The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 8
... wolves considered in this world? To what extent do cultural understandings impact on our reading of events? How are judgements formed and when are they ill-conceived? These are three questions neatly evoked by the Scieszka story and ...
... wolves considered in this world? To what extent do cultural understandings impact on our reading of events? How are judgements formed and when are they ill-conceived? These are three questions neatly evoked by the Scieszka story and ...
Page 9
... wolf, Alexander T. Wolf, recounts how his motives with the pigs were pure; he was merely attempting to get from them a cup of sugar for his grandmother's birthday cake. His nagging sinuses, however, led to havoc when he 'sneezed a great ...
... wolf, Alexander T. Wolf, recounts how his motives with the pigs were pure; he was merely attempting to get from them a cup of sugar for his grandmother's birthday cake. His nagging sinuses, however, led to havoc when he 'sneezed a great ...
Page 10
... wolf you can't come in. I'm shaving the hairs on my chin chin chin.' Talk about impolite. He probably had a whole sack full of sugar and he wouldn't give me a cup for my dear old granny's birthday cake. What a pig! So I started to get a ...
... wolf you can't come in. I'm shaving the hairs on my chin chin chin.' Talk about impolite. He probably had a whole sack full of sugar and he wouldn't give me a cup for my dear old granny's birthday cake. What a pig! So I started to get a ...
Page 11
... wolf Once the story is completed the teacher immediately assumes the role of a reluctant defence attorney. 'I am ... wolves are the natural predators of pigs.' While the teacher paces around the room and walks through the cluster of ...
... wolf Once the story is completed the teacher immediately assumes the role of a reluctant defence attorney. 'I am ... wolves are the natural predators of pigs.' While the teacher paces around the room and walks through the cluster of ...
Page 13
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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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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