The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
From inside the book
Page
... 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 Redcoats and Patriots: Reflective ...
... 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 Redcoats and Patriots: Reflective ...
Page
... University for hosting my sabbatical in 1998 which enabled me to research this book, especially my sincere thanks to Lynda Zimmerman and Chris Vine. Chapter 1 Drama praxis: elements and principles Drama praxis: the. viii Acknowledgements.
... University for hosting my sabbatical in 1998 which enabled me to research this book, especially my sincere thanks to Lynda Zimmerman and Chris Vine. Chapter 1 Drama praxis: elements and principles Drama praxis: the. viii Acknowledgements.
Page 5
... University of Melbourne, Australia, the theatre staff were segregated from their drama colleagues by four floors. No wonder, some thought, the School in which both were housed has since disbanded. Those involved in theatre arts and ...
... University of Melbourne, Australia, the theatre staff were segregated from their drama colleagues by four floors. No wonder, some thought, the School in which both were housed has since disbanded. Those involved in theatre arts and ...
Page 17
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Page 19
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 |
Other editions - View all
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