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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.
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.
Starting Drama Teaching is a comprehensive guide to the teaching of drama in primary and secondary schools. It looks at the aims and purposes of drama and provides an insight into the theoretical perspectives that underpin practice alongside practical activities, examples of lessons and approaches to planning.
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.
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.
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.
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.
Drama is increasingly being recognised as a valuable pedagogy for language learning as it can harness children‘s imaginations and stimulate their desire to communicate. Second Learning Language through Drama draws on current theories of additional and foreign language learning and illustrates through practical case studies how drama can be used to support the four key skills of listening, speaking, reading and writing. Drawing on the work of an international group of practitioners who are all highly experienced in using drama for the purpose of second language learning, the book clearly explains key drama conventions and strategies and outlines the innovative ways they have been used to create enjoyable and stimulating classroom activities that allow for multiple ways of learning. Throughout the book the emphasis is on making language learning accessible and relevant to children and young people through creative, physically active and playful approaches. The strategies described are all highly flexible and readily adaptable to different teaching contexts. Specific themes include: Using stories and drama to motivate learners at all levels Drama, language learning and identity Assessment opportunities through process drama Issues of language learning and cultural empowerment Digital storytelling Film & drama aesthetics Second Language Learning through Drama will be of great interest to those studying on undergraduate and postgraduate courses and will serve as a highly valuable text to practitioners looking to incorporate the approaches described into their lessons and classroom activities.
