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1.
In this article, the author describes a personal teaching experience that led her to incorporate improvisational drama into her English classroom. The author describes justifications for implementing drama into the classroom as well as the possible benefits gained by teachers and students. Also included are several improvisational dramatic activities and instructions for incorporating them into the English curriculum. Using drama helped to develop confidence, community, and content knowledge in the middle school classroom. 相似文献
2.
Lou Furman 《Early Childhood Education Journal》2000,27(3):173-178
Early childhood practitioners appear to be in an unending battle to legitimize the use of the dramatic arts in the classroom.
Even early childhood educators who accept the value of dramatic play seldom utilize the potential of drama fully. The purpose
of this article is to reinforce the value of drama and theater for young children. Dramatic play, creative drama, theater,
and television—a form of drama — all have their place in the development of young children. 相似文献
3.
Classroom drama in the Irish primary school context remains a relatively new endeavour and is largely under-researched. The knowledge base for all aspects of teacher education should be informed by rigorous reflection on teachers’ experiences in the classroom. This paper reports on a phenomenological study conducted with seven Irish primary school teachers which focused on their experiences of co-creating drama with their students. Co-creating drama is held in this work to be the coming together of teacher and students in a collective creative enterprise during the drama lesson. The term proposes a partnership whereby they operate as co-participants and co-artists in the drama experience. The ‘creating’ aspect of co-creating can be considered the artistic enterprise of making drama in a way that is new and unique to the group. In considering the teacher as a potential co-creator of drama, the paper probes the emergent and changing ontological attitudes of the participants throughout the process: the values, attitudes and perspectives that informed their teaching. The paper illuminates the phenomenon of teachers co-creating drama in all its complexity, and seeks to reflect on the meaning of this for the teachers. 相似文献
4.
With the recent release of the National Core Arts Standards (NCAS), educators need new consistent, fair assessments of drama learning. As an initial starting point, this paper reports on the creation of the LATA Drama Performance Rubric, a standards-based assessment to measure learning occurring under real drama classroom conditions that we hope evaluators will find to be useful. A widespread group of drama instructors coordinated with researchers to create a rubric containing four categories: (1) Diction and Volume; (2) Movement and Gesture; (3) Group Coordination; and (4) Stage Presence. Field testing of the instrument with 97 students in the treatment group and 80 students in the control group demonstrated its ability to distinguish between fourth-grade classrooms that had and had not received long-term drama instruction. Reliability, validity, and NCAS alignment are discussed, along with limitations and future recommendations. 相似文献
5.
Kathleen Gallagher Dominique Rivière 《International Journal of Research & Method in Education》2013,36(2):127-141
In this paper, the authors trace the policy documents and legislation in Canada that have set, over the last twenty years, the context for ‘inclusion’ in Ontario's public schools. The authors then enliven this historical account of multicultural policy innovation by turning to a particular critical episode in a secondary classroom wherein they consider the pedagogical strategies of a teacher in a drama classroom who deftly navigates the unsettled terrain of race and power. Using a provocative monologue set in South Africa's apartheid, the teacher opens up a space for dialogue and whole‐group interaction with her class of Grade 11 (16‐ 17‐year‐old) students. Serving as an illustrative episode from a larger ethnographic study of four school sites (2 Canadian, 2 American), the analysis here, of one teacher's interactions with her students, and the students’ engagement with one another, points to many of the features of drama pedagogy that elucidate the study's broader interests in understanding the problems of social cohesion in richly diverse urban schools. In this discussion, the aims of inclusion and the possibilities of interactive pedagogy are clear, as are their limits, in the charged public space of an urban classroom. 相似文献
6.
Teresa Grainger 《English in Education》2005,39(1):75-87
This paper reports upon the insights gained through working with teachers as writers at their own level. As part of a two‐year research project into the development of children's voice and verve in writing, a group of fourteen teachers' reflective journeys as writers were documented. Two other groups of teachers and one group of student teachers also took part in writers' workshops across the same period. The data encompassed: questionnaires, observations and teacher commentaries on their own writing, as well as interviews. A number of issues emerged, including: the tension between public and private writing and the security of the writing environment; authenticity in modelling writing; the importance of re‐reading writing at the point of composition; the significance of choice and autonomy in writing and the potency of drama as an ideational and reflective tool. The consequences for classroom practice are also considered. It is argued that in order to enhance the teaching of writing, teachers and student teachers need real opportunities to write at their own level and reflect upon the process. 相似文献
7.
ABSTRACTThis article explores the interplay of the ‘live’ experience of drama learning in the classroom and curated digital content on learner meaning making, collaborative creation and subjectivities. It examines a case study conducted in an inner-city secondary school in Sydney, Australia, as part of a larger innovative international collaborative drama exercise entitled ‘The Water Reckoning Project’ (http://www.water-reckoning.net) which focussed on sustainability education. Data collected and analysed included ethnographic observations, video documentation and digital curation of students’ creative work, focus groups, and pre- and post-surveys. Findings of this study reveal the importance of the aesthetically charged, embodied experience of drama as the key driver of learning when integrating drama with digital technologies. This unique project enabled students to critically and creatively engage with significant real and fictional contexts, as well as issues of local and global relevance. 相似文献
8.
Maria Varelas Christine C. Pappas Eli Tucker‐Raymond Justine Kane Jennifer Hankes Ibett Ortiz Neveen Keblawe‐Shamah 《科学教学研究杂志》2010,47(3):302-325
In this study we explored how dramatic enactments of scientific phenomena and concepts mediate children's learning of scientific meanings along material, social, and representational dimensions. These drama activities were part of two integrated science‐literacy units, Matter and Forest, which we developed and implemented in six urban primary‐school (grades 1st–3rd) classrooms. We examine and discuss the possibilities and challenges that arise as children and teachers engaged in scientific knowing through such experiences. We use Halliday's (1978. Language as social semiotic: The social interpretation of language and meaning. Baltimore, MD: University Park Press) three metafunctions of communicative activity—ideational, interpersonal, and textual—to map out the place of the multimodal drama genre in elementary urban school science classrooms of young children. As the children talked, moved, gestured, and positioned themselves in space, they constructed and shared meanings with their peers and their teachers as they enacted their roles. Through their bodies they negotiated ambiguity and re‐articulated understandings, thus marking this embodied meaning making as a powerful way to engage with science. Furthermore, children's whole bodies became central, explicit tools used to accomplish the goal of representing this imaginary scientific world, as their teachers helped them differentiate it from the real world of the model they were enacting. Their bodies operated on multiple mediated levels: as material objects that moved through space, as social objects that negotiated classroom relationships and rules, and as metaphorical entities that stood for water molecules in different states of matter or for plants, animals, or non‐living entities in a forest food web. Children simultaneously negotiated meanings across all of these levels, and in doing so, acted out improvisational drama as they thought and talked science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 302–325, 2010 相似文献
9.
钱晓霞 《浙江教育学院学报》2013,(3):30-35
我国高校英语专业学生的思辨能力薄弱是一个不容忽视的问题,这个问题尤其体现在其英语写作上。构建基于学习共同体的英语写作课堂有助于激励学生的学习参与、加强学生的思辨能力及提升学生的综合语言能力。英语写作课堂学习共同体的构建需通过三个步骤：重构教师对写作课堂的认识;培养学生课堂学习共同体意识;引入研究性写作模式。 相似文献
10.
Mary K. Smith 《Early Childhood Education Journal》1996,24(2):77-82
Most early childhood teachers would tell you that creativity is important; and that creativity should be considered an integral part of every early childhood classroom. Yet, too often, it is slighted in some areas or limited to being a part of art education. How can creativity can be nurtured and developed in all cognitive and social aspects of an early childhood classroom? The key to this fostering of creativity is for each teacher to examine his or her own filters that can help to foster, or hinder, as the case may be, creativity in that classroom setting. By examining adult attitudes, classroom atmosphere, and children's activities and materials, and adjusting, where necessary, to incorporate certain positive elements for creativity, early childhood educators are more likely to establish a trusting, flexible, and safe environment that allows and stimulates the creative process in an atmosphere of respect. 相似文献
11.
José Luis Ramírez Romero Peter Sayer Elva Nora Pamplón Irigoyen 《International journal of qualitative studies in education》2014,27(8):1020-1043
Over the past 15?years, many state governments in Mexico have initiated local programs to introduce English at the primary school level. In 2009, the Mexican Ministry of Education formalized the Programa Nacional de Inglés en Educación Básica (PNIEB) as part of the national curriculum, based on the argument that increasing the number of English speakers in Mexico is necessary for the country to be globally competitive and to follow the trend in other developing economies of augmenting English instruction in public education. This paper focuses on the implementation of PNIEB and the state programs that preceded it. The authors document the practices and challenges associated with the program based on data collected from interviews with the main stakeholders involved (students and parents, teachers, school principals, and program coordinators) and from classroom observations. The total data-set consisted of over 200 interviews and classroom observations spread over several years from 2008 to 2012. Several challenges are described, including the development of materials, the role of English in relation to other subject areas, and the training of teachers who often speak English but have uneven formal preparation. The status of the teachers, both as second-class citizens within the schools and the instability and irregularities with their contracts, was identified as the most significant challenge to the successful implementation of the programs. 相似文献
12.
Roger W. Schmenner 《Decision Sciences Journal of Innovative Education》2013,11(3):213-219
As new media proliferate, professors need to be particularly attentive to the ways by which students learn—in and out of the classroom—and how scarce classroom time can be organized. This article argues that professors' comparative advantage lies as an exemplar of discipline‐based thinking. Effective training in how to think about problems (the essence of any discipline) demands that professors embrace the classroom as theater, where business drama and the story it tells can capture the hearts and minds of the student participants. The article talks through a case as theater. 相似文献
13.
This study examines the differences between teachers' and students' perceptions of textbook usage in the science classroom.
Four categories of use were identified: teacher directed student activities; teaching/studying guidance; as a source of information
for the user and as preparation for assessment. The results of the study show that differences do occur between teachers and
students with respect to their perceptions of the extent to which textbooks are used in the classroom and the purposes for
which they are used, namely as a teaching/studying guide and as preparation for assessment. The findings of the study should
be important to all those who use, write and publish high school science textbooks.
Specializations: science education. 相似文献
14.
Takbir Ali 《Teacher Development》2018,22(1):78-104
This study documented in detail teachers’ voices about their working conditions, professional development needs and opportunities to cater to these needs. The study reported in this paper was conducted as part of a large-scale study that used mixed methods to assess teachers’ professional development needs. The qualitative data reported in this paper were collected using focus group discussion with teachers (N = 481), classroom observation (N = 66), post-observation interviews with teachers (N = 24) and analysis of qualitative responses from survey questionnaires (N = 200). By bringing together a collection of teachers’ voices, the findings of the study illuminate a hope for positive change in teaching and learning in public schools in Khyber Pakhtunkhwa, provided that teachers are genuinely considered as part of the solution and are facilitated with necessary physical and structural resources and psychological incentives. The education system needs to create conditions in schools that support teachers’ work and their continued professional growth. 相似文献
15.
The author has undertaken a narrative inquiry that explores the political and cultural positioning of drama education in the English secondary school. The inquiry also serves as both an experiment in and an argument for the relevance of a storying methodology in educational research. The reader is encouraged through the employment of particular expressionistic features, borrowed from the poetic mode, to enter into reflective conversation with the text. This, the author argues, is an approach to research that not only compliments drama pedagogy through its shared values, but that can be regarded as a continuance or widening of the reflexive conversation that begins in the drama classroom. 相似文献
16.
科学辩论是理论性探究的主要途径之一,而国内外中小学科学课堂缺少科学辩论,已成为"现代教育的严重问题"。在我国中小学科学课堂讨论中,虽然意见分歧常常出现,形成了科学辩论的契机,但科学辩论却不能有效展开。通过中美课堂案例的比较分析,提出并探讨展开课堂科学辩论的两个必要条件:第一,应避免限制学生理性思维的课堂活动预设;第二,"磋商"应成为课堂科学讨论的基本互动模式。同时,还必须对科学课堂的教学目标和师生角色都进行调整,才能满足这两个条件,在科学课堂上有效开展科学辩论。 相似文献
17.
教育戏剧就是教师在课堂教学过程中,借鉴戏剧艺术原理、根据戏剧元素、运用剧场技巧、采取"以学生为中心",通过学生身体体验过程来培养学生核心素养的一种教育教学方法和手段.教育戏剧的重点不是为了训练学生的表演素养,而是注重在戏剧活动过程中的学习和体验,鼓励学生"此时此地"的感受,运用自己的整个身体去表达、想象、扮演对学习主题的理解,从而达到既定的教育教学目标.教育戏剧的特征包括具身化、过程化、全人化.教育戏剧价值主要表现在提升学生的核心素养,回归课堂教学的本真,形成学生的共生理念,释放学生的天性潜质. 相似文献
18.
邱霞 《南昌教育学院学报》2011,(12):129-130
美术教育是中职学校艺术设计专业为提高学生审美素质所设置的课程体系中的一个重要部分。然而当前我们在教学中还存在一些不足,如个别班级和学生的学习差异还存在,教师还需要花更多的精力使他们提高;教学质量不高,对美术课堂的管理和教育的力度还需加强,课堂教学整体质量还需提高。 相似文献
19.
Ken Mizusawa 《Teaching Artist Journal》2019,17(1-2):3-10
In this article, I outline and theorize about a series of three lessons on playwriting I conducted in a secondary English Literature classroom in Singapore using drama improvisation strategies that I name drama-based playwriting, or DBP. I advance the argument that this genre of creative writing is best taught through the medium of drama so as to sensitize students to the demands of the art form that are not normally made apparent through traditional literary analysis. After all, drama has a dual life on the printed page and the theatrical stage. 相似文献
20.
Eva Bendix Petersen 《教育政策杂志》2013,28(4):409-422
We are now at a point in higher education policy studies where we know that neoliberal discursive rationalities and practices are prevalent in the contemporary enterprise university, and we are beginning to get a sense of their impact on academic work and subjectivities. The article asserts that a more pressing question is how to powerfully and effectively resist neoliberalisation. The article investigates the conditions of possibility for resistance by exploring how resistance is struggled over in everyday academic work practices. The article presents an ethno‐drama, based on materials collected through participant observation in several Australian universities, and offers a reading of the drama which focuses on what in Actor–Network Theory is called ‘enrolment’. It is argued that a better understanding of how academics, collectively and as individuals, are vulnerable to the enrolment practices in the enterprise university is necessary for the enactment of effective resistance. 相似文献