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School Drama is a professional learning program for primary school teachers, which focuses on the power of using drama and literature to improve English and literacy in young learners. School Drama was developed by the Sydney Theatre Company (STC) in 2009, in partnership with The University of Sydney. It has been acclaimed by Australian and international critics, and is now a cornerstone of the STCs Education program. This book is a comprehensive School Drama resource. It includes: A summary of how drama and literature enhance literacy; An explanation of the School Drama approach and methodology; Learning outcomes from the School Drama program so far; Exploration of the art and pedagogy of drama (via elements, devices, and roles) 22 classroom dramas: each comprised of a series of workshops that progress through common themes and texts. The School Drama Book is essential reading for teachers and theatre practitioners who want to educate confidently with drama, either through the STCs School Drama program or on their own. It uses drama as a critical pedagogy, and encourages learning through activities, rather than teaching about the texts. This approach has been shown to develop rich imaginations and creative capacities for the future. Includes a foreword by Cate Blanchett and Andrew Upton.
The story that kicked off the international #1 bestselling Vampire Academy series is NOW A MAJOR MOTION PICTURE St. Vladimir's Academy isn't just any boarding school--it's a hidden place where vampires are educated in the ways of magic and half-human teens train to protect them. Rose Hathaway is a Dhampir, a bodyguard for her best friend Lissa, a Moroi Vampire Princess. They've been on the run, but now they're being dragged back to St. Vladimir's--the very place where they're most in danger. . . . Rose and Lissa become enmeshed in forbidden romance, the Academy's ruthless social scene, and unspeakable nighttime rituals. But they must be careful lest the Strigoi--the world's fiercest and most dangerous vampires--make Lissa one of them forever.
A book for teachers of primary school children, which will help both the novice and seasoned professional to plan exciting lessons that fit in with the Scottish Government's new Curriculum for Excellence. The themes and issues chosen for exploration in this edition reflect the broad scope of the current curriculum, with its wide ranging and 'holistic' approach to learning and teaching, and all the Lesson Plans are completely suitable and relevant for continuing use under the still evolving curriculum. At the end of each lesson, the Outcomes & Experiences, as contained in the Curriculum for Excellence guidelines, are given for that lesson. Please refer to the appropriate section of these guidelines for the full interpretation of the codes, by visiting: www.curriculumforexcellencescotland.com. The book retains the format of the original edition, and is composed of a series of Lesson Plans or Lesson Sequences, with each Plan covering a particular theme or issue. Some of the lessons will enlarge and expand upon material covered in previous chapters, but with more detail or different emphases. Shopping, for example, is a more detailed exploration of a section in the Our Food Lesson Plan, and is included here in response to feedback from teachers, who found it to be the most popular Lesson among pupils in P1-P3 - and the most requested! Again, the Plans are ordered in relation to the pupils' age and their stage - P1 to P7 - within the school. Once again, however, it should be emphasised that a class of pupils will not learn at the same pace, nor work at the same level as each other. Teachers, therefore, should utilise fully the flexibility of the Lesson Plans by adapting them to suit the ability of the pupils in their class. For example, a Lesson Plan suggested for P3 or P4 may also be given to P6 or P7 (and vice versa), with appropriate and imaginative modifications. Also, in the same lesson, pupils may contribute at levels of varying degrees according to their individual abilities. As always, the shared experience of the lesson is the key issue. An expanded Glossary of drama terms and definitions is included in the Book, as well as further suggestions for extension work, useful websites, and relevant resources and materials. It should be emphasised once more that this edition represents the latest stage of an evolving 'work-in-progress', with infinite scope for growth and expansion as future ideas and possibilities are created by the continuing evolution
Everything you need to get dramatic in the classroom This easy-to-use, comprehensive teacher-resource book has lesson plans and practical activities that integrate theater into language learning. Plus ten original scripts so you can put the activities into action immediately! Drama and play scripts can be used to teach pronunciation, pragmatics, and other communication skills, as well as provide grammar and vocabulary practice! Conveniently organized into two parts, Part 1 includes pragmatics mini-lessons, community builders, drama games, and pronunciation activities. There are also lesson plans for producing a play (either fully-staged or as Reader's Theater), as well as guidelines and activities for writing plays to use with (or without students,) and suggestions for integrating academic content. You’ll even find rubrics and evaluation schemes for giving notes and feedback. Part 2 includes 10 original monologues and scripts of varying lengths that can be photocopied and used in the classroom. Specifically designed to feature everyday language and high frequency social interactions, these scenes and sketches follow engaging plot arcs in which characters face obstacles and strive to achieve objectives. With a foreword by Ken Wilson, this book is a must-have for anyone interested in using the performing arts to help students become more confident and fluent speakers.
Grade level: 7, 8, 9, 10, 11, 12, e, i, s, t.
Critical Themes in Drama is concerned with the relationship between drama and the current socio-political context. It builds on and contributes to ongoing scholarly conversations regarding the use, benefit, challenges and opportunities for drama and theatre as a social, cultural, educational and political act. The intention of this book is to canvas current theory and practice in drama, to provide an extended examination of how drama as a pro-social practice intersects with socio-cultural institutions, to link critical discourse and examine ways drama may contribute to a broader social justice agenda. Authors draw on a variety of theoretical tools from the fields of sociology, anthropology and cultural studies. This combines with an exploration of work from drama practitioners across a variety of countries and practices to provide a map of how the field is shaped and how we might understand drama praxis as a social, cultural and political force for change. This book offers drama scholars, practitioners, researchers and teachers a critical exploration which is both hopeful and critical; acknowledging the complexities and potential pitfalls, while celebrating the opportunities for drama as a practice for social action and positive change.