Gotowe bibliografie tematyczne / Drama curriculum

Gotowa bibliografia na temat „Drama curriculum”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Drama curriculum"

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Goodlass, Ray. "Drama and the curriculum". NJ 40, nr 1 (2.01.2016): 3–14. http://dx.doi.org/10.1080/14452294.2016.1240654.

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O'Connor, Peter, i Moema Gregorzewski. "The intellectual whakapapa informing the New Zealand Drama Curriculum". Teachers and Curriculum 22, nr 1 (3.08.2022): 9–19. http://dx.doi.org/10.15663/tandc.v22i1.415.

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Underpinning drama education in New Zealand is the desire to improve the lives of individuals, communities and societies by catalysing embodied learning in and through the art form of theatre. Learning in drama is intended to foster well-being, social cohesion and active citizenship. Put another way, drama education in New Zealand has always been about more than training actors for the theatre stage. It has been about fostering the development of actors who engage in, on and with the world. This determination has led to the particular pedagogical and curricular response that frames how drama is taught in New Zealand. In drama education in New Zealand we have focused for a generation on working practically to explore the nature of drama as a meaning making tool. Students not only study theatre by passively watching, they actively partake in framed fictional worlds and reflect on these embodied experiences. By engaging students in dramatic encounters, we argue drama education bears the potential to engage in critical and creative engagement with pivotal social issues in the real world (Anderson & O’Connor, 2015). The nature of the meaning making has seen a deliberate privileging of non-naturalistic forms of drama presentation and representation. Progression is understood in the curriculum as moving from exploration of narrative through imagined and social play at junior primary to understanding how to use conventions as dramatic structuring devices (Ministry of Education, 2007). This can be understood as a conventions approach (CA) to drama education. In this article we consider the pedagogical and theatre traditions that informed the New Zealand curriculum to contextualise the planned curriculum refresh in 2023.
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Tam, Po-Chi. "Blurring the play–drama boundary: A case study investigating the teaching and learning of a drama-integrated curriculum in a Hong Kong kindergarten". Contemporary Issues in Early Childhood 22, nr 4 (18.11.2021): 328–41. http://dx.doi.org/10.1177/14639491211060559.

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This study aims to conceptualise a drama-integrated curriculum devised from process drama as an approach to play-based pedagogy and curriculum to realise the policy initiative of learning through play. By investigating teachers’ perspectives and practices in relation to the curriculum of a local kindergarten, examples of effective drama-integration strategies and the associated children's learning are identified and organised into four themes – namely, drama teaching and learning through, before, in and after play. The teachers understood that although their curriculum is not based on free play, its not-so-free features may reconcile the play–learning binarism, daring them to navigate the maze of complex relationships between play, drama, teaching and learning in implementing a playful curriculum.
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Winston, Joe. "Drama, Spirituality and the Curriculum". International Journal of Children's Spirituality 7, nr 3 (grudzień 2002): 241–55. http://dx.doi.org/10.1080/1364436022000023248.

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Baldwin, Patrice. "Drama: a post-National Curriculum overview of drama in education". FORUM 44, nr 3 (2002): 103. http://dx.doi.org/10.2304/forum.2002.44.3.1.

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Fraser, Deborah, Viv Aitken i Graham Price. "Inquiry learning, drama and curriculum integration". Set: Research Information for Teachers, nr 3 (1.11.2012): 32–40. http://dx.doi.org/10.18296/set.0382.

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Prentki, Tim, i Madonna Stinson. "Relational pedagogy and the drama curriculum". Research in Drama Education: The Journal of Applied Theatre and Performance 21, nr 1 (2.01.2016): 1–12. http://dx.doi.org/10.1080/13569783.2015.1127153.

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Österlind, Eva. "Drama into the curriculum – Sisyphus’ work". NJ 39, nr 1 (2.01.2015): 3–18. http://dx.doi.org/10.1080/14452294.2015.1083517.

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Zheng, Sisi. "Process drama in Chinese education: Possibilities and challenges in governmental policy papers and the curriculum of moral education". Applied Theatre Research 9, nr 2 (1.11.2021): 155–72. http://dx.doi.org/10.1386/atr_00055_1.

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The article explores the potential of applying process drama in moral education in Chinese schools. By conducting a thematic review of the current national curriculum and policy documents from both historical and contemporary perspectives, the interconnection between the role of art and moral cultivation in China is discussed. Through an analysis of the national curriculum, the article suggests that applying process drama in school education can contribute to learning in the curriculum areas of both aesthetic and moral education. However, the existing commingling of concepts and definitions influences the actual drama practices in China. Consequently, a discussion of terminology is brought in, as well as an argument for the need to include drama as a discrete subject in schools, in addition to its function as a method for educational purposes. A process drama sample from the author’s drama praxis is included. The overall aim of the article is to contribute to an extended understanding of educational drama and theatre in a Chinese context and to gain new insights into possibilities and challenges for the future implementation of drama in education in China.
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Eriksson, Stig A., i Tor-Helge Allern. "Educational drama in Norway: From cultural expression to curriculum element". Applied Theatre Research 10, nr 2 (1.12.2022): 155–68. http://dx.doi.org/10.1386/atr_00068_1.

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The article is conceived as a survey exploration of significant historic developmental stages of the Norwegian educational drama field. The article first engages in an historical consideration of educational dramatics from traces of performed education in old Norse culture, via school drama organized by the church in the Middle Ages, to a decline of drama and theatre after Pietism in the eighteenth century, with a succeeding narrower view of knowledge and teaching in the following century and scarce information about drama as education. The focus then turns to deliberation of educational reforms in the twentieth and twenty-first centuries, offering new possibilities for drama pedagogy through the Progressive Education movement, followed by identifying the position of drama in the six national curriculum reforms from 1939 to 2020 and the changing role of the subject area resulting from policy accentuations underlying curriculum revisions.
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Rozprawy doktorskie na temat "Drama curriculum"

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Fleming, Kristina A. "Promoting learning across the curriculum with creative dramatics". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Fleming_K%20MITthesis%202007.pdf.

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Johnson, Valerie Frances Anne. "Drama with a Capital D: Text and Context in the Documentation of Curriculum". Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11678.

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Drama in practice is a creative process which makes meaning by the application to the human condition of aesthetic understanding, but drama in schooling is part of a system which makes meaning through a division of human understanding into subjects and courses. The discourse of drama education suggests that drama is a transformational process of personal development and social intervention. When schools offer to their students a subject called Drama, however, questions inevitably arise about the way in which the subject is validated. Is it a teaching and learning strategy, a means of intervention in dysfunctional situations, or a public relations exercise for the school? Which is more important, a polished performance or the spontaneous expression of students’ ideas, feelings and understandings? Is Drama undertaken primarily as recreation, or for the more “bankable” skills and strategies which can be gained from participating in it? Are such skills to be generically appreciated or vocationally targeted? It is a premise of the study that the school subject is both represented and shaped by the documents which set out the requirements for teaching and learning: the syllabus and its attendant texts. The Western Australian senior secondary school syllabus in Drama has been subjected to a process of deconstruction which considers information from the linguistic structure of the text, from the sociocultural contexts of theatre and schooling and from the situational contexts of curriculum development and teaching. This information has been used to recover meanings inherent in the document which can be used to define the domain being represented there. Thus the research consists in an analysis of the text itself, as the medium through which meaning is communicated, a review of the contexts which are represented in the document, and the identification of ways in which the school subject of Drama is validated.
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Cannon, Ashley N. "Incorporating drama across the curriculum into the intermediate elementary classroom". Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1020.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Education
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Gatt, Isabelle. "Challenging policy, changing practice : introducing drama as a curriculum innovation". Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434359.

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Baker, Heidi G. "A Christian dance-drama curriculum for ministry training in Hong Kong". Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Wachsman, Frances 1942. "Music, movement and drama in the center of the elementary curriculum". Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277227.

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The purpose of this project is to develop a research-founded semiotically-based, holistic philosophy for utilizing quality, child-tested music, movement and drama resources in an integrated learning format and to provide workable activities within an accessible, understandable structure for use by the teacher in kindergarten through third grade classroom situations. Since children are "meaning makers," it is logical to create an approach for classroom teachers to use which builds on what children need most to help them make learning connections: an integrated format which helps children understand how learning fits together or makes sense. This project organizes music, movement and drama activities thematically in content areas which are ordered from simple to complex to accommodate the age range to which the project is directed.
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Karlsson, Evelina, i Sofia Larsson. ""Drama har tappat lite status. Men jag tycker drama är viktigt." : Pedagogers perspektiv på förutsättningar för arbete med drama". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48521.

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Förskolan har en läroplan att utgå ifrån vad gäller innehåll och målsättning i det pedagogiska arbetet. Läroplanen har omarbetats och reviderats och detta har lett till konsekvenser i förskolan som verksamhet. Ett ämne som påverkats är drama som är ett av de estetiska uttrycksformerna där även t.ex. musik, bild och rörelse ingår. Den här studiens syfte är att undersöka vilka möjligheter pedagogerna i förskolan har att arbeta med drama utifrån läroplanen och andra kringliggande ramfaktorer. Genom att analysera både avverkade och aktuella styrdokument för förskolan, samt intervjua yrkesaktiva pedagoger på olika verksamheter framkom det tydligt att handling påverkar konsekvens. Resultatet visar att pedagoger upplever sig styrda av läroplanen, trots läroplanens utveckling från vad som skulle kunna kallas en handbok till ett dokument öppet för egna tolkningar. Drama som ämne kan anses ha låg status där det bortprioriteras, inte av ointresse men på grund av att andra ämnen prioriteras högre. Ramar som tid, kompetens och den politiska styrningen påverkar också det konkreta pedagogiska arbetet. Vilka ramar som pedagogerna själva upplever påverkar dem är ramarna i verskamhetens direkta närhet. Faktorer utifrån var för pedagogerna inte lika synliga.
Swedish preschools have their own curriculum to base their educational content and ambitions on. The curriculum has been revisited and revised resulting in implications for the preschool as an institution. Drama is a subject that has remained an integral part from the beginning regulatory documents began to apply, and is one of the forms of expression where music, picture and movement are other examples of it. The purpose of this study is to look into the likelihoods for educators to work with drama based on the intentions of the curriculum and other affecting factors. By examining both old and current regulatory documents, as well as analysing empirical data, acquired through interviews with professionally active preschool educators. It became clear that actions leads to consequences. The result shows that preschool educators feels controlled by the revised curriculum despite the fact that the document has become more open for interpretation than it was before the revision. As a subject drama may be considered to have low status and is cast aside in favor of other subjects. This is not always by choice but it stems from the prioritizing of other subjects and other factors such as time constraints, competence and the political management which affects the educational work. The framework the educators experience affect them the most are the factors closest to the institution itself. Framework and factors that stem from outside the institution were not as obvious to the educators themselves.
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Cheng, Siu-Lun. "Curriculum change and professional development the impact of the introduction of a drama curriculum on the competence of teachers /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37610041.

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Cheng, Siu-Lun, i 鄭兆麟. "Curriculum change and professional development: the impact of the introduction of a drama curriculum onthe competence of teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37610041.

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Lovering, Christine. "I see a spark and blow on it: Drama practice in Year 1 and the new Australian Curriculum in the Arts". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1740.

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New educational directives have an effect on the practice of teachers in schools. This study is propelled by the introduction of a national Australian Curriculum and subsequent changes to the Arts curriculum. As one of the five arts subjects, drama has been included in the primary school curriculum in Western Australia since 1997, however, its inclusion and the teaching of drama has not been consistently realised. Teacher perspectives and beliefs about specific Learning Areas influence their planning and practice; often this is related to past experiences. This study aims to determine Year 1 teachers’ perspectives of, and practices in, drama. In addition, knowledge of the new Australian Curriculum in the Arts and the level of support required during the implementation process are sought. The study focuses on the Year 1 level, as this particular year marks a significant transition in a young child’s life from a Pre‐primary setting to the Year 1 classroom; considering the playful quality inherent in drama experiences, it is a time when drama pedagogy could be explored fully. Data collection instruments were generated based on previous research and state curriculum documents. Participants in the study were asked to complete a questionnaire. The data provided an insight into Year 1 teacher perspectives and practice and the new Arts curriculum. The subsequent semi‐structured interviews were conducted to augment the questionnaire data. The study found that Year 1 teachers extolled the positive benefits of using drama; however, experiences in drama, both as teacher and participant, affected their willingness to implement it. Teachers were using drama, yet analysis of semi‐structured interviews revealed a common practice of implementing incidental and unplanned drama experiences. A foundation for the implementation of drama in the new Arts curriculum with recommendations for possible professional development and support for drama practice are provided.
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Książki na temat "Drama curriculum"

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Education, Alberta Alberta. Drama: Curriculum guide. [Edmonton]: Alberta Education, 1987.

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O’Toole, John, Madonna Stinson i Tiina Moore. Drama and Curriculum. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8.

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Drama in the curriculum. London: Cassell, 1994.

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Curriculum Committee for Arts Education., Ireland. Department of Education and Science. i National Council for Curriculum and Assessment., red. Drama: Arts education : curriculum. Dublin: Stationery Office, 1999.

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Education, Alberta Alberta. Elementary drama curriculum guide. Alberta: Curriculum Branch of Alberta Education, 1985.

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Doherty, Maria. Drama and the secondary school curriculum. [S.l: The author], 1989.

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Education, Alberta Alberta. Drama: Curriculum guide ; senior high school. [Edmonton]: Alberta Education, 1987.

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Panther, George. The Wigleigh Project: Drama across the curriculum. Wigan: Metropolitan Borough Of Wigan, 1987.

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Education in drama: Casting the dramatic curriculum. London: Falmer, 1991.

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O'Toole, John. Drama and curriculum: A giant at the door. New York: Springer, 2009.

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Części książek na temat "Drama curriculum"

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O’Toole, John, i Madonna Stinson. "Drama and Language". W Drama and Curriculum, 49–69. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_4.

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O’Toole, John. "Drama as Pedagogy". W Drama and Curriculum, 97–116. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_6.

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O’Toole, John. "Introduction". W Drama and Curriculum, 1–7. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_1.

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Stinson, Madonna. "Drama as Macro-Curriculum: Peeking Behind the Closed Doors of Drama Syllabus Development". W Drama and Curriculum, 169–82. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_10.

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Moore, Tiina. "The History Centre: A Micro-Curriculum". W Drama and Curriculum, 183–92. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_11.

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O’Toole, John, i Madonna Stinson. "Pasts, Present and Futures: Which Door Next?" W Drama and Curriculum, 193–209. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_12.

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O’Toole, J. "Strange Bedfellows: Drama and Education". W Drama and Curriculum, 11–27. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_2.

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O’Toole, John, i Madonna Stinson. "Curriculum: The House that Jack Built". W Drama and Curriculum, 29–45. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_3.

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O’Toole, John. "Drama for Development and Expression". W Drama and Curriculum, 71–95. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_5.

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O’Toole, John. "Civil Wars". W Drama and Curriculum, 117–25. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9370-8_7.

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Streszczenia konferencji na temat "Drama curriculum"

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Hallissey, Helen. "'WHO AM I, MR. STANISLAVSKI?' AN EXPLORATION OF STANISLAVSKI'S 'SYSTEM' OF TRAINING ACTORS IN REALIZING CHARACTERIZATION IN THE 1999 IRISH DRAMA CURRICULUM (PRIMARY LEVEL)". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0394.

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