By Kristin Fontichiaro
Opposite to the rage to dispose of arts schooling as an pointless fee in colleges attempting to enhance pupil try out rankings, this booklet promotes and explains the price of built-in arts guide in furthering the accomplishment of curricular ambitions and fostering scholar fulfillment. entire library media professional and humanities teacher Kristin Fontichiaro discusses how drama, shadow puppetry, and podcasting can be utilized as instruments to satisfy curriculum goals within the K-8 media middle. through focusing on the method of constructing a bit of drama or puppetry or a podcast, in place of the aim of functionality, and by means of infusing the humanities with curriculum ambitions in tale or study, those thoughts can accentuate a kid's studying and supply context for school room curriculum pursuits. A dialogue of the affective and educational advantages of this process-based paintings in addition to pattern classes are integrated. photos and examples of pupil paintings illustrate the oechniques. Grades K-8.
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Additional info for Active Learning Through Drama, Podcasting, and Puppetry
These activities do the same thing. Similarly, warm-ups are not stand-alone activities. They should be used in preparation for a main lesson and, after the first time they are introduced to students, can comprise as little as five minutes of a lesson. When considering appropriate warm-up activities, make sure there is a correlation between the benefits of the activity and the forthcoming main lesson. Warm-ups should help children “practice” a drama skill that will be needed again in the main lesson.
Once the class is divided into groups of three to five students, call out each topic one at a time. ” You will give them five counts to transition their bodies—without talking—from their first pose to their second pose. The transition should have a theatrical feel rather than being merely a “get from Point A to Point B” feeling. ” Allow students to quietly discuss the most effective means of moving their bodies from position to position. Repeat this until there is a transition between each. Ask each group to “perform” for the other.
VHS video). org/education/pdot/livingpictures. Opp-Beckman, Leslie. 2004. ESL PIZZAZ! Tongue Twisters. html (accessed August 10, 2006). Oreck, Barry. 2006. ” Teaching Artist Journal 3(4): 220–227. Spolin, Viola. 1999. Improvisation for the Theater: A Handbook of Teaching and Directing Techniques. 3d ed. Evanston, Ill: Northwestern University Press. 412pp. ISBN 081014008X. Staley, C. T. 2003. Tongue Twister Database. html (accessed August 10, 2006). Chapter 3 Telling and Retelling Stories Through Drama: Narrative Pantomime and Circle Drama (Preschool and Up) n INTRODUCTION This chapter and the next focus on drama as a tool to retell narratives.