Drama, Narrative and Moral EducationRoutledge, 21. 6. 2005 - Počet stran: 208 Teachers are expected to take responsibility for children's moral development, particularly in the primary years, but how best to go about approaching the issues? In this book, the author explores a classroom approach that uses both drama and narrative stories to explore moral issues: drama gives children an opportunity to work through moral problems, make decisions and take up moral positions; stories offer a resource for moral education whereby children can learn through the 'experiences' of those in the story. Through providing a number of case studies, the author shows how this may be done by practitioners in the lassroom. |
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Strana
Joe Winston. Drama, Narrative and Moral Education Drama, Narrative and Moral Education: Exploring Traditional Tales in the.
Joe Winston. Drama, Narrative and Moral Education Drama, Narrative and Moral Education: Exploring Traditional Tales in the.
Strana
Joe Winston. Drama, Narrative and Moral Education: Exploring Traditional Tales in the Primary Years Joe Winston The Falmer Press (A member of the Taylor & Francis Group) London ' Washington, D.C. UK Falmer Press, 1 Gunpowder Square, London, ...
Joe Winston. Drama, Narrative and Moral Education: Exploring Traditional Tales in the Primary Years Joe Winston The Falmer Press (A member of the Taylor & Francis Group) London ' Washington, D.C. UK Falmer Press, 1 Gunpowder Square, London, ...
Strana 1
... explore these conflicting moral tensions and, after some deliberation, decided to start the drama where the story ends, in the country to where the children are led beyond the mountain. Using freeze- frame,1 the children created images ...
... explore these conflicting moral tensions and, after some deliberation, decided to start the drama where the story ends, in the country to where the children are led beyond the mountain. Using freeze- frame,1 the children created images ...
Strana 2
... exploring as it did issues of justice and vengeance, trust and forgiveness, and the nature of happiness. At the time ... explore the two questions which interested me most. First of all, why should traditional stories lend themselves so ...
... exploring as it did issues of justice and vengeance, trust and forgiveness, and the nature of happiness. At the time ... explore the two questions which interested me most. First of all, why should traditional stories lend themselves so ...
Strana 3
... explore a moral situation which was not as straightforward as it first appeared. On reflection, however, a decision which ought to have been very difficult for the Piper had not proven at all difficult for the children in role. After ...
... explore a moral situation which was not as straightforward as it first appeared. On reflection, however, a decision which ought to have been very difficult for the Piper had not proven at all difficult for the children in role. After ...
Obsah
13 | |
Myth Morality and Drama | 37 |
Emotion Reason and Moral Engagement in Drama | 59 |
Potential Features | 75 |
The Brahmin the Thief and the Ogre Drama | 100 |
Jack and the Beanstalk Ethical Exploration and | 123 |
The Star Maiden Moral and Cultural Values | 144 |
Conclusion | 172 |
Appendix 1 | 190 |
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action ambivalence analysis archetypal argued argument Aristotle audience beanstalk behaviour Bettelheim Boal Brahmin Brecht carnival catharsis Cecily O'Neill Chapter Chief child classroom cognitive Colby comic concept contemporary context critical cultural defined dialogical educational drama emotional emphasizes Esbensen ethic of care ethical Euripides example experience explore fairy tale fairy tales feel function Gilligan Girl Heathcote historical Hornbrook human ibid Indian Jack Jack Zipes Jack's Kohlberg learning lessons lily literary live London MacIntyre moral education moral meanings moral relativism moral values myth mythic narrative Native American nature O'Neill Ogre Ojibway oral Panchatantra particular person perspective Phaedra Philomele play political potential practice practitioners presented problematic process drama reason responses ritual role sense session significant social society Star Maiden steal story symbolic teacher teacher in role Tereus theatre theory Thief tradition understanding universal violence virtues western Zipes