With Drama in Mind
Real Learning in Imagined Worlds (Literacy Collection S.)
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|Format: ||Paperback / softback, 252 pages|
|Other Information: ||Illustrations|
|Published In: ||United Kingdom, 01 April 2004|
This book will be of interest to all teachers wishing to take up the challenge of teaching more creatively. It sets out a thorough and authoritative rationale for teaching through drama, revealing the relationship between drama in education and the latest findings on how children learn. It introduces a toolkit of drama strategies that can scaffold and promote creativity across the curriculum. These are linked to self-contained, stimulating schemes of work that can be broken down into a series of lessons. Further teacher support is provided through a range of photocopiable resource sheets that can be linked to the drama units or used generically and adapted for use in lessons other than drama. The challenge for teachers today is to develop creative learners who are able to adapt their thinking towards living successfully in the rapidly changing world of the twenty-first century. Central to this is the ability to imagine. Drama, rooted in dramatic play, offers a way of encouraging thinking and learning through creative, imagined experience. This book will be of interest to all teachers wishing to take up the challenge of teaching more creatively. It sets out a thorough and authoritative rationale for teaching through drama, revealing the relationship between drama in education and the latest findings on how children learn. It introduces a toolkit of drama strategies that can scaffold and promote creativity across the curriculum. These are linked to self-contained, stimulating schemes of work that can be broken down into a series of lessons. Further teacher support is provided through a range of photocopiable resource sheets that can be linked to the drama units or used generically and adapted for use in lessons other than drama. With Drama in Mind offers a powerful teaching resource which: explores the close link between the multi-intelligent and multisensory nature of learning and children's natural learning through dramatic play; illustrates how drama can be used to support and stimulate brain-friendly lear ing; explains how drama relates directly to recent humanistic and learner-focused educational movements; offers contexts in which children can talk, 'play' and learn alongside empathetic adults in shared, created and imagined worlds within real classrooms; introduces a range of drama strategies, presented as flexible, visual, auditory and kinesthetic thinking frames for use by drama specialists and non-specialists alike; provides substantial teacher support through tried-and-tested units of work; includes a range of photocopiable materials for use in the classroom.
Table of Contents
Foreword; Introduction; How to use this book; Part One; Chapter 1 - Drama in Education; Chapter 2 - Drama and the Brain; Chapter 3 - Dramatic Play and Learning; Chapter 4 - Drama and Intelligences; Chapter 5 - Drama and Thinking; Chapter 6 - Drama, Creativity and Imagination; Chapter 7 - Drama, Thinking and Talk; Part Two Structuring the Drama Experience; The Drama Contract; Drama Strategies - Choosing and Using; Teacher in Role; Still Image and Freeze-frame; Mantle of the Expert; Hot-seating; Role on the Wall; Conscience Alley; Thought-tracking; Eavesdropping; Rumours; Collective Role; Improvisation; Small Group Playmaking; Forum Theatre; Teacher as Storyteller and Storymaker; Ritual; Other Drama Strategies; Part Three; Drama Units; Unit 1 (Key Stage 1) - Mr Once Upon a Time; Unit 2 (Key Stage 2) - The Victorian Cotton Mill; Unit 3 (Key Stages 2/3) - Bullying; Unit 4 (Key Stages 2/3) - Creating an Imaginary Culture and Community; Unit 5 (Key Stages 2/3) - Chief Seattle's Speech (1854); Part Four; Photocopiable Resource Sheets; Resource Sheet 1 - Senses; Resource Sheet 2a - Rumours; Resource Sheet 2b - Rumours; Resource Sheet 3 - Plans; Resource Sheet 4 - Thoughts; Resource Sheet 5a - Conscience Alley; Resource Sheet 5b - Conscience Alley; Resource Sheet 5c - Collective Thoughts; Resource Sheet 6 - Questioning/Hot-seating; Resource Sheet 7a - Victorian Cotton Mill; Resource Sheet 7b Victorian Cotton Mill; Resource Sheet 8a - Role on the Wall; Resource Sheet 8b - Role on the Wall; Resource Sheet 8c - Role on the Wall; Resource Sheet 8d - Role on the Wall; Resource Sheet 9 - Contrasting Images; Resource Sheet 10 - Storyboard; Resource Sheet 11a&b - Chief Seattle's Speech; Resource Sheet 12 - Chief Seattle's Photograph; Resource Sheet 13 - Statues; References and Further Reading; Index
About the Author
Patrice Baldwin is LEA Adviser for the Promotion of the Arts in Schools (Norfolk) and is well established as a consultant on drama for learning and creativity. Her career in drama in education spans more than 25 years. She spent many years as a successful primary headteacher and class teacher, delivering much of the national curriculum creatively through drama. She was consulted by Arts Council England on 'Drama in Schools' and is a regular consultant to the Qualifications and Curriculum Authority on English, drama and creativity across the curriculum. Patrice is also an established educational writer, drama consultant and scriptwriter for BBC Education. She is currently a Fellow of the University of East Anglia School and Education and Professional Studies, and is Vice Chair of National Drama, the UK's largest professional association of drama teachers.
"As a result of this landmark book, teachers will be inspired to teach in new ways...and students will benefit by all the stir that 'With Drama in Mind' could brew up" - Jan Macdonald, Drama magazine.
Network Educational Press Ltd|
21.01 x 29.69 x 1.35 centimeters (0.82 kg)|
15+ years |