Joe Winston, Miles Tandy

Beginning Drama 4-11

• Broschiertes Buch

Produktbeschreibung

Gives an introduction for early years and primary school teachers who are new to drama and for student teachers who wish to specialise in the teaching of drama. This work offers guidance to help teachers and children grow in confidence in their use of drama, and shows how drama can contribute to work in English, and learning across the curriculum.

Produktdetails

• Verlag: David Fulton Publishers Ltd
• 3 ed
• Seitenzahl: 144
• Erscheinungstermin: 3. Oktober 2008
• Englisch
• Abmessung: 246mm x 189mm x 12mm
• Gewicht: 312g
• ISBN-13: 9780415475839
• ISBN-10: 041547583X
• Artikelnr.: 23819879

Autorenporträt

Joe Winston is Associate Professor (Reader) in Drama and Theatre Education, University of Warwick, and a leading international writer, speaker and trainer in the field of primary drama. Miles Tandy is an Adviser for Warwickshire Educational Development Service, working in the area of drama, literacy and primary curriculum development.

Inhaltsangabe

Preface to the Third Edition Introduction Drama is playful Dramas use
stories to explore issues of human significance In drama, the normal rules
of time, place and identity are suspended Drama is a social activity and a
communal art form Drama is driven by rules and conventions Dramas should
not be boring 1. Beginning drama with games Games and how they relate to
drama Games which involve movement in space Games for pairs and small
groups Circle games Games which suggest stories Some strategies to help
with organisation and control 2. Beginning drama with a story: The Forest
Child 'Keeper of the Keys' (Year 1 upwards) Previewing the story (Reception
upwards) Presenting the story (Reception upwards) Acting out the story
(Year 1 upwards) Making a map of the story (Year 2 upwards) Creating the
forest through sound (Year 3 upwards) Creating the forest through movement
(Year 4 upwards) Showing the worst moment for the Forest Child (Year 2
upwards) Questioning the Hunter (Year 2 upwards) A meeting of the animals
of the forest (Year 2 upwards) Revisiting the sounds of the forest (Year 3
upwards) How might this new story end? (Year 4 upwards) Planning a drama
lesson: some basic considerations 3. Beginning drama in the early years
Planning for imaginative play The drama lesson in the early years 4. Drama
in the curriculum Example 1 - The 3 Pigs' Homes Points to consider Example
2 - The Terracotta Army Points to consider Example 3 - The Saxons and the
Viking Raids Points to consider Example 4 - Building the Reservoir Points
to consider Example 5 - The Siege of Troy Points to consider A framework
for planning to teach drama Learning area Key questions Intended learning
outcomes Starting point Outline of activity Further questions / activity
Managing the pace and direction of the drama Moving the thinking on:
teacher questioning in the drama lesson 5. Drama and literacy Example 1 -
The Three Billy Goats Gruff (Reception / Y1) Example 2 - Giggle, Giggle,
Quack (Year 2/3) Example 3 - Arthur (Year 4) Example 4 - Quetta (Year 5)
Example 5 - Romeo and Juliet (Year 6) 6. Drama, community and performance
in the primary school Example 1: The Enchanter's Daughter (Year 6) Example
2: The Snow Queen (Year 2) Some guidelines for those new to running school
drama productions 7. Progression, continuity and assessment in primary
drama First principles of progression Progression and continuity in drama
within the personal, social and moral curriculum Making, performing and
responding Learning objectives specific to drama Policy and practice
Publications referred to in this chapter Appendix 1 The Forest Child
Appendix 2 A selection of drama conventions Bibliography Index