Theory PraxisNexusHow will I teach drama?What will it look, sound andfeel like?
What is my Praxis? My praxis in a classroom that embeds drama into all learning areas will allow students to act, reflect and transform their thinking (Rebeck, 2005). This presentation outlines what my praxis will look like using drama education as the pivotal tool.
Drama and the curriculum Sue Davis (2010), states that drama is a basic human form of expression and can be seen in everyday life. Therefore the use of drama in the curriculum enables connections and relevance to the students „real-world‟ Drama is also a subject area that needs students to cohesively work together. This is important in the curriculum as students need to learn to work in a team.
Process Drama Process drama is used to look at a problem in context and deliver a solution through drama (Weltsek-Medina, 2008) Through utilising the strategy of Teacher- In-Role (O‟Toole & Dunn, 2002) students are able to have their problem scaffolded through the process drama and therefore provide a solution to the problem.
Term: “Pre-Text” The term “Pre-Text” is a resource that is used to help raise interesting questions when working through a process drama (O‟Toole & Dunn, 2002). A “Pre-Text” is a concrete resource such as a book, song, video, poem or picture that ties in with the problem that is being examined in the process drama. The “pre-text” is used prior to the dramatic performance.
Elements of Drama The Elements of Drama outlines a series of elements that need to be taken into consideration when performing these are: Focus Tension Space Mood Contrast Symbol Role (Croft-Piggin, 2000)
ICT as a Tool ICT is an effective strategy to use when trying to differentiate the drama curriculum for students who may not be as confident as others or for those that are away from the classroom (STRAKŠIEN ˙ E˙, 2009). The use of the Eportfolio also supports differentiation in the curriculum as it allows students access to their work any where and at any time.