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 1
... natural human sympathies. I wondered if our drama might 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 ...
... natural human sympathies. I wondered if our drama might 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 ...
Strana 2
... nature of happiness. At the time, I was particularly struck by the children's improvisation at the end of the drama. In portraying the Mayor as weak, ill and repentant, instead of as the selfish tyrant the children had expected, I was ...
... nature of happiness. At the time, I was particularly struck by the children's improvisation at the end of the drama. In portraying the Mayor as weak, ill and repentant, instead of as the selfish tyrant the children had expected, I was ...
Strana 3
Joe Winston. that had made the drama possible. But the nature of this ambivalence was surely different from that found in the fairy tales I had worked with, where there were moral ambiguities implicit to the narrative often far richer ...
Joe Winston. that had made the drama possible. But the nature of this ambivalence was surely different from that found in the fairy tales I had worked with, where there were moral ambiguities implicit to the narrative often far richer ...
Strana 6
... nature and originate from different cultural sources may be used to help children articulate moral values and explore moral problems through the art form of extemporary drama. A premise to this study is that values are inescapable and ...
... nature and originate from different cultural sources may be used to help children articulate moral values and explore moral problems through the art form of extemporary drama. A premise to this study is that values are inescapable and ...
Strana 7
... nature of drama, children who participate in dramatic activities can learn to cooperate, gain a social identity, learn responsibility to others, understand the need for rules and self- discipline and grow in self esteem. All of these ...
... nature of drama, children who participate in dramatic activities can learn to cooperate, gain a social identity, learn responsibility to others, understand the need for rules and self- discipline and grow in self esteem. All of these ...
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