passion might involve 'combat', it does not THE DRAMA CLASSROOM.
... attention to another plane. For my purposes, I will broaden this definition to encompass the created world which people conspire to make, present and reflect upon. While the passion might involve 'combat', it does not THE DRAMA CLASSROOM.
Page 7
... present objectives and content in a static and lifeless manner seemingly ignoring the fact that people have to make curriculum happen. Any good drama teacher knows that curriculum is a lived experience; it is negotiated with colleagues ...
... present objectives and content in a static and lifeless manner seemingly ignoring the fact that people have to make curriculum happen. Any good drama teacher knows that curriculum is a lived experience; it is negotiated with colleagues ...
Page 17
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Page 37
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Page 45
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Contents
Getting started with good pretexts | 23 |
storydrama and storying across | 44 |
Designing drama curriculum | 74 |
Historical perspectives on drama praxis | 95 |
Resources and further reading | 133 |
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Common terms and phrases
action activity aesthetic approach argued artistic arts education asks assume Australia become begin Bolton Booth centre challenged Chapter classroom commit concerned construct context create creative critical curriculum David demonstrate described develop direct discussion drama praxis effective encounter Episode event example experience explore focus going happening Heathcote Heinemann human ideas important improvisation interest involved issues kind knowledge language lead leader learning lesson lives London look meaning O'Neill observation participants partnership passion patriots performance perspectives pigs play possibilities practice practitioners pre-text present Press principle process drama programme questions raised reading referred reflect relationship reminds Research responses role seemed shared skills social studies standards story storydrama strategies structure suggests Task teacher teaching tell temple theatre Theory thought transformed understanding University wolf York