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 1
... understanding. People Drama is a collaborative group artform where people transform, act, and reflect upon the human condition. In drama, people are the instruments of inquiry. Stanislavski, the great Russian theatre director, made this ...
... understanding. People Drama is a collaborative group artform where people transform, act, and reflect upon the human condition. In drama, people are the instruments of inquiry. Stanislavski, the great Russian theatre director, made this ...
Page 4
... understanding, argues Greene - understanding of how art conspires to generate meaning. And the purposes of aesthetic understanding? Yes, there are the functional and communication skills which can be developed, and the social habits ...
... understanding, argues Greene - understanding of how art conspires to generate meaning. And the purposes of aesthetic understanding? Yes, there are the functional and communication skills which can be developed, and the social habits ...
Page 6
... understanding of what drama was for, and how to implement it, has transformed generations of educators. As well, I am reminded of Heathcote's contemporary Gavin Bolton, who, while he provided a theoretical framework for us to ...
... understanding of what drama was for, and how to implement it, has transformed generations of educators. As well, I am reminded of Heathcote's contemporary Gavin Bolton, who, while he provided a theoretical framework for us to ...
Page 7
... understandings are constructed in process and how they can co-construct curriculum content and its implementation. The following example of drama praxis is driven by group co- construction. While the plan is familiar to the teacher, in ...
... understandings are constructed in process and how they can co-construct curriculum content and its implementation. The following example of drama praxis is driven by group co- construction. While the plan is familiar to the teacher, in ...
Page 8
... understandings school groups generate with each story's puzzlement. In this respect, storydrama shares much in common with process drama (see Chapter 2) as both shift participants' perceptions through the experience of the dramatic ...
... understandings school groups generate with each story's puzzlement. In this respect, storydrama shares much in common with process drama (see Chapter 2) as both shift participants' perceptions through the experience of the dramatic ...
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