The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
From inside the book
Results 1-5 of 24
Page 6
... reminded of Heathcote's contemporary Gavin Bolton, who, while he provided a theoretical framework for us to conceptualise drama, was a superb teacher himself, able to demonstrate ideas in action.2 And there are many others.3 Each of the ...
... reminded of Heathcote's contemporary Gavin Bolton, who, while he provided a theoretical framework for us to conceptualise drama, was a superb teacher himself, able to demonstrate ideas in action.2 And there are many others.3 Each of the ...
Page 10
... reminds the group that only a few pictures from the book will be shown. It is important that the students begin the story in their own minds; he is concerned that the evocative pictures of the book's illustrator will lock the ...
... reminds the group that only a few pictures from the book will be shown. It is important that the students begin the story in their own minds; he is concerned that the evocative pictures of the book's illustrator will lock the ...
Page 11
... reminds the group of their own proficiency as lawyers and that some of them have defended the most spurious animals, such as O. J. Duck, Hannibal the Hippo and Lee Harvey Rabbit. 'You wouldn't be here if you weren't the best', he ...
... reminds the group of their own proficiency as lawyers and that some of them have defended the most spurious animals, such as O. J. Duck, Hannibal the Hippo and Lee Harvey Rabbit. 'You wouldn't be here if you weren't the best', he ...
Page 14
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Page 16
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
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 |
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