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How drama activates learning : contemporary research and practice /
"How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama and education from across the globe, including authors from Europe, North America and Australasia to explore the transformations that can be achieved across a diverse range of learning areas when t...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Bloomsbury Academic,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a How drama activates learning : |b contemporary research and practice / |c [edited by] Michael Anderson, Julie Dunn. |
| 260 | |a New York : |b Bloomsbury Academic, |c 2013. | ||
| 300 | |a 1 online resource | ||
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| 520 | |a "How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama and education from across the globe, including authors from Europe, North America and Australasia to explore the transformations that can be achieved across a diverse range of learning areas when the processes of drama education are applied, enlivening and enriching a range of learning contexts. The range of areas explored includes: History Literacy and literature Creativity and imagination Science Citizenship, democracy and social justice education language learning Human relationships Conflict management Drawing on a range of theoretical perspectives, the contributors present detailed case study material that outlines these processes in action, before the volume editors synthesize the key findings generated"-- |c Provided by publisher | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Title Page; Copyright Page; Contents; Notes on Contributors; Preface; Foreword; Notes; Acknowledgements; Part 1 Introduction; Chapter 1 Drama and Learning: Landscapes of an Aspirational Pedagogy; Introduction; The social landscape; Drama in the educational landscape: Testing times; What does the research say?; Conclusion; References; Part 2 Activating Communities; Chapter 2 Drama, Community and Achievement: Together I'm Someone; Community, agency and AT/D; The project; Methods; The Hamlet workshop; Community and playmaking; Community and Hamlet; Community, power and achievement; Conclusion. | |
| 505 | 8 | |a DiscussionRecommendations for further research; References; Chapter 6 Drama and Global Citizenship Education: Planting Seeds of Social Conscience and Change; Educating for critical global citizenship; Drama and Global Citizenship Education; Crossover: Drama and GCE in practice; How did the drama work support these students?; But ... have we made a (big) difference?; Acknowledgement; References; Chapter 7 Drama, Listening, Risk and Difference: On the Pedagogical Importance of (not) Knowing the Other; Introduction; Summary of the research project: Context, methodology and purpose. | |
| 505 | 8 | |a The golden rule: Listen to each other (aka 'Respect the Pumpkin')A review of key literature: Listening in education; Key findings and discussion; Conclusion; Recommendations for further research; References; Part 3 Activating Learners; Chapter 8 Drama, Creating and Imagining: Rendering the World Newly Strange; Invariant representations; Conditional language; Metaphor; Articulation of practice; References; Chapter 9 Drama as Critical Pedagogy: Re-imagining Terrorism; Introduction; References; Chapter 10 Drama and Beauty: Promise, Pleasure and Pedagogy; The language of beauty. | |
| 505 | 8 | |a The poetics of the drama lesson: An example of how beauty might impact on researchNotes; References; Chapter 11 Drama and the Audience: Transformative Encounters in TheatreSpace; The nature of engagement; The TheatreSpace project; Theatre confidence, literacy and etiquette; Articulating engagement in the live theatre experience; Conclusion; Note; References; Chapter 12 Drama, Speaking and Listening: The Treasure of Oracy; Section 1: A quiet classroom is a good classroom ; Section 2: A case full of treasure; Section 3: Data, analysis and implications; How drama activates oracy; References. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Drama in education. | |
| 650 | 6 | |a Théâtre en éducation. | |
| 650 | 7 | |a Teaching of a specific subject. |2 bicssc | |
| 650 | 7 | |a Philosophy & theory of education. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Research. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Experimental Methods. |2 bisacsh | |
| 650 | 7 | |a Drama in education |2 fast | |
| 700 | 1 | |a Anderson, Michael, |d 1969- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PBJfh3KBtJhbwF8tWG4W4bd | |
| 700 | 1 | |a Dunn, Julie, |d 1959- |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjCjyVH97Y6WwCwXXwTBrq | |
| 776 | 0 | 8 | |i Print version: |t How drama activates learning. |d New York : Bloomsbury Academic, 2013 |z 9781441136343 |w (DLC) 2013011748 |w (OCoLC)847842632 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1334377 |z Texto completo |
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