The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
From inside the book
Page 8
... Pigs by Jon Scieszka (1989) raises many different puzzlements for a variety of age groups - puzzlements focusing on stereotype, values, and people's blinkered perceptions. How are pigs and wolves considered in this world? To what extent ...
... Pigs by Jon Scieszka (1989) raises many different puzzlements for a variety of age groups - puzzlements focusing on stereotype, values, and people's blinkered perceptions. How are pigs and wolves considered in this world? To what extent ...
Page 9
... 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 sneeze' and the first two pigs' poorly built houses were ...
... 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 sneeze' and the first two pigs' poorly built houses were ...
Page 10
... pigs' watch house. The newspapers were there. They figured a story about a sick wolf going to get some sugar for his dear old granny's birthday cake didn't sound all that exciting. So they jazzed up the story with all of this 'Huff and ...
... pigs' watch house. The newspapers were there. They figured a story about a sick wolf going to get some sugar for his dear old granny's birthday cake didn't sound all that exciting. So they jazzed up the story with all of this 'Huff and ...
Page 11
... pigs.' While the teacher paces around the room and walks through the cluster of students sitting on the floor, he reminds the group of their own proficiency as lawyers and that some of them have defended the most spurious animals, such ...
... pigs.' While the teacher paces around the room and walks through the cluster of students sitting on the floor, he reminds the group of their own proficiency as lawyers and that some of them have defended the most spurious animals, such ...
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 |
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