The document describes how drama activities can be used in a primary school English class to promote creativity, thinking, and oral skills. It outlines a drama project where students work in groups to create and perform a short play. The project involves students exploring different drama techniques, learning about the elements of a story and play, describing characters and settings, writing a script, rehearsing their performance, and presenting their play to an audience. Students provide peer and self-assessment and their work is also assessed by the teacher.
Storytelling: Tips to let us your world…- Guidelines Abstracts -by Cecilia Ruberto
Various material plus my personal contribution have been the source of this ppt.
The main texts used have been:
By Word of Mouth: A Storytelling Guide for the Classroom by Jeff Gere, Beth-Ann Kozlovich, Daniel A. Kelin II
Aaron Shepard’s Storytelling Page
Transforming Capabilities: Using Story for Knowledge Discovery & Community Development By Elizabeth A. Doty
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
Storytelling: Tips to let us your world…- Guidelines Abstracts -by Cecilia Ruberto
Various material plus my personal contribution have been the source of this ppt.
The main texts used have been:
By Word of Mouth: A Storytelling Guide for the Classroom by Jeff Gere, Beth-Ann Kozlovich, Daniel A. Kelin II
Aaron Shepard’s Storytelling Page
Transforming Capabilities: Using Story for Knowledge Discovery & Community Development By Elizabeth A. Doty
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
Fun with Type + Color, Designing for EmotionElina Lin
How can one design for emotion? This fun, interactive workshop will focus on the fundamentals behind color theory, typography, and important design elements which drive emotional responses and influence human behavior. Students apply these principles to bring internal reflections out into the physical and creative world.
Inneract Project Workshop, July 2015
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
Βιωματικό εργαστήρι κατά τη διάρκεια της 1ης Διεθνικής Συνάντησης καθηγητών στο σχολείο μας στα πλαίσια erasmus+ με τίτλο "Digital Updates on the Arts and Creativity in Education".
Fun with Type + Color, Designing for EmotionElina Lin
How can one design for emotion? This fun, interactive workshop will focus on the fundamentals behind color theory, typography, and important design elements which drive emotional responses and influence human behavior. Students apply these principles to bring internal reflections out into the physical and creative world.
Inneract Project Workshop, July 2015
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
Βιωματικό εργαστήρι κατά τη διάρκεια της 1ης Διεθνικής Συνάντησης καθηγητών στο σχολείο μας στα πλαίσια erasmus+ με τίτλο "Digital Updates on the Arts and Creativity in Education".
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Full textbook for teachers to print and use in class. Each lesson for beginner to intermediate students has links to EnglishCentral video lessons that students can study and practice what they learned in class.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
36 print optimized lessons based on the teacher / learner friendly methodology of SCC or Student Created Content. Get the book here - http://eflclassroom.com/store/products/teach-learn-techbook/
Multi media resource links for each lesson. Teacher's notes for each lesson. Dozens of blackline master printable extras. Download each lesson from the private wiki and edit for your own environment/class! Voicethread practice linked for all students, for each lesson. It's not just a text book - it's a teaching toolkit! Buy one copy and use with the whole class.
Find out more on my blog - http://bit.ly/h471Yo
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Cesar marial seminar presentation on drama with inputs fo the project
1. The Use of Drama to Promote
Creativity and Thinking
César Mairal
CEIP Odón de Buen (Zuera)
2. DRAMA IN OUR SCHOOL
Innovation project within the English subject.
1 session per week with half of the group (around 12 students).
Promotion of oral skills, non-verbal communication, emotions,
creativity and thinking.
3. ACTIVITIES AND GAMES
For warming up and promoting group cohesion:
- Pass the movement and sound.
- Count to 20.
- Follow your…
- Who is the leader?
4. ACTIVITIES AND GAMES
For identifying and expressing emotions:
- Walk and guess the emotion.
- Improvisations with emotions.
- Read and guess emotions.
5. LINKING TO STORYTELLING
- Tableaux.
- Flashback and flashforward.
- Open and Close.
+ THINKING AND DISCUSSING WHAT THEY SEE.
+ THOUGHT TAP.
Lots of resources: www.dramaresource.com by David Farmer.
9. LINKING TO STORYTELLING
Creating a simple script to act out a story.
Students use translators when necessary.
They decide on the accessories they will use and create some of
them.
11. Expected Learning Outcomes
At the end of this project students will…
…Know vocabulary and structures for: describing a person’s
physical aspect and personality, describing a place and asking
and giving personal information.
…Understand the main elements of drama and the parts of a
story.
…be able to write and perform a short play, describe its
setting and characters and do an interview.
12. 1. Activation of schemata, previous
knowledge and language &
presentation of challenge
-Letter from the management team with challenge
brief.
-Carousel to activate and analyze previous
knowledge.
ACTIVATING
18. - Learning centre on parts of a story and
elements of a play.
- Learning centre on how to prepare an
interview.
- Learning centre on describing people.
- Learning centre on describing a place.
2. Discovery and internalization of
Comprehensible Input: Explore,
discover, observe, experience, ask and
organize.
Process Input through Interaction,
Negotiation of Meaning and Focus on
Form: Define, explain, share, give
examples
DISCOVERING
38. For describing a person we can use...
For describing a place we can use...
For describing a person or a place we can
use...
Describing a Person VS Describing a Place
39. - I live in Manchester.
- I am 20 years old.
- My name is Philip.
- I am a musician.
- My favourite food is rice.
- I like playing football.
Think of questions for these answers
40. Check-lists and rubrics are shared with learners.
Students decide...
Will you choose a play or create a new story? Will you
perform it as a song?
When will you present your characters and setting?
When will you do your hot seat?
When will you perform your play? Who will be your
audience?
PLANNING
43. Think Chart
After analyzing different scripts, students
decide that none of them fit our needs and
possibilities so they decide, with the help of
the teacher, to create a short play/sketch.
44. Writing the script.
Drawing and describing their character.
Drawing and describing their setting with their team.
Writing the questions to interview a character in the
class.
CREATING
45. CREATING OUR STORY AND THE SCRIPT
Students brainstorm and decide on the setting and the
characters. The title will be decided later.
They use “Google Translator” as a source of language for their
script. The teacher goes through the teams and revises the
language, giving and asking for examples of how to use those
chunks in different contexts.
They practice the pronunciation of the script using “Google
Translator” and “From Text to Speech” also under the
supervision of the teacher.
47. Hot seat: Interview one character in
the class. You are interviewed as if
you were your character in the play.
Presentation of the character to the
class individually. Presentation of
the setting with your team.
Performance of the play. Publishing
the video on the School’s Facebook
page, blog...
PUBLISHING
49. - Students use check lists to provide and receive feedback
before, during and after the creation of products and also
for self-assessing and peer-assessing the final products.
- Students use the learning assessment rubric to assess
their learning.
- Teams use their Team Journal to track their progress as a
team.
-The teacher uses the assessment rubric to assess
standards.
ASSESSMENT