ipl-logo

Drama In Classroom

998 Words4 Pages

Heathcote highlights that the objective of integrating drama into the classroom is to bring out what students already know (Wagner, 1998). In drama-based learning context, it is achieved by having students live the experience of being somebody else and think about a problem from the perspectives of the characters they embody. During a dramatic interaction, students will also need to talk with other students to find solution to the problem staged or the questions asked by the teacher.
As students think and collaborate to solve a problem, Bowell and Heap (2013) recognize that the teacher thinks as a playwright, as director, as an actor, and as the teacher at the same time. As a playwright, he thinks about helping his students to craft …show more content…

Heathcote (1970) pinpoints that drama naturally serves thinking, talking, and writing through role-playing and collaborative work. Similarly, Carroll (1980) believes that the act of role-taking in the classroom is central to the creation of discourses that represent students thinking. For Carroll (1988), drama is a creative force that demands a different sort of discourse from both teacher and students. In his study, he used socio-linguistic frameworks and Halliday’s Systemic Linguistics to compare the talks that occur in drama and talk in another classroom. Carroll indicated the differences between drama classrooms and ‘regular classrooms’ to make a point regarding the importance (or appropriateness) of drama work in …show more content…

In 1998, Kao and O’Neill published a book about the integration of process drama in second language education that was primarily based on the study of university students’ discourses during a 14 - week drama oriented English teaching. Through analysis of the participants’ discourse, they discussed the nature of dialogue in drama, the continuum of drama approaches in second language learning, and the planning and evaluating of second language development in the drama-oriented classroom. This work was largely quoted, especially within the field of Teaching English as a Second Language (TESL). Anderson and Loughlin (2014) and Anderson and Berry (2015) are two follow-up work within the field that studied the academic language use and the on task behaviors of ESL students during classroom drama sessions. In 2011, Kao and her colleagues published another discourse-based study to explore the questioning techniques used to promote second language oral proficiency. In this study, they explored the functions of questioning to teachers and two groups of English as Foreign Language (EFL) university students in Taiwan. This study will be further explored in this

Show More
Related

  • Summary Of Cognition, Convention And Certainty By Patricia Bizzell

    229 Words  | 1 Pages

    In her text, “Cognition, Convention and Certainty,” Patricia Bizzell describes the writing process through both inner-directed and outer-directed theories in order to illustrate that the writing process is infirmed by both student’s natural thought processes and their discourse community She uses her text to explain both theories, and to argue for the implementation of a new pedagogy focused on discourse analysis. First, Bizzell introduces the inner –directed theory, which seeks to discover the writing processes through the universal and fundamental structure of language. Conversely, she explains that the outer-directed theory instead argues that the individual’s discourse community does not teach a generalized form of language but rather the

    Read More

  • Summary Of The Chapter A Rhetoric For Writing Teachers

    650 Words  | 3 Pages

    Journal Response The chapter “A Rhetoric for Writing Teachers” by Erika Lindemann describes how people use rhetoric unconsciously on their daily lives through writing or speaking. The term rhetoric is explained as being influential; teachers in particular are described to make use of rhetoric means to encourage their students into learning. Nevertheless, the rhetoric term has been under discussion over the years. The initials connotations given to this term were on the negative side; Lindemann describes how thinkers from old times expressed that the term rhetorical was mostly inclined towards the usage of appealing language leaving the importance of the message itself aside.

    Read More

  • Compare And Contrast Students And Crow Lake

    629 Words  | 3 Pages

    In the two written compositions- “Students”, a poem, by Tom Wayman and “Crow Lake”, a short story, by Mary Lawson- the relationship between students and their teacher are both emphasized in their shortcomings and strains. In both pieces, the students are uninterested in the subject being taught by their respective teachers and the teachers have either no interest or no ability to catch the interests of their students (these two ideas have their differences in each individual piece). The students, in both the poem and the short story, show no interest in the subject being taught by the teachers. An example of uninterested students in “Students” is shown by the quote, “Wayman knew this notation would be pored over with more intensity that anything

    Read More

  • Poem Analysis: Larry Levis Anastasia & Sandman

    446 Words  | 2 Pages

    David St. John called Larry Levis “a close friend” of over 30 years before reading Levis’s poem Anastasia & Sandman with his usual coolness; but when he read, there was something in his voice, a tone, a desire perhaps, to honor his passed friend. I hear the same, though in different tones, whenever I hear someone speak about Philip Levine. How strange. I feel like I’ve known Levine and Levis, and other poets who are no longer with us, all my life, though I never had the privilege.

    Read More

  • Ellis Rhetorical Analysis

    120 Words  | 1 Pages

    According to Ellis (2003), this classification is more centered around and allows for the theories of rhetoric that are influential in differentiating different discourse categories in terms of their structure and linguistic properties including narrative, instructions, description, reports, etc. These features often employ a linguistic (often functional) syllabus and appear to entail tasks creating chances and capacity for the free production of language that has been previously presented and practiced. As Ellis (2003) revealed, tasks of this category foster ‘task-supported’ teaching. Further, Ellis highlighted that influencing both the negotiation of meaning and the quality of learner production is one merit of applying a rhetorical classification,

    Read More

  • How Children Could Save The World By Lauren Gunderson Summary

    513 Words  | 3 Pages

    Theatre can help children overcome their fear of public speaking, make them socialize with others, and teaches them to collaborate and work as a team, to be able to troubleshoot and think quickly in order to save a scene. Another thing Gunderson’s article said was that theatre can make young people feel empathy. In my opinion, this is completely true. Theatre has the capability to make you feel all kinds of different emotions by telling a story. Theatre can make anyone laugh, smile, weep, groan, get angry, and feel empathy all because we make the audience fall in love with the characters and the story.

    Read More

  • Personal Narrative: My Discourse Community

    1251 Words  | 6 Pages

    Finally although i was never professionally an actor, I have learned that my discourse community has taught how to channel my emotions not only in my work and on the stage but in my writing. It has taught me how to use the vocabulary needed to express my ideas and feelings on paper. My discourse community has taught me so many lessons that I will use throughout life, I’m sure I would have no learned them

    Read More

  • James Paul Gee's Literacy

    189 Words  | 1 Pages

    In James Paul Gee’s essay “What Is Literacy?’ , he uses the key term ‘discourses’. Gee explains discourses as a placement in society or the belonging to a group in society. Gee states that it come from an individual’s saying, doings, or just their identity. As Gee elaborates on discourses he breaks them down into different areas in which relate to one another.

    Read More

  • Personal Narrative: The Drowsy Chaperone

    648 Words  | 3 Pages

    The toxic environment created by such tales transform the happy, little bubble of Arizona theatre into a ruthless dogfight. This depressing metamorphosis holds especially true in youth theatres. I primarily perform at two theatres in Arizona: Studio 3 and Actor’s Youth Theatre. Recently, a few bad seeds who defected from Studio 3 to AYT planted ideas of wrongdoing and unfairness at Studio 3 into the AYT students heads.

    Read More

  • No Pass, No Play: No Pass, No Play

    1676 Words  | 7 Pages

    It may be argued that these lessons can just be learned later--that they can just be a sort of afterthought. However, it is much easier to have these lessons learned and known. One of these classroom skills taught is memorization. It was also said by him that, “It is remarkable that, given the repeated need to memorize in school, so little time is spent developing the skill. One of the few places in school where one can learn how to memorize is during the production of a play” (Smith 15).

    Read More

  • Grant-Davie's Rhetorical Situation

    129 Words  | 1 Pages

    Grant-Davie describes thoroughly the term rhetorical situation and how the development of the definition and its constituents has contributed to the discovery of the motives and responses behind any discourse. The analysis of rhetorical situations could determine the outer or inner influences of the rhetors, the audience, and their particular constraints. Grant Davie supports his claims by using the earlier definitions of scholars and teachers as his foundation. He also addresses his own analysis drawn by life experienced discourses which it also helps the reader understand the causes of rhetorical situations. This is important because it teaches any writer or reader to analyze a situation and think about the options and paths it could lead

    Read More

  • To What Extent Should Romeo And Juliet Be Taught In High School

    476 Words  | 2 Pages

    The most known play written by William Shakespeare is called Romeo and Juliet. This play demonstrates how love and hate can cloud your judgement when making decisions. For various of people around the world, they believe that the tragic and heartbreaking romance shouldn’t be taught in school. Despite the negative and crucial result coming out of it, there is an important lesson to be taught in high school. I believe that it should be taught throughout freshman year and be reevaluated throughout high school.

    Read More

  • How Does Shakespeare Influence The Real Life

    1523 Words  | 7 Pages

    They also teach young adults and children how to plan their lives in the future. Most people consider these teachings good influence in education. Since drama is acting, we act every day of our

    Read More

  • Essay On Scientific Enquiry

    897 Words  | 4 Pages

    Although, children should really be encouraged to think of their own questions, taking greater responsibility for their learning (Loxley et al., 2014). Hollins et al. , (2001) agrees with the use of questioning to prompt the children during a fair test, stating how the teacher can help refine a prediction for the children by the use of open-ended

    Read More

  • Difference Between Drama And Process Drama

    1268 Words  | 6 Pages

    Process drama ‘is a whole-group drama process, improvised in nature, in which attitude is of greater concern than character’ (Bowell and Heap (2001), 7). In this type of drama students get to share their ideas and bring them to life. In process drama the emphasis is placed on participants experiencing personal growth through an exploration of their understanding of the issues within dramatic experience. In process drama the students will be presented with a theme or a scenario rather than a script and they are expected to present this scenario in a creative way and by doing this students will add their own personal experiences to the play. Unlike product drama, in process drama student and teacher share equal places in the development, analysis and production of the drama.

    Read More

More about Drama In Classroom

Open Document