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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... Theatre Research at Griffith University, Brisbane, Australia. He is well known for his work in teacher research and reflective practice in drama education and a regular presenter at conferences worldwide. His previous books include ...
... Theatre Research at Griffith University, Brisbane, Australia. He is well known for his work in teacher research and reflective practice in drama education and a regular presenter at conferences worldwide. His previous books include ...
Page 1
... theatre director, made this very clear. 'People', he suggested, 'generally do not know how to make use of the physical apparatus with which nature has endowed [them].' The physical self is at the centre of a dramatic encounter and ...
... theatre director, made this very clear. 'People', he suggested, 'generally do not know how to make use of the physical apparatus with which nature has endowed [them].' The physical self is at the centre of a dramatic encounter and ...
Page 2
... theatre director Augusto Boal (1995), argues that theatre cannot exist without passion. He likens theatre to a passionate combat of two human beings on a platform. Theatre denotes conflict, contradiction, confrontation and defiance', he ...
... theatre director Augusto Boal (1995), argues that theatre cannot exist without passion. He likens theatre to a passionate combat of two human beings on a platform. Theatre denotes conflict, contradiction, confrontation and defiance', he ...
Page 4
... theatre houses is but one space in which passions can occur, perhaps the more conventional space, certainly from the time of Shakespeare. But the praxis contained within this book pushes the boundaries of those mainstream houses into a ...
... theatre houses is but one space in which passions can occur, perhaps the more conventional space, certainly from the time of Shakespeare. But the praxis contained within this book pushes the boundaries of those mainstream houses into a ...
Page 5
... theatre can be a powerful educative medium. Praxis not practice For many years now, the word 'practice' has ... theatre studies differentiated what they did from the work of drama educators. As we will read, a most peculiar distinction ...
... theatre can be a powerful educative medium. Praxis not practice For many years now, the word 'practice' has ... theatre studies differentiated what they did from the work of drama educators. As we will read, a most peculiar distinction ...
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