NSS Seminar Series Teacher Seminar Teaching English through Drama

1. NSS Seminar SeriesTeacher SeminarTeaching English through Drama

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5. Working hand in hand with schools and teachers - Workshops for teachers - School-basedcourses - English DayCamps...

6. Rebecca PattersonDrama: What it can offer the curriculum

7. Help! I wonder if I am making any sense? What on earth is she talking about? Hong Kong Teachers Becky

8. Some questions that you may be asking now. • What are they doing? • What is happening? • Where are they? • Where is the teacher? • Are they learning anything?

9. WHAT IS DRAMA? • ‘droa’ meaning ‘I do’ or more richly ‘I struggle to find meaning’ • This ‘struggle’ takes shape through the enactment of events, where all involved aim to express meaning using their bodies, voices, emotions, intellect and imagination symbolically and interactively • These ‘enactments’ are structuring using DRAMA CONVENTIONS. These conventions “are not structures in themselves, they are more like building blocks or palette that is used…to create the structures” (Neelands, 1998) • The tools of drama are used in many different contexts: • As an act of communication with an audience (theatre) • In a therapeutic process • In education and training

10. Drama in the National curriculum in England Drama in schools can be found: • sometimes studied as an art form in its own right in primary phases and at KS3 (at Key Stage 4 & 5 through specific examination courses) • included in the English curriculum Orders at all Phases • used as a method of learning in various subject areas However, times of change are upon us with The Creativity Agenda and the new ‘Curriculum for Living’ and The Big Picture (QCA). It has become increasingly more recognised that drama can meet the needs of our pupils and the education system by: • Engaging and motivating pupils (making learning relevant and fun) • Developing empathy and tolerance through ‘felt’ experiences • Supporting Every Child Matters (5 areas: Safe, Healthy, Enjoy & Achieve, Economic Stability, make a Positive Contribution)

11. According to recent writers, drama classroom activity… • is“Processual”(O’Toole1992) • is continually negotiated/re-negotiated (ditto) • is concerned primarily with the “making of meaning” as opposed to the acquisition of propositional knowledge. (Neelands) • Connects with modes of learning other than linguistic/literary (as in Howard Gardner’s “Theory of Multiple Intelligences”) • Is a social art form • Is often most “creative” when tasks are tightly structured or constrained: paradoxically, not when complete freedom is offered to learners. • Can suspend normal classroom hierarchies and relationships(as in the use of Teacher In Role)

12. Using drama helps teachers to; • create a secure environment for learning to take place • help pupils to adapt to an ever changing society • have greater expectations • explore and define roles and responsibilities in the classroom.

13. Teaching five outcomes through Drama Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well being Exploring my emotions and feelings through imaginative settings Challenging others and being challenged myself Through imagining and realising my ideas and intentions Appreciating traditions and developing sensitivity to cultural differences Communicating and expressing myself effectively and in a range of ways appropriate to needs. Understanding and interpreting myself and others through role play. Understanding how others see me Developing a confidence in different unusual situations Learning new ways to communicate and share ideas and feelings Learning to lead, manage and support. Learning to appreciate a wide range of dramatic experiences Developing a sense of identity and self worth Considering the impact of myself on others around me. Becoming enthusiastic, creative and critical; developing a taste for performance Expressing myself imaginatively and creatively; joining a dramatic group Developing an awareness of opportunities in in the creative and cultural industries Being exposed to new Knowing what to do in dangerous situations Communicating my thoughts, ideas and feelings. Seeing possibilities for the future

14. A child who….. • Is a reflective learner • Is responsive to change • Is a risk taker • Is a confident collaborator • Is a creative contributor • Is an independent enquirer • Is unafraid to fail, to try, to question, to challenge, to investigate…..

15. A teacher who is… making connections questioning confident takes risks skilled perseveres is independent thirst for knowledge critical self-editing creative willing to have a go literate communicates well curious generates ideas listens and reflects flexible acts with integrity shaper gets on well with others thinks for themselves shows initiative self-esteem ‘can do’ attitude makes a difference learns from mistakes

16. Just like a child!

20. Push back boundaries Take some risks Are brilliant but unpredictable Have big ideas By using drama in our classrooms we can become the people who…. Allow yourself to be the child in your classroom.