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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Page
... reflect on and in practice. Clear advice is provided on what the key elements and principles are for effective drama practice. Informed by international developments in the teaching of drama, The Drama Classroom incorporates the ...
... reflect on and in practice. Clear advice is provided on what the key elements and principles are for effective drama practice. Informed by international developments in the teaching of drama, The Drama Classroom incorporates the ...
Page 1
... reflect and transform. At the core of drama praxis is the artful interplay between three elements - people, passion and platform - as leaders and participants strive towards aesthetic understanding. People Drama is a collaborative group ...
... reflect and transform. At the core of drama praxis is the artful interplay between three elements - people, passion and platform - as leaders and participants strive towards aesthetic understanding. People Drama is a collaborative group ...
Page 2
... 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.
... 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 6
... reflect and act upon their world, and through that process transform it into something more equitable and worth while. Praxis is powered by an agenda, a desire to push us to reflect upon our own practices, refine our theoretical ...
... reflect and act upon their world, and through that process transform it into something more equitable and worth while. Praxis is powered by an agenda, a desire to push us to reflect upon our own practices, refine our theoretical ...
Page 11
... reflects. 'I wonder where we should begin?' In role the teacher is constructing a narrative through which the students can find their voice. Gradually options are suggested. 'We could make out that his allergies were a contributing ...
... reflects. 'I wonder where we should begin?' In role the teacher is constructing a narrative through which the students can find their voice. Gradually options are suggested. 'We could make out that his allergies were a contributing ...
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