Literacy Intervention Paper

The drama class gives students a safe, secure place to share their talents without the fear of failure or embarrassment. “It [drama] provides students the chance to perform in front of others and receive feedback on what to do to make their own parts even better.” Joey Henschel, who’s in 7th-grade drama, states.

DRAMA I (Beginning Drama) This is an introductory course in theatre arts, which is intended to help students break out and gain confidence in public performance in a safe classroom environment. This class includes an introduction to theatre history by studying different genres of plays and follows up with scene work. The course will introduce the basic skills required for performance, such as teamwork, (ensemble) Line Memorization, Improvisation, appropriate audience etiquette & Blocking. Students will be expected to participate in classroom exercises in Monologues, Scenes, children’s theatre, creating scenes, etc. Since this is a participation class, students who have attendance problems should consider other options.

The children at Fairfield Elementary School's summer program, put on a Tony award worthy performance of Little Red Riding Hood. Students from ISU came in for a week of rehearsals and preparation. They partnered with America Reads and America Counts to create fun ways to improve reading skills. And the participants did so much more than read the story. They made their own costumes, designed the set, and printed the tickets.

Students will engage literacy in all facets through this unit. Students will use reading, writing, speaking, and listening. Students will be challenged in their reading by reading multiple texts. This also could be the first time the

Studies have found that when arts integration is implemented in the classroom, students are affected positively academically and cognitively. Academic outcomes are the achievements students make in the core academic subjects, including the arts. When literacy and language development has drama integrated into the lessons, research has found that it helps students with reading and writing by increasing and refining oral language skills and story-understanding. “The positive impact of arts-integrated instruction on literacy development is especially strong for English language learners at the elementary and middle school levels” (Anon 2017).

The objective of this study was to assess the effects of Adaptive Readers’ Theater on the achievement of elementary students. The first sub question of my research project was: What will be the effects of Adaptive Readers’ Theater on vocabulary acquisition? Vocabulary scores of all students were assessed. The results suggested, that in this case, Adaptive Readers ' Theater had a significant impact on vocabulary results from the pre-test to the post-test.

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

Rao and Cartledge (2009) reported that minority and economically disadvantaged children have difficulty in reading comprehension. Reading comprehension involves reading, decoding, making connections to prior knowledge and thinking deeply about the text (Reading Rockets, 2015). Reading comprehension is a skill that is used inside and outside of the classroom, which means it should be effectively taught. Since this is an important skill that many children struggle with, I would like to focus on assisting children with enhancing their reading comprehension skills. I would like to create a program that focuses on building reading comprehension skills through the implementation of drama techniques.

The introduction of the Dramatic Reading Program will serve to signify the church’s commitment to intellectual engagement and strong academic culture in our community. It will target ages 7 to 12 which research has proven is that most vulnerable age of children and the age where the challenge with reading should come to awareness. Research shows that 2/3 of students who cannot read proficiently by the end of the 4th grade will end up in jail or on welfare. With this the discovery of this research this level of education is our target. Over 70% of Americans inmates cannot read above the 4th grade level. This program will implement reading strategies that will challenge students and enhance their reading level two or three grade levels.

During this lesson, the students will be focusing on building their emotional intelligence. The students will learn about the concept of perseverance and will work on their empathy and interpersonal skills. My hope is that the students are able to start thinking and building on personal strategies pertaining to these concepts so that they will be able to use these strategies throughout their daily lives. I want the students to understand importance of expressing their emotions, working together, and never giving up. During this unit, I would like to explore how the impact of integrating dramatic activities will help students to form a deeper understanding of the concepts being discussed in the lesson. In addition, I am interested to see the effect that implementing the art of drama has on the students and the way that they view not only themselves, but also the community as a whole. Through the use of dramatic activities such as covering the space, tableaux’s, total physical response, two corners and role-playing the students will be able to look at the story from different perspectives, express their emotions as well as learn more about their peers’ thoughts on the subject matter. These activities will also encourage the students to think deeply and use their background knowledge to form connections between the story, characters and their own lives. Throughout this process the students will be actively involved and engaged, which will help them to fully comprehend the

Especially for educators and parents both, "Limnopoula" is a primer on involvement of children in drama, art

In schools across America, teachers are tirelessly brainstorming ways in which to engage students in the learning process, while at the same time teaching the necessary information that is presented in the Common Core State Standards. Although, there are many strategies that could be used to teach this information, the implementation of drama in the classroom will not only keep students engaged and meet the standards, but will also teach students to think critically, make connections and truly comprehend what they learn in the classroom. By integrating drama into the classroom, teachers give students the opportunity to explore and be creative.

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?

My preconceptions of Drama were that of taking a play and performing it. I imagined that lines would have to be learned off by heart and rehearsal and repetition would be vital in carrying out a successful drama lesson. I remember when I found out that we would be taking drama as a module this semester it provoked me to think back to my drama experience in primary school. I personally couldn’t remember much from drama in primary school other than nativity plays. I was very excited to begin drama at the start of this year. I would consider myself to be very outgoing and optimistic as a result of this I felt that I could succeed with drama. I thoroughly enjoyed the workshops that we completed and I feel that our friendship with our classmates was strengthened

In order to explore the subject of this paper thoroughly, a number of topics will be examined critically from many differing perspectives. These include narrative writing, boys and writing, speaking and listening, creativity and the use of drama and role-play as a teaching tool. Initially the importance of creativity in today’s education will feature in conjunction with how this links to the use of the creative arts (drama).