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.
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.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Diversity, Inclusion and the Learning, Speaking Body in the Empty SpaceSusan Hillyard
This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
IF THE TEACHER WANTS TO CREATE A GOOD COMMUNICATIVE CONTEXT WHERE STUDENTS CAN INTERACT IN ENGLISH, HE/SHE NEEDS TO TAKE ADVANTAGE OF THE DRAMAS OR ROLE PLAYS.
Learning to speak and listen with confidence in a foreign language is the job of a lifetime. An integrated whole language approach promotes the development of speaking and listening as intimately connected, rather than individual mechanistic and separate activities (Andrews, R. 2001). Therefore, the contexts in which speaking and listening takes place are crucially important for its holistic development. ‘Speak, Listen, Laugh!’ will focus on five principle contexts for the acquisition of speaking and listening skills in an EFL context - talk and discussion, play and games, story, improvised drama and poetry. What better way is there to enhance children’s English abilities than through a variety of stimulating, interactive contexts?
Introduction: Are You a Manager or a Leader?Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
This is a summary of an essentially practical session for dealing with discipline differences in the middle years. Drama is used as a means to train students in conflict resolution techniques and explore their own emotions and reactions. Fight techniques are developed, confrontations improvised and characters in crowd scenes role played.
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.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Diversity, Inclusion and the Learning, Speaking Body in the Empty SpaceSusan Hillyard
This presentation explains the development and refinement of the programme English in Action, now established in 20 remedial schools in the City of Buenos Aires, including hospital schools, orphanages and a school for wheel chair users. The theoretical background, based on the notion of The Speaking, Learning Body in the Empty Space and the pioneering work of Heathcote’s Educational Drama, will be discussed and some practical activities will be experienced by the participants.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
IF THE TEACHER WANTS TO CREATE A GOOD COMMUNICATIVE CONTEXT WHERE STUDENTS CAN INTERACT IN ENGLISH, HE/SHE NEEDS TO TAKE ADVANTAGE OF THE DRAMAS OR ROLE PLAYS.
Learning to speak and listen with confidence in a foreign language is the job of a lifetime. An integrated whole language approach promotes the development of speaking and listening as intimately connected, rather than individual mechanistic and separate activities (Andrews, R. 2001). Therefore, the contexts in which speaking and listening takes place are crucially important for its holistic development. ‘Speak, Listen, Laugh!’ will focus on five principle contexts for the acquisition of speaking and listening skills in an EFL context - talk and discussion, play and games, story, improvised drama and poetry. What better way is there to enhance children’s English abilities than through a variety of stimulating, interactive contexts?
Introduction: Are You a Manager or a Leader?Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
This is a summary of an essentially practical session for dealing with discipline differences in the middle years. Drama is used as a means to train students in conflict resolution techniques and explore their own emotions and reactions. Fight techniques are developed, confrontations improvised and characters in crowd scenes role played.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Games for the 21st Century Creative Learner: Use it or Lose it!Susan Hillyard
This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
PLCs for a Change? Setting up and Maintaining a Professional Learning Communi...Susan Hillyard
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in school will be discussed.
The Abilene Public Library in Abilene, Texas presents ideas and suggestions to aid in creating dynamic and fun storytimes including literacy aspects and further activities.
Literacy & Play with Young Children by Debora Wisneski--2014 UNOmaha K-8 MET ...shellmhenderson
2014 UNOmaha K-8 MET Link conference presentation: Research has provided strong links between child’s play and early literacy learning. Participants will learn several ways to incorporate literacy experiences in play and playful learning with adaptations for different developmental levels.
Science Through Stories (Story Version)MissHayleyMac
This slideshow explores the solution of engaging emotional intelligence through story sharing in order to address two of the mutual challenges of both educators and librarians – educational motivation and information assimilation. It was presented at the OCTELA (www.octela.org) spring conference on March 27, 2010.
Stories are the most powerful vehicle for instruction as they incorporate the categories and processes used by the child in understanding and interpreting the world: a beginning, a middle, and an end, binary oppositions, absolute meaning, emotional and moral categories.
Kieran Egan
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
Introduction: Are you a Manager or a Leader? Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
Readers' Theatre. An alternative to the school play pcSusan Hillyard
1. Definition
2. The value of RT in ELT
3. The value of RT for developing literacy skills
4. The value of RT for education
5. How to prepare an RT performance
a) Procedure
b) Selection of Materials
c) Scripting
d) Creating self made scripts
e) Staging
f) Rehearsal
g) Performance
Readers' Theatre. An alternative to the school play pcSusan Hillyard
This presentation covers the following areas of Readers' Theatre:
1. Definition
2. The value of RT in ELT
3. The value of RT for developing literacy skills
4. The value of RT for education
5. How to prepare an RT performance
a) Procedure
b) Selection of Materials
c) Scripting
d) Creating self made scripts
e) Staging
f) Rehearsal
g) Performance
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Order of the day
a peep at some real StorySacks
why stories are good springboards in ELT
storytelling and reading techniques for teachers
voice and body work
lots of activities
some project ideas
Reader’s Theatre performance
sites
6. Why Stories for teaching a
language?
offer a whole imaginary world, created by
language, that children can enter and enjoy
natural extension of childhood activity in first
language
bring the outside world into the classroom
link with art, poetry and literature
act as metaphors for society and human psyche
Rich and intimate events
7. Prototypical Features of Story
formulaic opening
introduction of characters
description of setting
introduction of problem
a series of events>>>>>>>>>
the resolution of a problem often with a
surprise
a formulaic closing
a moral, stated or unstated
8. predictability e.g. LRRH
sense of inevitability
comfortable familiarity with a twist/change
repetition of events and consequent language
parallelism e.g. LRRH
rich vocabulary supported by good art
narrative and dialogue
devices: alliteration, onomatapoeia,
grammar: prepositions, tenses, word order in
context
9. Story Sacks are Positive,
Theatrical, Special and Fun!
Sequencing Prediction
Rhythm Alliteration
Compound words Collective nouns
Adjectives Dialogue
Questioning Story setting/plot
Rhyming Character/theme
Positional vocabulary Also: Social skills.
Interactive Creativity and
Words ending in…… Cooperation
Verbs
10.
11.
12. Choose Stories
With lots of repetition, rhythm and rhyme
With enriched vocabulary
With beautiful or special illustrations and features
With a CD reading or telling of the story for pronunciation and
production practice.
A good theme like caring for each other, not telling lies, diversity,
safety, ability and talent, comparisons, fears, relationships, greed,
………
The possibility to adapt to drama/poetry/ song or that have plays
already embedded.
The possibility of LAC/XCP, TBL
Activities to do with other stories/songs/poems/films/posters/pop
culture
20. Story Sack
A story sack is a large cloth bag containing
a good quality story
activities for language development
puppets
soft toys
games/action songs
audio tape of the story
play script to act out parts of the story
handicraft/science/cookery/activities
props/ realia
22. Penny the Penguin from Patagonia
Story: Little Penguin’s Stories
Ball, Binoculars, Soft toys
Cloth
Three more Stories: Penguin, Penguin Small, Lost
and Found
Factual book: Penguins
Flashcards
Jigsaw
Where’s Penny? PPT
Original songs, chants and a play script
40. Great Sites
Commercially produced Story Sacks to purchase on-line
http://www.storysack.com/
Guidelines on how to make your own story sack
http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf
On-line resources from BritLit
http://www.teachingenglish.org.uk/try/britlit/little-red-riding-hood
Process Drama
http://www.tki.org.nz/r/arts/drama/posters/3/key/miners_wedding_e.php
EVO Drama
http://www.google.com/#hl=es&xhr=t&q=Process+Drama+Conventions&cp=25&pf=p&sclie
nt=psy&rlz=1R2ADRA_enAR377&source=hp&aq=f&aqi=&aql=&oq=Process+Drama+Conv
entions&pbx=1&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
What is Process drama?
http://esldrama.weebly.com/process-drama.html
Videos on Process Drama
http://www.google.com/#q=process+drama&start=10&hl=es&sa=N&rlz=1R2ADRA_enAR3
77&prmd=ivnsb&source=univ&tbm=vid&tbo=u&ei=FcW5TcqzGsjEgQeBioFR&ved=0CDAQ
qwQ4Cg&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
41. Worksheets for Sphere of Interculturality
1.Transport in Norwich and in Buenos Aires
Description Norwich-type Buenos Aires-type
private cars grey Ford
white Citroen
black Suzuki
all colours other
buses green Mercedes
single and doubledecker
bicycles many
taxis black/5 places
white/4 places
some vans for 8-50
trains blue/other
all sizes/a ll destinations
slow and fast
subway NO NO
airport small Air France
KLM ( Holland)
42. My Day Event Time starts Time finishes Contents
Norwich I get up at 7.30 a.m. my bedroom shared
with my sister
Buenos Aires
Norwich I have my breakfast 8.00a.m. cereals/porridge/baco
at n/
eggs/sausages/tea/sug
ar/milk
Buenos Aires
Norwich I go to school at 9.00a.m. 3.30pm morning: English,
maths, social studies/
afternoon:sports,
Spanish,
Buenos Aires
Norwich The shops open at 9.00a.m. 5.30pm corner, malls,
department, chains,
family,
Buenos Aires
Norwich I have my lunch at 12 noon 1.30 p.m. fish and chips, stew,
pasties,
spaghetti,
hamburger, pies
Buenos Aires
Norwich I do my homework at 5.00 pm 6.00 pm Homework timetable
Buenos Aires
Norwich I go to bed at 9pm
Buenos Aires
43. Birds (Factual book)
Make your own flashcards to study the names and
compare habitats, physical features, sounds, colours,
habits
44. “(the child) actively tries to make sense of the
world……asks questions……wants to
know…..Also from a very early stage, the child
has purposes and intention: he wants to do”
(Donaldson, 1978:86).
“Children bring to language learning their curiosity
and eagerness to make sense of the world. They
will tackle the most demanding tasks with
enthusiasm and willingness. Too often these
early gifts are turned to fear and failure”
(Cameron, 2001:246).
45. The requirements for the teaching and
learning of the art of self control vis a
vis other people cannot be met in the
conventional classroom with
traditional teaching and learning styles.
46. Drama is:
An activity which combines vocal expression and body
action. It is true communication
The ability to move an idea of the imagination or an event
into a concrete happening through interaction of the mind
and the body
Self expression through role play and improvisation
Willing suspension of disbelief
Artistic play
Our main method of receiving stories of the human
condition today
47. Drama is NOT:
…..the teacher telling the students about drama/
theatre/acting
…..the study of theatre/text/character/setting
….. theatre/TV/film
…..an activity which requires expensive
resources.
48. Drama as Education
SPICE
Drama is a holistic discipline
The five developmental processes are:
Social
Physical
Intellectual (cognitive)
Creative
Emotional
49. Drama Conventions
Teacher in role, Stranger in role, Mantle of the
expert, Narration, Meetings, Interviews, Hot
seating, Improvisation, Collective role play,
Pantomime/movement, Dream sequences, Still
image or tableau, Freeze frame, Thought
tracking, Guided imagery/visualization,
Decision alley, Role on the wall, Performance
Carousel, Soundscape, Choral speaking.
50. . “The most significant kind of learning which is
attributable to experiences in drama is a growth
in the pupils’ understanding about human
behaviour, themselves and the world they live
in” (O’Neill & Lambert, 1982:13)
51. Access to the Arts
“Drama and theatre are not mutually exclusive. If
drama is about meaning, it is the art form of
theatre which encompasses and contains that
meaning. If theatre is about expression, then it is
the dramatic exploration of the meaning which
fuels that expression” (Morgan & Saxton,
1987:1).
52. The Benefits of Drama for All
Drama for transformation
Drama as empowerment
Drama for fluency ( speaking and listening)
Drama as culture (play and storytelling)
Drama for thinking ( all types)
Drama for literacy (reading and writing)
53. Drama for ELT
Pronunciation, diction and voice control
Body language and gesture
Stance and posture
Blocking/interacting in space with others
Register / Speaking in role/Improvisation
Language games
Lifting the word off the page
Making language active, meaningful and fun
54.
55. Confidence Building and Self
Esteem
experienced continual a whole series of small
discipline problems successes in a safe
continued failures envionment
within their routine transform their self
classes image
failures in social lives contribute to risk
even before entering taking
the school institution. “I can” attitude rather
than the already
established “ I can’t”
attitude.
56.
57. The Art of Self Control
behaviour problems turn-taking/ listening to
self control is essential in other people
drama comprehending and
understand limits responding becomes
paramount
the open space makes
a growing awareness of
new demands
practise interaction with the use of body and
peers in pairs or in voice
the relationship between
groups
language and action
58. Self-expression
self expression - whole variety of
difficult for all but paralinguistic features
especially for SEN many more options
students works best with shy,
variety of learning retiring, weak students
difficulties precludes holistic nature engages
their ability to express the faculties
themselves in any
language which relies
heavily on vocal
expression (words) only
59. Multisensory Education
need to have all their all senses employed
senses developed through the use of
through concrete and imaginative contexts
practical activity all processes are concrete
cannot deal with the all learning styles
abstract nature of appealed to
grammar or language realia/props are real or
rules. symbolic
need to learn by metaphor/story
DOING inherently understood
60.
61. The Here and Now
memorisation, or rote present lived life
learning is often this moment is now
impossible recalled experience to
school concentrates on live out now
the past and the future: imagined worlds to
tends to ignore the create now
present
62. Communication
Little opportunity for group negotiation and
play at home communication skills
Cannot play and share at essential to drama
school human need for
Maybe illiterate in involvement and
mother tongue engagement
the continuation of Access vocabulary easier
childhood play remember chunks of
language more easily
meaning in context
63. The Mask
Psychologically, drama is
little sense of self and cathartic
self worth a means to hide behind
cannot BE the mask of “the other”
unaware of diversity become the persona and
go beyond the confines
unaware of the other
of their own limited
selves
understand the nature of
the self and the other.
Editor's Notes
At the lake
Flint stone
Students from Korea, Germany, Mexico, China, Japan