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Playwriting in schools : dramatic navigation /
John Newman invites teachers to take their students on a playwriting voyage in Playwriting in Schools. The book examines how students who learn to write plays and work with a professional playwright in residence empower themselves and gives instructors tools for teaching the process of playwriting i...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bristol, UK ; Chicago, USA :
Intellect,
2019.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Title; Copyright; Contents; Credits; Acknowledgments; Foreword; Introduction: Navigating the Theatre Curriculum with Playwriting; Part I: The Practical Navigator
- Charts, Tools, and Dynamics; Chapter 1: Phases of Playwriting; 1. Preparation; 2. Generation; 3. Experimentation; 4. Determination; 5. Clarification; 6. Exhibition; 7. Examination; 8. Production; 9. Evaluation; Mapping devised theatre; Chapter 2: Generating and Workshopping Scripts; Preparing students; Grounding students in dramatic theory; Reading and analyzing plays as a class.
- Partnering with creative writing teachersIntroducing students to professional playwrights; Generating material; Visual image prompting; Rapid-fire prompting; Card prompting; Interviewing; Winnowing and drafting; Experimenting with possibilities; Classroom readings of initial drafts; Descriptive feedback; Variation drafts; World-building; Determining the center; Mural-making; Character tableau; Role-on-the-wall; Clarifying text; Question selection; Draft-tracking; Chapter 3: Presenting and Premiering Plays; Exhibiting scripts; Theoretical designs; Staged readings; Examining text.
- Written responsesPost-reading discussions; Day-after responses; In-the-moment responses; Producing new plays; Premiere productions; Actor interviews; Subsequent productions; Evaluating product and process; Chapter 4: Employing the Tarot Card Model; The Tarot card model and exercise by Suzan Zeder; Why Tarot?; Leading the exercise; Creating the cards; Laying out the cards; Reading the cards; What the Tarot does; What the Tarot does not do; How to use the Tarot to develop plays in schools; Part II: Ports of Call
- Learning Environments for Student Playwriting.
- Chapter 5: School Productions of Student-Written PlaysCollaborating with creative writing classes; Mentoring student directors and producers; Involving student playwrights in rehearsal; Sounding off: Teacher-advisors at East High School; Chapter 6: Developing Plays through Playwriting Contests; Developing plays through Thespian Playworks; Pre-workshop development; Collaborative casting; Role of the adult dramaturg; Role of the adult director; Theoretical designs; Publication of student-written plays; Developing plays through Young Playwrights for Change; Written feedback.
- Mentoring by adult playwrightsStaged readings and performances; Sounding off: Middle school playwrights; Chapter 7: Team-Playwriting with Students; Playwriting teams at Le Jardin Academy; Preparing student playwrights; Leading playwriting teams; Sounding off: Students on a playwriting team; Team-playwriting at Middleton High School; Chapter 8: Playwriting-Centered Drama Programs; Friends Academy: A community of equals; An inclusive production season; A vertical playwriting curriculum; Sounding off: Graduates of a playwriting-centered curriculum.