Analysis Of The Phantom Tollbooth

1611 WordsSep 25, 20177 Pages
It is the excerpt of an interview I had with Heaven (pseudonym) when I asked about her reading activity at home and her impressions of the novel that the class had read. Heaven was one of Diana’s twenty fifth graders with whom I had the opportunity of doing a 16 - week study. She performed very well academically and was one of the brightest students in the class. Under the guidance of Diana, she and other students read The Phantom Tollbooth ( Juster, 1961) novel and produced a TV talk show performance from a chapter of the novel. With her lack of interest and belief in reading, I was surprised to see how good Heaven was when closely reading the chapter with her partner, Maya, and in her Talk Show performance. As literacy teachers and…show more content…
It is the action of positioning students as experts of a particular discipline to explore what “they do not know they know” (p. 1). In addition to Drama for learning and Inquiry, expert framing is one of the three essential, inseparable structures of Heathcote’s most phenomenal approach in drama in education, Mantle of the Expert ( Aitken, 2013 in Fraser, Aitken, and Whyte, 2013). In the Theater / Drama in Education (TIE/DIE) literature, there are some variations of expert framing procedure, such as Character Interview ( Flynn and Kelner, 2006; Macy, 2004), Panel Discussion ( Beach, Appleman, Hynds, and Wilhelm, 2011 ), Group role (Flynn and Kelner, 2006), and Hot Seating ( Booth, 1994). The expert framing strategies above, I would argue, are the kinds of dramatic strategies that did not require teachers to have strong backgroun in theater or drama. In fact, by placing the mantle of the experts on students’ shoulders, teacher relieve the burden of having to be the source of the knowledge all the time. Teachers can also choose to be in and out of the roles comfortably. Heathcote (1984) believed that teachers do not need heavy dramatic training to apply drama in their classes. She even further suggested that teachers focus on students’ learning when they teach using drama, not on the drama activity. In the tradition of theater or drama, there is a one activity called script analysis that resembles to close reading activity, one of Common Core where

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