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Jan 1, 2011 · PDF | Creative dramatics remains a relatively new and burgeoning phenomenon in contemporary education. It is an attempt to use drama for more functional... | Find, read and cite all the research ...
A Brief History of Drama-Based Pedagogy . Today, teachers throughout the world are beginning to learn about and explore the use of drama-based pedagogy (Ranzau, 2016). Drama-based pedagogy is an umbrella term that covers a variety of drama activities: role-play, writing-in-role, improvisation, reader’s theatre,
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Drama in Education: A Curriculum Dilemma Drama in education, the literature suggests, is founded on notions of the education of the emo-tions, imaginative insight, the role of creative expression in education, and the affective devel-opment of the child. Possibly because of its intan-gible aims and as yet unarticulated developmental
Creative Drama in the Classroom. Lorie A. Annarella. Published 1992. Education. The use of creative drama in the classroom is a student-focused process where experiential learning can be fostered and developed within any given curriculum. It can help students to develop divergent thinking skills, inventive creativity, and cognitive thinking ...
- 2.1 Social Skills
- 2.2 Emotional Skills
- 2.3 Critical Thinking Skills
- 2.4 Learner’s Autonomy
- 2.5 Motivation and Engagement
Creative drama attracts learners’ attention (Mokhtar et al., 2011), put them at the centre of the learning process (Baranovskaya & Shaforostova, 2018) and transfer authority between student–student, student–teacher, and role-role (Stinson, 2015). Drama techniques often improve social skills and interaction since students are put in situations that ...
CDM creates a closer relationship between students. When learners are put in others’ shoes, they experience how others feel. As a result, their sense of empathy for others and depicts their reactions and feelings are improved. Notably, CDM expands learner’s acceptance of others’ problems and differences (Gonen & Veziroglu, 2010). Here, students fac...
Teachers like to impart facts in the classroom and ask pupils to listen to their explanations. Making analogies to similar issues is the sole problem-solving approach utilised by teachers. This is demonstrated when pupils in the Palestinian classrooms struggle to answer higher-order thinking skills (HOTs) questions and are not exposed to thinking-b...
In traditional classrooms, a teacher is a dominant power who symbolises the source of data and authority. Herein, teachers have complete control over the materials, learning environment, and the learners’ right to speak. Nothing is allowed to go beyond his control. Moreover, teachers prepare students for examinations by studying from textbooks and ...
Motivation is classified into two types, intrinsic and extrinsic. CDTs attract students’ attention, especially poor language learners, and motivate them to explore new data with others and learn English (Gabitova et al., 2018). On the other hand, drama-based teaching creates a collaborative environment where students are trained and motivated to en...
San, I. (1998). The development of drama education in Turkey. Research in Drama Education, 3 (1), 96–99. Article Google Scholar Schonmann, S. (2001). Quest for peace: Some reservations on peace education via drama. Drama Australia Journal: Selected Papers IDEA 2001, 2, 15–26. Google Scholar Slade, P. (1954).
creative persons, as in “Tom Stoppard is a creative playwright,” creative processes, as in “Tom Stoppard thinks creatively,” and creative products, as in “Arcadia is a creative play.” In addition, there is a particular ambiguity when the term creativity is applied to the arts. The arts are, by their nature, creative in the sense ...
