Abstract
Storytelling is one of the
simplest and perhaps most compelling forms of dramatic and imaginative
activity. A good place to start is by telling stories to your students and
encouraging them to share stories with one another. All of us can become
engaging storytellers with a little practice. There may also be members of
staff who are particularly skilled at telling stories. Listen to each other,
watch videos of storytelling and encourage the children to identify techniques
they could use in their own stories because a good teacher is a good storyteller.
Drama strategies - also known as drama techniques or drama conventions - are
the everyday tools of the drama teacher to enhance the learning of a foreign
language. Drama strategies develop different skills to encourage discourse,
interaction and creativity. They aim to improve communicative and performance
skills through activities such as character development and storytelling and be
used across the curriculum to actively involve students in their own learning.
References
- Andersen, C. (2004). Learning in" as-if" worlds: Cognition in drama in education. Theory into practice, 43(4), 281-286.
- Baldwin, P. (2004). With Drama in Mind: real learning in imagined worlds. Norfolk. Network Press.
- Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
- Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. The Jossey-Bass Education Series. Jossey-Bass, Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104..
- Greene, M. (1996). Researching Drama and Arts Education. Paradigms and Possibilities. Forward in P. Taylor (ed.). London. Falmer Press.
- Grundy, S. (1998). Research Partnerships: principles and possibilities in B. Atweh, S. Kemmis and P. Weeks (eds.) Action Research in Practice: Partnerships for Social Justice in Education. London and New York. Routledge. pp. 37-46.
- Hall, S. (1997). Forms of reflective teaching practice in higher education. In Pospisil, R. and Willcoxson, L. (Eds), Learning Through Teaching, p124-131. Proceedings of the 6th Annual Teaching Learning Forum, Murdoch University, February 1997. Perth: Murdoch University. http://lsn.curtin.edu.au/tlf/tlf1997/hall1.html.
- McDrury, J. (1996). Developing Tools for Reflective Practice. Paper published in the conference proceedings of the annual conference of the Higher Education Research and Development Association of Australasia (HERSDA), Perth. Western Australia.
- Mcgill, I. & Beatty, L. (1992). Action learning: A guide for professional management and educational development. London. Kogan Page.
Abstract
Storytelling is one of the
simplest and perhaps most compelling forms of dramatic and imaginative
activity. A good place to start is by telling stories to your students and
encouraging them to share stories with one another. All of us can become
engaging storytellers with a little practice. There may also be members of
staff who are particularly skilled at telling stories. Listen to each other,
watch videos of storytelling and encourage the children to identify techniques
they could use in their own stories because a good teacher is a good storyteller.
Drama strategies - also known as drama techniques or drama conventions - are
the everyday tools of the drama teacher to enhance the learning of a foreign
language. Drama strategies develop different skills to encourage discourse,
interaction and creativity. They aim to improve communicative and performance
skills through activities such as character development and storytelling and be
used across the curriculum to actively involve students in their own learning.
References
- Andersen, C. (2004). Learning in" as-if" worlds: Cognition in drama in education. Theory into practice, 43(4), 281-286.
- Baldwin, P. (2004). With Drama in Mind: real learning in imagined worlds. Norfolk. Network Press.
- Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowman & Littlefield.
- Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. The Jossey-Bass Education Series. Jossey-Bass, Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104..
- Greene, M. (1996). Researching Drama and Arts Education. Paradigms and Possibilities. Forward in P. Taylor (ed.). London. Falmer Press.
- Grundy, S. (1998). Research Partnerships: principles and possibilities in B. Atweh, S. Kemmis and P. Weeks (eds.) Action Research in Practice: Partnerships for Social Justice in Education. London and New York. Routledge. pp. 37-46.
- Hall, S. (1997). Forms of reflective teaching practice in higher education. In Pospisil, R. and Willcoxson, L. (Eds), Learning Through Teaching, p124-131. Proceedings of the 6th Annual Teaching Learning Forum, Murdoch University, February 1997. Perth: Murdoch University. http://lsn.curtin.edu.au/tlf/tlf1997/hall1.html.
- McDrury, J. (1996). Developing Tools for Reflective Practice. Paper published in the conference proceedings of the annual conference of the Higher Education Research and Development Association of Australasia (HERSDA), Perth. Western Australia.
- Mcgill, I. & Beatty, L. (1992). Action learning: A guide for professional management and educational development. London. Kogan Page.
Details
| Subjects | Linguistics, Studies on Education |
|---|---|
| Journal Section | Turkish Language Education |
| Authors | |
| Publication Date | June 30, 2017 |
| Published in Issue | Year 2017 Volume: 4 Issue: 1 |
TURKOPHONE | 2014 | ISSN: 2148-6808
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.