CROSS CURRICULUM WITH DRAMA
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This document provides a list of links to various slideshow presentations related to drama education and practical projects for drama teachers. The slideshows cover topics such as using drama in cross-curricular lessons, energizers and games for drama workshops, approaches to acting, action research methods, and assessing student learning. A variety of resources are referenced that could provide guidance for planning drama lessons and projects.
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The document provides guidance for teaching drama lessons. It discusses how drama can develop important skills in students like teamwork, creativity, and risk-taking. It then outlines specific drama activities and exercises teachers can use, such as freeze frames, role plays, and thought tracking. The document emphasizes giving students opportunities for self-reflection and evaluation to improve their skills and appreciation of drama.
Draft arts curriculum_22_february_2013
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- The Arts aim to develop student creativity, expression, communication, cultural understanding, and engagement with art forms.
- Content is organized into strands of Making (creating artworks) and Responding (analyzing and interpreting artworks).
- The five subjects each focus on unique practices and ways of seeing the world through their art form.
- Design processes are important across subjects for experimenting with and realizing artistic ideas.
Creativity
The document discusses creativity and innovation. It argues that creativity is not just about the mind, but also behaviors and habits. Creativity is the process of discovery rather than invention, using skills like associating, questioning, observing, and experimenting. The document provides encouragement to think outside the box and look for new ways of doing things, as creativity is available to anyone willing to develop it through curiosity and exposure to inspiration from various sources.
Class room activities general reg class
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
Assessment for learning_activities
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Activities group ensemble
The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.
social learning
Social Learning Theory proposes that human behavior is learned through observation and imitation of others. Albert Bandura's experiments demonstrated that children who observed an adult acting aggressively towards a doll subsequently displayed aggressive behavior themselves, showing the influence of role models. Social Learning Theory emphasizes the importance of role models and observational learning in shaping behavior.
creativity
This document provides an overview of 27 creativity and innovation techniques organized into categories of diverging and converging techniques. It encourages the reader to try different techniques and share experiences. Techniques include brainwriting, challenging assumptions, Osborn's checklist, and biomimicry. The document emphasizes that the best way to learn techniques is through use and that passion and comfort with a technique are the real measures of its value.
1 -behavourist_classcial_sc
The document discusses the behaviorist perspective in psychology. It focuses on classical conditioning, describing Ivan Pavlov's experiment with dogs and explaining how organisms learn associations between stimuli and responses. An example is given of a girl, Laura, who becomes fearful of her doctor's surgery after receiving an unpleasant vaccination there, demonstrating how classical conditioning can explain the development of phobias through learned associations. The behaviorist perspective is evaluated, noting both its strengths in explaining conditioning and phobias, but also its limitations in oversimplifying behavior and reducing it to stimulus-response explanations alone.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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9
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