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This book "offers a comprehensive outline of improvisation and interpretation strategies that teachers can incorporate in classroom instruction."--Page 4 of cover.
Why teach drama? How can a newcomer teach drama successfully? How do we recognize quality in drama? Starting Drama Teaching is a comprehensive guide to the teaching of drama in schools. Exploring the aims and purposes of drama, it provides an insight into the theoretical perspectives that underpin practice alongside activities, example lesson plans and approaches to planning. Written in an accessible style, the book addresses such practical issues as setting up role play, how to inject depth into group drama, working with text, teaching playwriting, as well as common problems that arise in the drama classroom and how to avoid them. This fourth edition has been updated to reflect the latest educational thinking and developments in policy and includes: a new chapter on researching drama; an extra section on digital technology and drama; guidance on different approaches to drama; advice on how teachers can achieve and recognize quality work in drama; a discussion of drama concepts including applied theatre, ensemble and rehearsal approaches. Acting on the growing interest in drama both as a separate subject and as a teaching methodology, this book is full of sensible, practical advice for teachers using drama at all levels and in all kinds of different school contexts. Written by an internationally recognized leading name in drama education, this book is valuable reading for trainee teachers who are new to drama and teachers who wish to update and broaden their range.
Hard To Swallow has become a much used play in schools across the globe. This play, an adaptation of Maureen Dunbar’s award winning book and film “Catherine”, charts her daughter’s uneven battle with anorexia and the family’s difficulties in coping with it all. “This play reaches moments of almost unbearable intensity… naturalistic scenes flow seamlessly into sequences of highly stylised theatre… such potent theatre!” Vera Lustig, The Independent “HARD TO SWALLOW uses simple narrative and a series of stylised visual tableaux to build a powerful and sometimes harrowing chronicle of Catherine’s long and ultimately unsuccessful fight against anorexia nervosa... uncompromising and sensitive... its ability to raise our awareness of a condition about which we remain woefully ignorant defines it as an important piece of work... it should be compulsory viewing for anyone connected with the education of teenagers.” Mick Martin: Times Educational Supplement
Written for practicing and trainee English and Drama specialists, this text clarifies what constitutes useful knowledge about spoken English and how pupils aged 11-16 can develop their skills in speaking and listening through the use of drama.
Even teachers who enjoy their job often complain that they become stale after teaching the same things every year. They look for new ideas that will reignite their enthusiasm. This book does just that. It offers numerous ideas for drama lessons for primary school children.
John Doona is an artist and a teacher of exceptional quality. He brings both artistic and human integrity to a wide range of drama work from the classroom to performance of the highest standards. His significant practice is firmly rooted in principle and knowledge of drama and children and young people. I recommend him to you as an exceptional and effective teacher and practitioner. Professor Jonothan Neelands, University of Warwick, UK What is a compelling scheme of work and how do I create one? What are the building blocks of Drama? How do I sustain interest and engagement? What is the purpose and impact of my daily work? Providing inspiration for daily practice alongside a full range of tried and tested schemes of work, this exciting new book offers support to secondary teachers wanting to create original drama experiences to meet their own unique classroom needs. The book models a positive and reflective approach to classroom practice offering a thoughtful exploration of the craft and art of drama teaching covering key issues such as classroom management, student engagement, planning, progression and assessment. After considering the theory behind drama in education and the fundamentals of practice, the majority of the text is devoted to the annotated schemes of work. These cover a diverse range of topics such as homelessness, addiction, terrorism and civil rights and show how the ideas discussed can be put into practice. Featuring a Preface by Dorothy Heathcote and a Foreword by Edward Bond, this resource will be valuable reading for both new and established teachers looking to deliver excellent inspiring drama lessons across the secondary setting and become a vibrant and effective drama specialist.
How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: · history · literacy, oracy and listening · health and human relationships education · science · democracy, social justice and global citizenship education · bullying and conflict management · criticality · digital technologies · additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.
This book will be of major interest to student teachers, teachers, lecturers and researchers. It provides a case for an integrated approach to the teaching of drama in primary and secondary schools that will help practitioners develop a theoretical rationale for their work. It also offers practical examples of lesson plans and schemes of work designed to give pupils a broad and balanced experience of drama. These are presented within a framework that argues for an integration of content and form, means and ends, and internal and external experience. Whereas the author's previous work argued for an inclusive approach that reconciled polarized views about performance drama and improvisation, this book shows how those activities can be related to each other in practice in an integrated curriculum.
Hornbrook, referring to current legislation, argues the case for an organized curricular framework for drama in the 1990s which develops in children the activities of designing, directing, acting, writing and evaluating - all within the range of the historic context of dramatic work. He asserts that recent drama teaching in Britain has been child-centred and psychological, and viewed as a learning medium rather than as an aesthetic study in itself. This, he believes, has had the effect of cutting children off from the variegated world of the theatre and, in the broader sense, from any collective aesthetic or historical dimension. This book is intended mainly for the use of primary and secondary school teachers.
