The Drama Classroom: Action, Reflection, Transformation
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.
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action activity actor-teachers aesthetic argued artform artistic artistry arts education artwork asks audience Australia Bolton Boston Massacre Cecily O’Neill centre challenged Chapter characterised context create creative drama curriculum David Booth David Fulton demonstrate develop Dorothy Heathcote drama classroom drama educators Drama in Education drama praxis drama teachers Educational Drama Episode event experience explore Falmer focus happening Heathcote’s Heinemann Hornbrook ideas images improvisation language leader lesson lives London Longman Maxine Greene MERYL Molineux NADIE National O’Neill’s ofDrama participants partnership passion Patrick patriots pedagogical people’s perspectives Peter Slade PHIL pigs play Portsmouth Praxis principle pre-text process drama programme questions reading recognise reflective practice Reflective practitioners Regata responses seal-woman Slade social studies stereotype story storydrama strategies structure suggests Task teacher in role teaching temple tension Theatre in Education themes Three Little Pigs transformed understanding University visual arts wolf York