Drama and Theatre with Children

<p>Drama as a process-centred form is a popular and valued methodology used to develop thinking and learning in children, while theatre provides a greater focus on the element of performance. In recent years, offering drama and theatre as a shared experience is increasingly used to engage children and to facilitate learning in a drama classroom. Using drama and theatre as a central component with children, this book is an amalgamation of theory, research and practice from across the globe offering insights into differing educational contexts.</p><p>Chapters provide an exploration of the methodologies and techniques used to improve drama in the curriculum, and highlight the beneficial impact drama has in a variety of classrooms, enriching learning and communication. Contributions from 17 authors, ranging from teachers in schools or universities, to researchers and drama practitioners, examine a variety of perspectives related to drama and children in an attempt to bridge gaps and move ahead collectively as educators, practitioners and researchers in drama and theatre. Divided into two parts, Part I reflects on the use of drama in its varied forms with children, while Part II focuses on projects and experiments with children using theatre in order to draw links between drama, theatre and pedagogy.</p><p>Drama and Theatre with Children will be key reading for researchers, academics and postgraduate students in the fields of drama education, theatre education, curriculum studies and child development. The book will also be of interest to drama practitioners, school teachers and teacher training leaders. </p> <p>Preface. Foreword <em>Larry O’Farrell </em><strong>Section 1</strong> Drama as a Creative Aesthetic Learning Process to Improve Reading Competence <em>Aud Berggraf Sæbø.</em> Putting the E.I. into Drama: It’s Not as Tricky as You Might Think <em>Aundraea Stevens.</em> What Did You Make of That? More Than Just a Figure of Speech <em>Brian Woolland. </em>Role of Creative Drama in Fostering Developmental Skills of Primary School Children <em>Charru Sharma.</em> Tales from an Irish Primary Teacher <em>Helen Hallissey. </em>Developing Social Skills in Children through Creative Drama in Education <em>Ismail Güven and Ömer Adıgüzel.</em> Drama, the New Zealand Curriculum, and Valuing Difference <em>Janinka Greenwood. </em>Thinking on Your Feet: A Model for Teaching Teachers to Use Process Drama <em>Joanne O’Mara. </em>Lab Coats, Test Tubes and the Drama Pedagogue <em>Lizette Stevenson. </em> Learning through Drama in the Scottish Curriculum: Teachers and Learners in Collaboration <em>Marie Jeanne McNaughton. </em>The History Centre: A Community Model of Drama <em>Tiina Moore </em><strong>Section 2</strong> Shakespeare, Citizenry, and Socratic Discourse: Transdisciplinary Pedagogy – The Use of Shakespeare’s Stories to Stimulate Personal and Social Dvelopment for 11-14 Year Old Students <em>Brian Lighthill. </em>‘The Play’s the Thing’: Performance and Pedagogy <em>Mary-Rose McLaren. </em>‘You Are Responsible for the Whole Show, Every One of Us’: Shame, Pride and Progress in Theatrical Productions in Two Hong Kong Secondary Schools <em>Matthew DeCoursey. </em>Make Our Children Their Own Heroes – "The Right Fighters!" <em>Michele Chung. </em>Drama Experiences with Young People in the Israeli Context <em>Shifra Schonmann. </em>Trans-Performative Theatre: Sharpening Skills and Knowledge in Schools <em>Vicensia Shule.</em></p>