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Drama Sessions for Primary Schools and Drama Clubs
by Alison DayDrama Sessions for Primary Schools and Drama Clubs is an indispensable guide designed to help you run effective and enjoyable drama sessions in your primary school for a whole academic year. The author outlines thirty-three practical and user-friendly sessions, each one built around developing the social skills needed by children to become effective and positive communicators. Each session has guided time allocations and thorough explanations of what each exercise should achieve. The final session of the term culminates in a ‘show and tell’ performance in which children can show their family and friends what they have learnt. As well as the sessions, this book also includes: Links to the national curriculum and SEAL; Notes on ‘performance’; Health and safety; Extra sessions for use in smaller spaces; Explanations of the pedagogical benefits of every exercise. This unique and practical book will be of interest to all teachers who need to incorporate drama into everyday classroom learning as well as drama teachers and practitioners looking to run successful, interesting and fun drama sessions for their primary pupils.
Drama Structures: A Practical Handbook for Teachers
by Cecily O'Neill ; Alan LambertThis is a teacher's manual, providing fifteen developing lesson structures on different themes involving the pupils in a whole range of drama and learning activities. Notes on practical teaching problems and possible developments for each sequence are given on facing pages. Two further sections of the book provide a simple theoretical framework for drama teaching, and consider some key strategies. This book is for both non-specialists and drama teachers who want to develop their work further. It will be of value to all teachers using drama approaches and strategies in the school curriculum.
Drama Therapy: Concepts, Theories and Practices
by Robert J. LandySpecially collated to introduce and expound on drama therapy with the following headlines put into study; Part I: Drama Therapy in Context Part II: The Conceptual Basis of Drama Therapy Part III: The Techniques of Drama Therapy Part IV: The Populations and Settings for Drama Therapy Part V: Research in Drama Therapy
Drama and English at the Heart of the Curriculum: Primary and Middle Years
by Joe WinstonFirst Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Drama and Reading for Meaning Ages 4-11: A Practical Book of Ideas for Primary Teachers
by Larraine S. HarrisonDrama and Reading for Meaning Ages 4-11 contains over 40 creative drama ideas to help develop reading for meaning in the primary school. The wide range of clearly explained, structured and engaging drama activities will appeal to all primary practitioners who wish to develop more creative approaches to the teaching of reading. The activities show how drama can develop some of the skills associated with reading for meaning such as empathising with characters’ feelings, exploring settings and themes and making inferences based on evidence. The step-by-step activities range from familiar classroom drama strategies such as freeze-frames and hot-seating to less well-known approaches involving whole class drama experiences. The book also serves as an introduction to using drama as a learning medium, with advice on how to set the ground rules and clear explanations of the drama strategies. Each chapter has a detailed explanation of what to do, followed by a number of examples linked to quality texts, including poetry and non-fiction. From bringing books to life in reception and Years 1 and 2, to peeling back the layers of meanings in Years 3 to 6, all the drama activities in this book are designed to improve reading for meaning and help motivate children to read for pleasure, making this an essential resource for all primary settings.
Drama and Social Justice: Theory, research and practice in international contexts (Routledge Research in Education)
by Kelly Freebody Michael Finneran"This text offers a cohesive framework for exploring social justice through drama and drama from a social justice perspective. Research based examples of practice from a range of international contexts link theory and practice. Connecting chapters raise key critical questions in an engaging dialogue format. An important addition to the literature on social justice education." - Lee Anne Bell, author Storytelling for Social Justice (2010) and co-editor of Teaching for Diversity and Social Justice (Routledge, 2007) Much has been written within the tradition of drama education and applied theatre around the premise that drama can be a force for change within both individual lives and society more broadly. However, little has been published in terms of charting the nature of this relationship. By combining theoretical, historical and practical perspectives, this book unpacks and explores drama’s intrinsically entwined relationship with society more comprehensively and critically.Chapters gather together and develop a range of theoretical understandings of social justice in applied drama in the first part of the book, which are then used to frame and inform more focused discussions of drama research and practice in the second. Contributors move beyond practical understandings of drama for empowerment or development in order to engage with the philosophy of praxis – the interconnected and symbiotic nature of theory derived from practice, and practice derived from theory. Including concrete examples from current research and practice in the field, the book opens up a conversation on and counter-narrative to perceptions of the nature and impact of applied theatre and drama education on social justice.Drama and Social Justice will be key reading for postgraduate students, academics, researchers and field-based practitioners in the areas of applied drama and theatre, education and youth work, and social justice and the social sciences.
Drama and Theatre with Children: International perspectives (Routledge Research in International and Comparative Education)
by Charru SharmaDrama as a process-centred form is a popular and valued methodology used to develop thinking and learning in children, while theatre provides a greater focus on the element of performance. In recent years, offering drama and theatre as a shared experience is increasingly used to engage children and to facilitate learning in a drama classroom. Using drama and theatre as a central component with children, this book is an amalgamation of theory, research and practice from across the globe offering insights into differing educational contexts. Chapters provide an exploration of the methodologies and techniques used to improve drama in the curriculum, and highlight the beneficial impact drama has in a variety of classrooms, enriching learning and communication. Contributions from 17 authors, ranging from teachers in schools or universities, to researchers and drama practitioners, examine a variety of perspectives related to drama and children in an attempt to bridge gaps and move ahead collectively as educators, practitioners and researchers in drama and theatre. Divided into two parts, Part I reflects on the use of drama in its varied forms with children, while Part II focuses on projects and experiments with children using theatre in order to draw links between drama, theatre and pedagogy. Drama and Theatre with Children will be key reading for researchers, academics and postgraduate students in the fields of drama education, theatre education, curriculum studies and child development. The book will also be of interest to drama practitioners, school teachers and teacher training leaders.
Drama and Traditional Story for the Early Years
by Nigel Toye Francis PrendivilleThis is a book that looks at how drama has its basis in good early years practice. Most early years practitioners are doing some drama and are edging towards more structured work - this text will help them go further by building their own skills. Using tried and tested example dramas based on traditional stories, the authors show how clearly dramas are constructed. They move from the simple use if TiR (Teacher in Role) to more complex, full dramas, using traditional stories including Little Bo Peep, Cinderella, Sleeping Beauty, Humpty Dumpty, The Pied Piper, The Billy Goats Gruff and Hansel and Gretel.Drama in the early years covers a number of key areas where drama is of particular importance for this age group including:* drama in the National Curriculum* how drama can help your teaching of the Literacy Hour* personal and social education and citizenship* drama and special needs* assessment* recording and progression* developing a school policy for drama.
Drama and Writing Ages 5-11: A Practical Book of Ideas for Primary Teachers
by Larraine S. HarrisonDrama and Writing Ages 5-11 is a practical guide for teachers to develop and inspire writing through using drama in the classroom. Each of the ten chapters provides step-by-step guidance and creative prompts for writing that apply to both key stage one and key stage two, enabling teachers to motivate their pupils by creating meaningful contexts, audiences and purposes to encourage writing. With a wide range of ideas to apply to the classroom, from simple classroom strategies to more complex units of work, this book is suitable for all teachers – including those who hold limited experience of using drama in the classroom. Including key definitions of drama strategies and practical advice to apply to the classroom, chapters are presented in two parts: Part I provides short and simple drama strategies to act as a helping hand, stimulating the focus of a writing lesson. Part II provides longer dramatic contexts with a compelling sense of audience and purpose, including a range of opportunities for writing. These prompts may span two or more lessons. Drama and Writing Ages 5-11 is an essential read for any primary school teacher seeking practical strategies to incorporate drama into the classroom, teaching the craft of writing in a creative, fun and meaningful way.
Drama at the Heart of English: Transforming Practice in the Secondary Classroom (National Association for the Teaching of English (NATE))
by Jane Coles Maggie Pitfield Theo BryerDrama at the Heart of English is unique in its exploration of drama’s potential to revitalise English as a secondary school subject. It focuses specifically on the value and inclusive nature of educational drama practices in the reading of literary, dramatic and multimodal texts in the English classroom. Examples from the authors’ research show English teachers working in the drama-in-English mode with real learners as part of their everyday classroom activity. Challenging current curriculum and assessment constraints, the authors argue that drama-in-English pedagogy re-establishes English as a creative, imaginative and interactive subject. This book: offers a blend of theory and practice to demonstrate the powerful potential of drama-in-English proposes that drama is a uniquely sustainable form of learning in English when fully integrated into the daily work of classroom teachers highlights the intrinsic connection that exists between drama and the playful qualities of literary texts analyses landmark moments and key policy shifts that have shaped the development of the relationship between drama and English over time This resource is for all educators interested in and passionate about the field of English and Language Arts. It is a must-read for the international academic community of researchers, practitioners, teacher-educators and teachers of English, as well as student-teachers of English/Media/Drama.
Drama at the Heart of the Secondary School: Projects to Promote Authentic Learning
by Martin Lewis John RainerDrama at the Heart of the Secondary School provides a rationale for the curricular centrality of drama together with rich and detailed examples of cross-phase thematic projects which are drama-led, but which promote learning across a wide range of curriculum areas, from the humanities and other arts, to English and literacy, science and P
Drama for the Inclusive Classroom: Activities to Support Curriculum and Social-Emotional Learning
by Sally BaileyIncorporate drama and improvisation into your classroom to build confidence, support social-emotional learning, and engage every student in the curriculum. This book’s detailed and easy-to-implement chapters walk you through using drama to develop critical listening and communication skills, conflict resolution abilities, behavior regulation, and even grow new skills in math, literature, geography, and more! Each chapter builds on the skills learned in previous lessons, allowing you to increase the complexity as students progress. Designed for use with inclusive classrooms as well as dedicated special education programs, this guide features adaptable activities to include students at every ability level.
Drama in Education: Exploring Key Research Concepts and Effective Strategies
by Ása Helga Ragnarsdóttir Hákon Sæberg BjörnssonAs schools have become more aware of their role in addressing personal and social issues, the importance of ‘values and attitudes’ have begun shaping education and curricula worldwide. Drama in Education explores the six fundamental pillars of the national curriculum guide of Iceland in relation to these changing values and attitudes. Focusing on the importance of human relations, this book explores literacy, sustainability, health and welfare, democracy and human rights, equality and creativity. It demonstrates the capability of drama as a teaching strategy for effectively working towards these fundamental pillars and reflects on how drama in education can be used to empower children to become healthy, creative individuals and active members in a democratic society. Offering research-based examples of using drama successfully in different educational contexts and considering practical challenges within the classroom, Drama in Education: Exploring Key Research Concepts and Effective Strategies is an essential guide for any modern drama teacher.
Drama in the English Classroom (Routledge Revivals)
by Ken ByronFirst published in 1986, Drama in the English Classroom demonstrates the contribution of drama in an English classroom. It suggests that drama activities, language work, and the reading of fiction can all enrich each other in ways which promote the aims of the English teacher.The author draws on his own classroom experience and on that of the teachers whom he guided (on long-term in-service work) through the process of learning to use drama effectively. He offers many examples to illustrate the opportunities and the problems of using drama in English. Planning, key drama strategies, major pitfalls, evaluation, and the rewards of drama are examined from the viewpoint of an English teacher who senses that drama has a great deal to offer in the classroom but is at first unsure of what and how. As major part of his book is presented in form of a teacher’s journal, we see the author trying things, reflecting on the result, talking to a more experienced colleague, and steadily finding out what drama can contribute and how he can achieve this in his teaching. This book is an encouraging and helpful guide for anyone who wishes to use drama effectively but is unsure of the first steps.
Drama in the Language Classroom: What Every ESL Teacher Needs to Know
by Carmela Romano Gillette Deric McNish"Our particular approach is built on the belief that using elements of drama and the performing arts in the language classroom works best when it builds on concepts of language development that have been tested and supported. As language scholars, we know that honoring students’ identities is important; that investment in the learning process must be nurtured; that learners respond to material that is engaging, relevant, and authentic; that learners must use the language and not just study it; and that affective factors can sometimes impede learning." ---Carmela Romano Gillette & Deric McNish This e-book weaves together cutting-edge research and practices from the fields of theater and TESOL. After providing an overview of how drama can be used in the language classroom, Gillette (a TESOL expert) and McNish (an expert in actor training) present a collection of resources teachers need to begin using drama, including practical classroom-tested and evidence-based techniques. They show how: * theater games can build confidence. * performing (beyond role-plays) can develop a deeper context for speaking. * improvisation can create authentic opportunities for language use. * para- and extra-linguistic techniques can improve expression and meaningful communication. * activities like script analysis can be used in reading and writing classes (and to examine differences between spoken and written language). * drama-based activities can provide a platform for examining cultural norms and practices. Each section includes sample activities for improving fluency and assessment suggestions. ?No experience with performance or drama required to learn how to incorporate these practices into your ESL classroom!
Drama in the Language Classroom: What Every ESL Teacher Needs to Know
by Deric McNish Carmela Romano GilletteDrama in the Language Classroom weaves together cutting-edge research and practices from the fields of theater and TESOL. After providing an overview of how drama can be used in the language classroom, Carmela Romano Gillette (a TESOL expert) and Deric McNish (an expert in actor training) present a collection of resources teachers need to begin using drama, including practical classroom-tested and evidence-based techniques. They show how theater, performance, and improvisation can help students build confidence, develop a deeper context for speaking, and create authentic opportunities for language use. In addition, they outline the para- and extra-linguistic techniques that can improve expression and meaningful communication. Each section includes sample activities, such as script analysis for improving fluency, and assessment suggestions. Readers do not need to have experience with performance or drama to learn how to incorporate these practices into the ESL classroom.
Drama, Disability and Education: A critical exploration for students and practitioners
by Andy KempeWhat can society learn about disability through the way it is portrayed in TV, films and plays? This insightful and accessible text explores and analyses the way disability is portrayed in drama, and how that portrayal may be interpreted by young audiences. Investigating how disabilities have been represented on stage in the past, this book discusses what may be inferred from plays which feature disabled characters through a variety of critical approaches. In addition to the theoretical analysis of disability in dramatic literature, the book includes two previously unpublished playscripts, both of which have been performed by secondary school aged students and which focus on issues of disability and its effects on others. The contextual notes and discussion which accompany these plays and projects provide insights into how drama can contribute to disability education, and how it can give a voice to students who have special educational needs themselves. Other features of this wide-ranging text include: an annotated chronology that traces the history of plays that have featured disabled characters an analysis of how disability is used as a dramatic metaphor consideration of the ethics of dramatising a disabled character critical accounts of units of work in mainstream school seeking to raise disability awareness through engagement with practical drama and dramatic texts a description and evaluation of a drama project in a special school. In tackling questions and issues that have not, hitherto, been well covered, Drama, Disability and Education will be of enormous interest to drama students, teachers, researchers and pedagogues who work with disabled people or are concerned with raising awareness and understanding of disability.
Drama, Literacy and Moral Education 5-11
by Joe WinstonFirst Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Drama, Narrative and Moral Education
by Joe WinstonTeachers are expected to take responsibility for children's moral development, particularly in the primary years, but how best to go about approaching the issues? In this book, the author explores a classroom approach that uses both drama and narrative stories to explore moral issues: drama gives children an opportunity to work through moral problems, make decisions and take up moral positions; stories offer a resource for moral education whereby children can learn through the 'experiences' of those in the story. Through providing a number of case studies, the author shows how this may be done by practitioners in the lassroom.
Dramatherapy and Family Therapy in Education
by Penny Mcfarlane Jenny HarveyA collaborative therapeutic approach often proves the best way to assess and meet the needs of children experiencing barriers to learning. This book gives a concise overview of drama and family therapy and describes how both therapies can work together to provide essential pieces of the jigsaw of emotional support for troubled children within an educational setting. Drawing on their own extensive experience, the authors give explanations of the models and techniques of their own specialist therapy, before exploring their joint work and innovative inclusion in a cooperative team of multi-disciplinary professionals. The book discusses the principles and protocols of a Multi Agency Support Team and looks at how the pieces come together in practice. Case studies are provided to illustrate the successful outcomes of this way of working, as well as the challenges it can present. This book will be vital reading for all professionals working alongside children, families and schools, who are interested in addressing the needs of the child on a deeper and more sustainable level.
Dramatherapy: Raising Children's Self-Esteem and Developing Emotional Stability
by Penny McFarlaneProviding a new and proven way forward for practitioners who want to help children, but who do not have recourse to a qualified therapist, this book covers: tried and tested practical activities to use with children simple explanations of how and why dramatherapy works informative case studies that show activities being used in practice a useful list of further reading, centres for training and qualifications.
Dramatherapy: The Nature of Interruption
by Richard HoughamThis book investigates the nature and phenomena of interruption in ways that have relevance for contemporary dramatherapy practice. It is a timely contribution amidst an ‘age of interruption’ and examines how dramatherapists might respond with agency and discernment in personal, professional and cultural contexts. The writing gathers fresh ideas on how to conceptualise and utilise interruptions artistically, socially and politically. Individual chapters destabilise traditional conceptions of verbal and behavioural models of psychotherapy and offer a new vision based in the arts and philosophy. There are examples of interruption in practice contexts, augmented by extracts from case studies and clinical vignettes. The book is not a sequential narrative – rather a bricolage of ideas, which create intersections between aesthetics, language and the imagination. New and international voices in dramatherapy emerge to generate a radical immanence; from Greek shadow puppetry to the Japanese horticultural practice of Shakkei; from the appearance of ‘ghosts’ in the consulting room to images in the third space of the therapeutic encounter, interruptions are reckoned with as relevant and generative. This book will be of interest to students, arts therapists, scholars and practitioners, who are concerned with the nature of interruption and how dramatherapy can offer a means of active engagement.
Dramatic Color in the Landscape
by Brian KeelerFill your paintings with spring light, winter scenes, autumn ambiance, summer sunsets, and more!Dramatic Color in the Landscape will help you to discover ways to enliven your paintings with the brilliant color of your favorite seasons while exploring simple yet effective color concepts and ideas evident in everyday and dramatic lighting situations. Learn to continually evolve and improve upon your landscape compositions, step by step, with countless helpful tips and techniques designed to help you express your interpretation of any given scene.
Dramatic Mathematics: 5 Stories to Support Early Maths Learning
by Trisha Lee Isla HillChildren are born with an ability to make sense of the world through play and storytelling. By creating narratives during fantasy play, children act out concepts and ideas that confuse them or that they find fascinating. Dramatic Mathematics consists of five stories and accompanying exercises to support teachers in Key Stage 1 to take a playful, story-based approach to introduce early mathematical concepts that children often struggle with. The stories are all set in the Kingdom of Sunobia and follow the journey of kings and sorceresses, an evil ship owner and a girl called Lily, who is exceptionally clever and very good at maths. Accompanied by playful illustrations and teachers notes, each story presents a different aspect of the Key Stage 1 maths curriculum enabling teachers to engage their pupils emotionally and bring the topic of maths to life. Offering a wide range of stimulating ideas for developing learners’ mathematical thinking and understanding, these activities can be used to enrich and supplement learning and will be an essential resource for all teachers looking to teach mathematics in an exciting new way.
Dramatic Science: Inspired ideas for teaching science using drama ages 5–11
by Debra McGregor Wendy PreciousDramatic Science is an invaluable tool for any teachers and primary science leaders who have classes of 5 – 10 year olds. It provides the busy professional with a range of tried and tested techniques to use drama as a support and aid to the teaching of science to young children. The techniques within this book offer innovative and creative strategies for teaching a challenging area of the curriculum and broadening teachers’ own scientific knowledge and understanding. All the strategies in this book have been shown to work effectively in a range of primary schools. The approaches described offer an inclusive and participatory way to teach science and the authors provide a pedagogical commentary on the ways that teachers have tried the techniques and how they have worked best. Reflective discussion on the strategies will include discussion about how the children have responded to these strategies and how the drama experiences have impacted on their learning. This invaluable resource:- Supports working and thinking scientifically Develops critical and creative thinking Scaffolds creative learning Broadens teachers’ scientific knowledge and understanding Enhances children’s understanding of science Provides guidance on active and participatory learning Can engage children and teachers at a variety of levels Links science to real life Heightens children’s application of science to different situations Develops problem solving and enquiry skills Enhances and extends speaking and listening skills Any teachers wishing to hone their practice to motivate children and improve their science learning and attainment will find this an invaluable resource. It will also be useful for science leaders, specialist teachers and other professionals who are involved in supporting schools to improve the quality of learning in science and other subjects, trainee teachers and NQTs interested in developing creative learning in their classrooms.