Educational drama in education

Dramatic play is one of the most important and useful center for children in the classroom. By playing in dramatic play they can develop their physical, cognitive, linguistic, social and emotional domains. In the article “Supporting Language: Culturally Rich Dramatic Play” the author state” Mrs. Ramos invites them to talk about their weekend activities. Rodrigo says he and his grandmother went to the panaderia (bakery). Two children ask, “What is that?” Juanita explains, “That’s a bakery where you buy bread and cake.” Mrs. Ramos says she and her mother used to go to the panaderia when she was a child. The children smile.” This a further proof of how children can develop their cognitive, linguistic

During this drama activity the teacher will take on the role of Pearl Gibbs, explaining her life and some of her achievements to the students. Firstly the teacher will discuss that a very important guest is coming in today to share with us about her life, but the teacher will not be able to stay to hear it so the students will have to listen carefully, take notes and ask lots of questions to relay what Gibbs has shared with them. The teacher will then leave the room and come back in as Pearl Gibbs, using props such as glasses, an aboriginal flag and take on the role of Pearl Gibbs. The students would have been involved in the teacher in role activity before so they understand what is happening. During this role the teacher excites interest, control action, provoke tension, challenges thinking, assess knowledge, meanwhile is teaching the students in an engaging and inclusive way about an historical Indigenous person (Gibson & Ewing, 2011).

The UK Parliament has made considerable movement towards helping schools in Britain to become kinder to the planet. The Scottish government has introduced an eco-schools programme into the British school system. These eco-schools and the government hold close links with Education for sustainable development (ESD).

As well as the quality of spoken language that children hear on a day to day basis will have a vast impact on the grammar and language they use. Therefore teachers and all teaching staff should ensure they continue to develop children’s confidence when it comes to communication by developing the skills needed to explain their understanding this is also vital when it comes to understanding and explaining of books or other recourses. All children should have access to and be encouraged to develop their role in drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre

The timeline of the drama program is it would start in October and end in May. The program will include teachers and community members as volunteers. Ideally, the people who volunteer would be interested in the arts such as: music, art, dance and acting. But, experience in those fields is not required. The students will have the opportunity to learn reading comprehension skills such as: sequence of events, vocabulary and summarization. The students will choose one book to read and study per month, and the activities will coordinate with those books. The books the children will choose from will vary in topic and difficulty, but will be on the 2nd grade reading level. The drama techniques that will be used are: hotseating, role-play and tableaux.

2. I have a retail job, which requires me to put on a performance for the audience also known as the customers. Goffman states that life is like a theater, which has different regions in which we must act in order for our performance to be deemed as successful by the audience (Goffman, 1959). A performance is defined as the act that one puts on for the audience, which has some influence on the actor (Goffman, 1959). Regarding my retail job I must put on an act of helpfulness and caring in the product that I am selling, I must change my approach according to each person. If I approach a customer and ask if they need assistance and they state they do not, then I must respect their decision. On the other hand if I have a person that need my assistance I must make myself available to this customer; therefor my attentiveness changes depending on costumers and their needs. For my performance to be successful my colleges and I must work together as a team (Goffman, 1959). Team is situation that we define as a group through a social situation (Goffman, 1959). At my retail job we must work together as a team to help one another. As a team we must all act as helpful and caring sale associates if we do not the performance is seen as insincere (Goffman, 1959). We must help one other to keep the performance (Goffman, 1959). Since in our store there are different sections, sales floor, fitting rooms, and cash, no one person can do all three especially

This theory looks at how we present ourselves in social situations in terms of our identity.

This last half term we’ve been looking at challenging stereotypes and misconceptions. To begin with we were given stimulus in the form of photographs; these prompted each of us to have thoughts on what was shown. The image showed a man or woman staring stone faced through the many legs of passers by. My feeling towards this photograph was partly sympathy; however I knew I would just be one of the many people who would walk past. Stereotypes can interfere; one of the first things that came into our minds was things like drugs and gambling. This makes you feel less sorry for the person and immediately ideas that could be entirely untrue come into your head.

drama is so good for young children: it teaches them not only how to speak clearly, loudly and with confidence, but many other communication skills as well. For example, at Perform we have developed games that focus on simple yet important lessons like looking someone in the eye when you talk to them and maintaining that eye contact. Clear diction is encouraged through tongue twisters and raps and voices are nurtured through our singing and vocal warm up exercises.

Dramaturgy is an essential and significant fragment of both stagecraft and theatre itself, it serves to analysis and explore the dramatic structure of the play or performance that is being prepared or analysed and presented. In traditional theatrical turn of phrase, a dramaturge can be broken down as an rational deviser, or a associate of the production team who is bothered with the way in which the concepts, subjects and the ideas of a play are reflected on stage. The role of the dramaturge is both multifaceted and open to change, shaping and re-shaping to encounter the required needs of the theatre company, or of the specific production in question. A dramaturge may be called upon to complete a wide variety of tasks in the theatre. These

Our education should be aimed at educating people who love the world they lie in and who are ready to become peacemakers and healers of the world (Orr 55). A sustainable society “consists” of citizens, workers, specialists, technicians, etc, who are ready to work in order to build and support such society. One of the ways to provide such education is to “get outdoor”. The skills and abilities develop in real world and not in artificial situations in class. In this regard, we may refer to the Plato’s “Allegory of the Cave”. One should “touch” the real world problems and get personal experience from it. Shadows in the cave are the retrospectives of the real knowledge. To acquire the knowledge, we should leave the “cave”. We can learn theory separated from practice and this will not have any result. Instead, we should understand that every individual is a part of the natural world, thus, education should be based on ecological literacy as “health of our planet” is one of the most urgent questions of the modern social community.

     There have been many dramatic plays over the centuries. Many of these plays have died in their time, while others have lived on. What makes these plays endure time and continue to be influential over time? Perhaps it is the storyline or the interesting nature of the play is what makes these dramas last. I think that it is the focus on human nature and its essential truths that keep these plays alive. Most of the plays, still enacted in theaters today, deal with social issues that people can learn from and relate to.

Despite the claim that Drama in Education ( DIE) as a pedagogy dimmed its popularity in the Western world since 1990 until 2016 (Gallagher, et al. , 2017), in the year of 2011, Morrow, et al. included it as one of the best practices in literacy instruction. Some of the teachers who had the experience of trying process drama in their classrooms found that the pedagogy improved students’ participations, pushed students to use their imaginations, performed deeper understanding of the topics being learned and made the students learn to have empathy ( Long, 1998). Do the voices from the classroom resemble to what researchers and theories have to say on process drama?

Creative drama is a process where kids can express their creativity with the power to create ideas with their imagination through movements and gesture. Their techniques guide them ideas to portray into action. An example of how I would use creative drama in my classroom would be based on the lesson for that day. I’m a huge fan of music, drama and art, mostly like kids will do arts and craft activity follow by musically performance or a puppet show. For instance, I will read the book of “The Lion King” and have the kids create “Simba’s Safari Shakers” and will do our own remix of “Circle of

Sustainability development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being. Therefore, education for sustainable development (ESD) is the use of education as a tool to achieve sustainability. Simply put, ESD is a way to make the world a safer, healthier, and more livable place for us and future generations (McKeown, 2002, pgs 7-9).