COD 2016 - KP274
Educational Drama Startegies for Kindergarten and First Grade Teachers
Kindergarten and Fisrt grade teachers
2
sesiones, inicia: 19-Sep
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Ficha del curso
Ciclo: 2016
Nivel: Inicial / Primaria
Idioma: Inglés
Estado: Terminado
Lugar: ESSARP - Deheza 3139, CABA
Capacitador/es: Mr. Daniel Berlfein
Colegios Afiliados
ARS
ARS
Centros de Examen
ARS
ARS
No afiliados
ARS 600.00
ARS 600.00
Sesiones
| Sesiones | Fechas | Inicia | Termina |
|---|---|---|---|
| 1 | 19 Septiembre 2016 | 05:30 pm | 08:30 pm |
| 2 | 03 Octubre 2016 | 05:30 pm | 08:30 pm |
Capacitador/es
Daniel Berlfein
Kindergarten and Fisrt grade teachers
Through hands-on (experiential) exercises, games and strategies, teachers will explore, examine, and incorporate different “educational drama” resources. These strategies will not only enhance the teachers´ tools to stimulate their students’ artistic abilities (imagination, creativity and expression), but will also help develop students´ social and literacy skills.
Furthermore, this workshop provides techniques that will enable teachers to engage, focus, and motivate their children. Ultimately, this will improve their class dynamics. The group will be used as a lab so that participants may try out what they are learning within the workshop.
Furthermore, this workshop provides techniques that will enable teachers to engage, focus, and motivate their children. Ultimately, this will improve their class dynamics. The group will be used as a lab so that participants may try out what they are learning within the workshop.
Session 1
1- Drama games and exercises
Theme: Leading Drama Games.
• Structuring a drama session: warm-ups, main activities, closures.
• How to better handle the group and its individualities through “drama cooperation activities” and class management exercises.
2-Looking at specific “drama in education” strategies
Theme: Drama techniques.
• Exploration of the *still Image and its different uses. Participants will learn the technique and its variations: coming to life, thought tracking, and *captions.
• Examining and putting into practice the use of pantomiming with narration.
3-Participatory storytelling with book in hand. Storytelling activities
Theme: Introducing Storytelling techniques.
• Becoming familiar with a story.
• Practicing reading and telling a “picture book” story. Making the story interactive by involving the audience through points (or moments) of participation.
• Turning the stories into drama activities.
SESSION 2
1- Drama games and exercises
Theme: Leading Drama Games.
• Review of “creative drama” techniques and concepts (review of last session).
• Participants will lead drama warm ups, focusers and energizers.
2-Looking at specific “drama in education” strategies
Theme: Review of “Drama Techniques”, going deeper.
• Review first session exercises. Using the “still Image” and “pantomiming with narration” techniques.
• Exploring and incorporating new strategies: **teacher in role, ***hot sitting and ****role on the wall. When and how to use them.
3-Devising “daily life” scripts and improvising them
Theme: Real life Scripts.
• Devising and setting up scripts based on real life situation (going to the supermarket, eating at the pizza parlor, etc.)
• Improvising the scripts. What is the teacher´s role while the script is being improvised by the children?
• Processing the improvisation (the scene). How to ask questions during and after the improvisation?
• Introduce other types of improvisations that could be used in the classroom (in the drama corner, using objects and/or puppets).
4- Resources and devises for end of the year´s presentations
Theme: End of the year´s Showcases & Presentations.
• Relationship between process & product. The importance of process in every presentation.
• Techniques that could be used: the “still Image”, “narrative pantomime”, “stories”, the class as a “fishbowl.”
Glossary of “educational drama” terms
*The still image and Captions. Is a small group device that crystallizes a particular moment of a drama, a scene or a story. Allows the material to be analyzed or interpreted closely. The still image could be used alone or in conjunction with captions. Captions can take the form of titles, slogans or verbal encapsulations of what is being presented visually.
**Hot sitting. A character sits in the center of the room and is questioned by the group about his or her background, behavior and motivation. The method may be used for developing a role in the drama lesson or rehearsals, or analyzing a play post-performance. Even done without preparation, it is an excellent way of fleshing out a character. Characters may be hot-seated individually, in pairs or small groups. The technique is additionally useful for developing questioning skills among the children.
***Teacher in role. The teacher works alongside his/her students as a –fictional-character. It provides a model for the role of the students. It does not demand acting ability; it simply requires the teacher to adopt an appropriate attitude in keeping with the role.
****Role on the wall. An outline of a body is drawn on a large sheet of paper, which is later stuck onto the wall. The attributes and characteristics of the character are filled inside the silhouette of the character. The external factors that influence the character are written outside of the silhouette. An example of an external factor could be: peer pressure, family pressure, etc.
1- Drama games and exercises
Theme: Leading Drama Games.
• Structuring a drama session: warm-ups, main activities, closures.
• How to better handle the group and its individualities through “drama cooperation activities” and class management exercises.
2-Looking at specific “drama in education” strategies
Theme: Drama techniques.
• Exploration of the *still Image and its different uses. Participants will learn the technique and its variations: coming to life, thought tracking, and *captions.
• Examining and putting into practice the use of pantomiming with narration.
3-Participatory storytelling with book in hand. Storytelling activities
Theme: Introducing Storytelling techniques.
• Becoming familiar with a story.
• Practicing reading and telling a “picture book” story. Making the story interactive by involving the audience through points (or moments) of participation.
• Turning the stories into drama activities.
SESSION 2
1- Drama games and exercises
Theme: Leading Drama Games.
• Review of “creative drama” techniques and concepts (review of last session).
• Participants will lead drama warm ups, focusers and energizers.
2-Looking at specific “drama in education” strategies
Theme: Review of “Drama Techniques”, going deeper.
• Review first session exercises. Using the “still Image” and “pantomiming with narration” techniques.
• Exploring and incorporating new strategies: **teacher in role, ***hot sitting and ****role on the wall. When and how to use them.
3-Devising “daily life” scripts and improvising them
Theme: Real life Scripts.
• Devising and setting up scripts based on real life situation (going to the supermarket, eating at the pizza parlor, etc.)
• Improvising the scripts. What is the teacher´s role while the script is being improvised by the children?
• Processing the improvisation (the scene). How to ask questions during and after the improvisation?
• Introduce other types of improvisations that could be used in the classroom (in the drama corner, using objects and/or puppets).
4- Resources and devises for end of the year´s presentations
Theme: End of the year´s Showcases & Presentations.
• Relationship between process & product. The importance of process in every presentation.
• Techniques that could be used: the “still Image”, “narrative pantomime”, “stories”, the class as a “fishbowl.”
Glossary of “educational drama” terms
*The still image and Captions. Is a small group device that crystallizes a particular moment of a drama, a scene or a story. Allows the material to be analyzed or interpreted closely. The still image could be used alone or in conjunction with captions. Captions can take the form of titles, slogans or verbal encapsulations of what is being presented visually.
**Hot sitting. A character sits in the center of the room and is questioned by the group about his or her background, behavior and motivation. The method may be used for developing a role in the drama lesson or rehearsals, or analyzing a play post-performance. Even done without preparation, it is an excellent way of fleshing out a character. Characters may be hot-seated individually, in pairs or small groups. The technique is additionally useful for developing questioning skills among the children.
***Teacher in role. The teacher works alongside his/her students as a –fictional-character. It provides a model for the role of the students. It does not demand acting ability; it simply requires the teacher to adopt an appropriate attitude in keeping with the role.
****Role on the wall. An outline of a body is drawn on a large sheet of paper, which is later stuck onto the wall. The attributes and characteristics of the character are filled inside the silhouette of the character. The external factors that influence the character are written outside of the silhouette. An example of an external factor could be: peer pressure, family pressure, etc.
“Drama in education” and “theatre in education” methods and strategies used by the “Creative Arts Team” at City University of New York, NY.
Enseñar en clave de juego, Patricia Sarlé, Rosa Garrido, Celia R. Rosemberg. Inés Rodriguez Sáenz.
Definiciones, Juegos… Acción, Mariano Ariel Scovenna.
La educación, puerta de la Cultura, Jerome Bruner.
Lessons for the Living. Drama and the integrated Curriculum, Tony Goode, Jim Clark Warwick Dobson, Jonothan Neelands.
Definiciones, Juegos… Acción, Mariano Ariel Scovenna.
La educación, puerta de la Cultura, Jerome Bruner.
Lessons for the Living. Drama and the integrated Curriculum, Tony Goode, Jim Clark Warwick Dobson, Jonothan Neelands.