The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
From inside the book
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... principles are for effective drama practice. Informed by international developments in the teaching of drama, The Drama Classroom incorporates the pioneering work of two leading educators. Cecily O'Neill's emphasis on pre-text, or how ...
... principles are for effective drama practice. Informed by international developments in the teaching of drama, The Drama Classroom incorporates the pioneering work of two leading educators. Cecily O'Neill's emphasis on pre-text, or how ...
Page
Action, Reflection, Transformation Philip Taylor. For two of my inspiring mentors in drama praxis, Cecily and David Contents Acknowledgements Chapter I Drama praxis: elements and principles Chapter.
Action, Reflection, Transformation Philip Taylor. For two of my inspiring mentors in drama praxis, Cecily and David Contents Acknowledgements Chapter I Drama praxis: elements and principles Chapter.
Page
... principles Chapter 2 Getting started with good pre-texts Chapter 3 Getting deeper: storydrama and storying across the curriculum Chapter 4 Designing drama curriculum Chapter 5 Historical perspectives on drama praxis Chapter 6 Building ...
... principles Chapter 2 Getting started with good pre-texts Chapter 3 Getting deeper: storydrama and storying across the curriculum Chapter 4 Designing drama curriculum Chapter 5 Historical perspectives on drama praxis Chapter 6 Building ...
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... hosting my sabbatical in 1998 which enabled me to research this book, especially my sincere thanks to Lynda Zimmerman and Chris Vine. Chapter 1 Drama praxis: elements and principles Drama praxis: the. viii Acknowledgements.
... hosting my sabbatical in 1998 which enabled me to research this book, especially my sincere thanks to Lynda Zimmerman and Chris Vine. Chapter 1 Drama praxis: elements and principles Drama praxis: the. viii Acknowledgements.
Page 1
... speech, I pray you, as I pronounced it to you, trippingly on the tongue; but if you mouth it, as many of your players do, I had as lief the town-crier spoke my lines. Nor do not saw. Drama praxis: elements and principles.
... speech, I pray you, as I pronounced it to you, trippingly on the tongue; but if you mouth it, as many of your players do, I had as lief the town-crier spoke my lines. Nor do not saw. Drama praxis: elements and principles.
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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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