The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 6
... Chapter 5. Needless to say, though, we are now recognising that while drama might have been an appropriate way of describing the practice of good teachers, the term did promote a division from theatre practice which we are still trying ...
... Chapter 5. Needless to say, though, we are now recognising that while drama might have been an appropriate way of describing the practice of good teachers, the term did promote a division from theatre practice which we are still trying ...
Page 8
... Chapter 3), has argued that puzzlements refer to fascinating, sometimes baffling, issues provoked by a text. This issue might be an unsolved problem, a dilemma encountered by a character, or a point of intrigue suggested by an action, a ...
... Chapter 3), has argued that puzzlements refer to fascinating, sometimes baffling, issues provoked by a text. This issue might be an unsolved problem, a dilemma encountered by a character, or a point of intrigue suggested by an action, a ...
Page 19
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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