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
... teach drama activities in educational, vocational and community settings. Informed by the pioneering work of the ... teaching of drama, The Drama Classroom incorporates the pioneering work of two leading educators. Cecily O'Neill's ...
... teach drama activities in educational, vocational and community settings. Informed by the pioneering work of the ... teaching of drama, The Drama Classroom incorporates the pioneering work of two leading educators. Cecily O'Neill's ...
Page 6
... teacher education, a respect for its scholarship, and a shared interest in how to structure and investigate theatre ... teachers, the term did promote a division from theatre practice which we are still trying to unravel today. I much ...
... teacher education, a respect for its scholarship, and a shared interest in how to structure and investigate theatre ... teachers, the term did promote a division from theatre practice which we are still trying to unravel today. I much ...
Page 7
... teacher knows that curriculum is a lived experience; it is negotiated with colleagues and students - a fallible ... teachers, the students, and their respective school communities. Teachers have to become quite adept at reading classroom ...
... teacher knows that curriculum is a lived experience; it is negotiated with colleagues and students - a fallible ... teachers, the students, and their respective school communities. Teachers have to become quite adept at reading classroom ...
Page 9
... teacher is familiar enough with the Sciezska version that he can almost tell it verbatim without referring to the text. There are strong advantages in this ploy: eye contact is an important factor within the opening moments of ...
... teacher is familiar enough with the Sciezska version that he can almost tell it verbatim without referring to the text. There are strong advantages in this ploy: eye contact is an important factor within the opening moments of ...
Page 10
... teacher also wants the students to construct in this episode their own images of Alex and the pigs, and he reminds ... teacher's telling or reading of the story has to create the evocative pictures within the students' imagination. While ...
... teacher also wants the students to construct in this episode their own images of Alex and the pigs, and he reminds ... teacher's telling or reading of the story has to create the evocative pictures within the students' imagination. While ...
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