Improve your Primary School Through Drama

Höfundar: Rachel Dickinson; Jonothan Neelands (Útgáfa: 1)
Improve your Primary School Through Drama

Kaup valmöguleikar

Using drama right across the curriculum to improve and invigorate teaching and learning, this book provides whole school and individual class approaches underpinned by sound theory and implemented in a real primary school. Explanations and examples are given in a clear and accessible style, and links are made to The National Strategy. The book illustrates a wide range of strategies that show how drama can help with: behavior inclusion and multicultural issues improving the whole school ethos involving parents and governors.

Nánar um bókina

Útgefandi
Taylor & Francis
ISBN
9781136610387
Print ISBN
9781843123064
Format
ePub
Útgáfa
1
Höfundar
Rachel Dickinson; Jonothan Neelands
Tungumál
English
Útgefið
2012-11-12
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover Page
  • Title Page
  • Copyright Page
  • Contents
  • Acknowledgements
  • Contributors
  • 1 Improving Your Primary School Through Drama
  • Local Context
  • Advantages for Pupils
  • Advantages for Teachers and Other Staff
  • Advantages for Parents and the Community
  • Improving the Quality of Learning and the Quality of Life
  • Your School and Professional Community
  • Making Drama Happen – a Management Strategy
  • What Can Drama Do?
  • Primary School – a Foundation for Life
  • Drama and Society
  • Through Drama – as a Process of Improvement
  • ‘Becoming' the Story
  • 2 From National Policy to Local Practice
  • Making a Policy for Drama
  • National Policy and Guidance
  • Strand One – Drama Objectives and Expectations
  • Statutory Requirements for Drama in the Orders for English in the National Curriculum – DfES/QCA
  • The National Literacy Strategy (DfES)
  • Drama in Schools, Ace
  • Best Practice
  • Foundation Stage
  • Key Stages 1 and 2
  • Learning about the World
  • Progression
  • ‘Creative Generation' (DfES GTEU)
  • Primary National Strategy: Speaking, Listening, Learning
  • Strand Two – towards a Creative Pedagogy
  • A Pedagogic Framework for Creative Learning
  • 3 Getting Ready for Drama
  • Establishing the Ground Rules for Effective Drama Work
  • Creating a Positive Climate for Drama Work
  • Use of Space (See Also ‘making the Space Safe', pp. 126–7)
  • The Circle (See Also ‘the Circle as a Symbol of Common Unity', P. 127)
  • Initiating ‘talk'
  • Strategies Suggested by the Primary National Strategy
  • Glove Puppets and Shadow Theatre
  • Word Tennis
  • Think-Pair-Share
  • Flashbacks and Flash Forwards
  • Asking the Right Questions
  • Group Work
  • Key Stage 1
  • Key Stage 2
  • Sharing Good Practice
  • Sharing Work
  • Celebrating Achievement
  • Valuing Pupils' Ideas and Knowledge
  • Reinforcing Positive Behaviour
  • ‘Acting the Teacher' and Routines for Classroom Management in Drama
  • Commanding the Space
  • Body Language
  • Use of Voice
  • Eye Contact
  • Three Useful Techniques for Classroom Management in Drama
  • One – The countdown
  • Two – ‘Eyes on Me'
  • Three – Managing with Sound
  • A Behaviour Checklist
  • Applying Behaviour Strategies in a Practical Example
  • Not Now Bernard by David Mckee: A Sequence of Drama Tasks
  • Rationale
  • Introduction: The Whole Story
  • Task 1: We're Too Busy!
  • Task 2: How Does It Feel?
  • Task 3:Making a Monster
  • Task 4: Monster images
  • Task 5:Story Board
  • 4 Beginning with Story
  • The Learning Power of Story
  • Features of Story
  • Traditional Stories as a Starting Point for Drama
  • Stories in Drama as a Stimulus for Talk and Writing:
  • Strategies for Selecting Stories
  • Indicators for Choosing Texts
  • Character
  • Setting
  • Plot
  • Story Boxes and Environments for Story Making
  • Different Ways of Starting Story Dramas
  • Possible Reasons for Starting the Drama with a ‘thought-Shower'
  • Benefits for Pupils
  • Example 1
  • Possible Reasons for Starting the Drama with a Game
  • Benefits for Pupils
  • Example 2
  • Possible Reasons for Starting the Drama with an Image
  • Benefits for Pupils
  • Example 3
  • Possible Reasons for Starting the Drama with an Object
  • Example 4
  • Possible Reasons for Starting the Drama with Text
  • Benefits for pupils
  • Example 5
  • Possible Reasons for Starting the Drama with a Dilemma
  • Benefits for Pupils
  • Example 6
  • Possible Reasons for Starting the Drama with ‘teacher-in-Role' (See Chapter 5, Pp. 94–101)
  • Benefits for Pupils
  • Example 7
  • Possible Reasons for Starting the Drama with Sound
  • Benefits for Pupils
  • Example 8
  • Possible Reasons for Starting the Drama with Movement
  • Benefits for Pupils
  • Example 9
  • Possible Reasons for Starting the Drama with an Environment
  • Benefits for Pupils
  • Example 10
  • Story Drama across the Years and across the Curriculum
  • Noah's Ark: Sequence of Drama Tasks for Nursery Class Children
  • Task 1: Huggy
  • Task 2: God's Order
  • Task 3: Building the Ark
  • Task 4: The Animals Board the Ark Two by Two
  • Noah's Ark: Sequence of Drama Tasks for Children in Years 1 and 2
  • Warm up Game: Noah in Charge
  • Task 1: Presenting Noah
  • Task 2: Life in the Valley
  • Task 3: What Were They Thinking?
  • Task 4: Finger Puppets
  • Noah's Ark: Sequence of Drama Tasks for Children in Years 3 and 4
  • Task 1: A Letter from God
  • Task 2: Building the Ark
  • Task 3: Mrs Noah the Doubter
  • Task 4: The Animals Came in Two by Two
  • Noah's Ark: Sequence of Drama Tasks for Children in Years 5 and 6
  • Task 1: How Do I Choose?
  • Task 2: Then Came the Rains
  • Task 3: Making the Headlines
  • Activity 4: A New Beginning
  • 5 Acting to Learn
  • Learning in-Role
  • Using Role with Nursery Children
  • Using Role with Children in Key Stage 1
  • Using Role with Children in Key Stage 2
  • Walking in Someone Else's Shoes
  • Acting and Interacting (See Figure 5.1, opposite)
  • ‘Teacher-in-Role'
  • 1 ‘Role-Action' and ‘Teacher-Action'
  • 2 Setting the Context and Giving Information
  • 3 Responding in-Role
  • 4 Selecting a Role
  • 5 Introducing ‘teacher-in-Role'
  • ‘Mantle of the Expert'
  • Examples of ‘mantle of the Expert'
  • Nursery
  • Key Stage 1
  • Key Stage 2
  • Topic Work with a Difference
  • Working with Other Drama Conventions and Techniques
  • Using Conventions to Support Role Play – an Example
  • Task 1: Sword and Shield
  • Task 2: Lines across the Circle
  • Task 3: Thou Art a Boil!
  • Task 4: Fathers and Daughters
  • Task 5: Meeting Cordelia
  • Task 6: Hence and Avoid My Sight!
  • 6 Making a Common Unity: Inclusion Through Differentiation
  • Drama as an Inclusive Learning Activity
  • Visual Learning
  • Aural Learning
  • Kinaesthetic Learning
  • Strategies for Supporting the Needs of Eal Pupils
  • Organising ‘work/Talk' Partners on a Language Basis
  • Create Access into Small Group Situations
  • Create Opportunities to ‘rehearse' Responses and Contributions
  • ‘Scaffold' Each Task Appropriately
  • Make Roles within a Group Specific Where Appropriate
  • Plan Tasks That Draw on Your Pupils' Linguistic Diversity
  • Select Material That Reflects ‘difference'
  • Where Appropriate, Use Visual Images to Support the Work
  • Where appropriate, add meaning through alternative signs and symbols
  • Create Opportunities for Physical Expression
  • Support Language Development by Creating Word Banks
  • ‘Model' the Task for the Pupils
  • Strategies for Supporting the Needs of Sen Pupils
  • Making the Space Safe
  • The Circle as a Symbol of Common Unity
  • Work on Creating a Non-Judgemental Environment
  • Consider the Importance of Transitions
  • Discovering the Use of Ritual
  • Using Gesture, Mime, Visual Symbols and Images
  • Providing Alternative Roles
  • Strategies for Supporting the Needs of G&T Pupils
  • Talented Work beyond the Classroom
  • ‘Busy Bees'
  • Modelling and Mentor
  • A Differentiated Lesson for Key Stage 2
  • The Conquerors: Sequence of Drama Tasks
  • Rationale
  • Starter Task: ‘follow My Leader'
  • Task 2: The General's Parade
  • Task 3: Meeting the Mayor
  • Task 4: The Soldiers Arrive
  • Task 5: ‘we All Fall Down'
  • Task 6: ‘talking Pictures'
  • Task 7: Living in Peace
  • Task 8: What Does a Soldier Do?
  • Task 9: Objects of Character
  • Task 10: Ritual Gift Giving
  • Differentiation Checklist
  • 7 Measuring Success
  • Assessing Social and Artistic Progress in Drama
  • 7 Talk-Related Assessment Routines
  • Applause and Action
  • ‘Progress Partners'
  • Ready, Steady, Go!
  • Measuring up to Excellence: Benchmarking Progress
  • Performance Indicators Proposed by Ncsl
  • Looking Ahead
  • Appendix Ncsl Performance Indicators
  • References
  • Books for children on which schemes of work are modelled in the text
  • Index