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Results: (52 found) |
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| Acting Up Across the Curriculum: Using Creative Dramatics To Explore Adolescent Literature |
| Author: | Jeffrey Kaplan |
| Source: | The ALAN Review |
| Publish Date: | November 7th, 2005 |
| Summary: | Kaplan believes the use of creative dramatics within literature instruction allows students and teacher to exprience far more "teachable moments." Becaues it is a communal spontaneous experience, he b eleives students "learn to feel comfortable with their peers, to control their anxieties, to sharpen their focus, to express their visions, to delight in their voices, and to explore themselves. By reading, sharing, and acting aloud, they can enrich their lives." In this article Kaplan expressed how this can be done successfully. Intergrating creative dramatics and literacy was skill perfected by my favorite English teacher and it is something I would like to recreate for my classroom. |
| Submitter: | stephen mcclain |
| Brain compatible strategies |
| Author: | E. Jensen |
| Source: | book |
| Publish Date: | September 17th, 2005 |
| Summary: | Jensen has written about specific activities that have direct researched-
proven links. His book has strategies that stimulate neural growth as
well as the ones that lean towards better learning.
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| Submitter: | Linda Honaker |
| Quantum teaching |
| Author: | B. DePorter |
| Source: | book |
| Publish Date: | September 17th, 1999 |
| Summary: | This book has specific techniques to help boost student achievement. It
provides the background and strategies to boost learning. A few ideas
discussed in the book include music and learning, organic elements in the
classroom, movement, as well as multiple intelligences.
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| Submitter: | Linda Honaker |
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| Author: | Clare Cherry |
| Source: | Creatvie Movement for the Developing Child: An Early Childhood Handbook for Non-Musicians |
| Publish Date: | September 1st, 2001 |
| Summary: | This book shows you how to integrate music and movement into your early childhood curriculum through a goal-directed, child-oriented program of games and activities ranging from sitting quietly while swaying to running, jumping, and using the whole body. Children are encouraged to express themselves with their whole bodies and to have fun. |
| Submitter: | Julie Bingham |
| Teaching the Three Rs Through Movement Experiences [book] |
| Author: | A. Gilbert |
| Source: | Teaching the Three Rs Through Movement Experiences. |
| Publish Date: | September 17th, 2002 |
| Summary: | This book is full of suggested activities for solving language arts, mathematical, science, social studies, and art problems using movement experiences that utilize non-verbal communication. It is geared for classroom teachers in K-6, and will also be useful to preschool and physical education specialists. |
| Submitter: | Susan McQuade |
| See Jane Swing...from a string |
| Author: | Patti Gassert |
| Source: | Science and Children |
| Publish Date: | March 1st, 2001 |
| Summary: | This article talked about using creative dramatics to introduce a new subject of study. By using creative dramatics you can grab your students' attention and get them excited about the next activity they will be doing. This can be a great thing for subjects that many students find hard to get excited about like science, which is used as the example in this article. With the dramatic presentation in mind they work on the problem and create meaningful connections on how to solve the problem by relating it to something else. I think this can be a great tool to understand how to use creative dramatics to excite kids about a topic. I think it would be able to get kids excited about a subject and could even create a curiosity to how to solve or work out the task ahead of them. |
| Submitter: | Ashley England |
| Teaching Diversity through drama and imagination |
| Author: | Susan S. Lang |
| Source: | Human Ecology |
| Publish Date: | August 1st, 2003 |
| Summary: | This article was very interesting and created an option for teachers to use to teach their students about diversity. The school described in this article was extremely diverse which makes learning about other's cultures and background even more important. Using dramatics gave these students a way to express their feeling about things and a way to see a situation from the perspective of a person of different ethnicity or family life than their own. I think this idea is very important and should be used in all schools, even those that aren't very ethnically diverse. This can teach students to be understanding of their classmates and considerate of feelings that could be hurt by saying something that makes fun of that person's ethnicity or family life. |
| Submitter: | Ashley England |
| Developing Play and Drama in Children with Autistic Spectrum Disorder |
| Author: | D. Sherrat |
| Source: | Developing Play and Drama in Children with Autistic Spectrum Disorder |
| Publish Date: | December 31st, 2002 |
| Summary: | Sherrat describes why play and drama are important, and why they can be so difficult to achieve as well as invaluable to learn for a student with autism. He explains how much of a child's learning takes place through play and drama, and how drama can be used as a medium to increase the learning of children with autism. He also discusses how to educate students with autism about drama. This is a valuable classroom resource because it stresses the importance of creative dramatics for all children, especially those who may not participate in free play in the same way as typically developing children. This resource also includes detailed practical strategies and examples of creative dramatics to use when working with children with autism, many of which are activities that I will easily be able to implement in my future special education classroom. |
| Submitter: | Erin Hansen |
| Improvisation for Drug Awareness |
| Author: | Mary Taggart |
| Source: | I created this lesson based on the curriculum covered in Michigan Model- Helath. Michigan Model- Health is a unit that teachers are required to cover in the classroom in local elementary schools. |
| Publish Date: | October 5th, 2004 |
| Summary: | The teacher will explain to students the effect that drugs can have on them and how important it is to just say "No" when drugs are offered. The teacher will take volunteers in the classroom to come up and take turns playing different characters in an improvisational activity. The teacher will specify for each scene how many students she needs to play characters. When the students come to the front of the room the teacher will assign them each a role and tell them who is offering the drugs, and to whom the drugs are being offered. The students will then react to each other's actions and statements, without a written script. The students will experience different scenarios and give them many different ideas of how to say "No" in different situations with their peers. |
| Submitter: | Mary Taggart |
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