The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? What drama activities are especially successful? How do teachers know when students are learning in, through and about drama? Teachers who are new to drama, or those wishing to refresh their knowledge and ideas, should find practical answers and guidance in this text. The book introduces the work of Cecily O'Neill to demonstrate the entry points to drama lessons, the pre-texts, and how educators need to introduce lessons with challenging material. He then uses the work of David Booth to highlight one aspect of drama - storydrama - and how it can be used as an effective learning medium across the curriculum. |
From inside the book
Page 2
... stories that contain, as Hamlet says, the 'abstracts and brief chronicles of the time' (II. ii) in which we live. In his book The Rainbow of Desire, the South American theatre director Augusto Boal (1995), argues that theatre cannot ...
... stories that contain, as Hamlet says, the 'abstracts and brief chronicles of the time' (II. ii) in which we live. In his book The Rainbow of Desire, the South American theatre director Augusto Boal (1995), argues that theatre cannot ...
Page 8
... stories. Rather than acting out plots, a phenomenon Americans liken to story dramatisation, storydrama is situated in its improvisational exploration and the understandings school groups generate with each story's puzzlement. In this ...
... stories. Rather than acting out plots, a phenomenon Americans liken to story dramatisation, storydrama is situated in its improvisational exploration and the understandings school groups generate with each story's puzzlement. In this ...
Page 9
... story is about a sneeze and a cup of sugar. This is the real story. Way back in fairy story time. I was baking a birthday cake for my dear old granny. I had a terrible sneezing cold and I ran out of sugar. So I thought I'd better go and ...
... story is about a sneeze and a cup of sugar. This is the real story. Way back in fairy story time. I was baking a birthday cake for my dear old granny. I had a terrible sneezing cold and I ran out of sugar. So I thought I'd better go and ...
Page 10
... 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 puff and blow your house down stuff. ' They made me the big ...
... 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 puff and blow your house down stuff. ' They made me the big ...
Page 11
... story is a good release for the group and immediately arrests their interest, he also is aware that they will move significantly from their initially conventional responses. The praxis will explore notions of wolfness and it will ...
... story is a good release for the group and immediately arrests their interest, he also is aware that they will move significantly from their initially conventional responses. The praxis will explore notions of wolfness and it will ...
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