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
... Potential Features and Problematic Aspects 75 Chapter 7 Researching Drama in the Classroom 87 Chapter 8 The Brahmin, the Thief and the Ogre. Drama as Pedagogy for Moral Education 100 Chapter 9 Jack and the Beanstalk. Ethical Exploration ...
... Potential Features and Problematic Aspects 75 Chapter 7 Researching Drama in the Classroom 87 Chapter 8 The Brahmin, the Thief and the Ogre. Drama as Pedagogy for Moral Education 100 Chapter 9 Jack and the Beanstalk. Ethical Exploration ...
Strana 3
... is the relationship between drama and traditional stories and their potential contribution, when used together, to the moral education of young children. By traditional stories, I mean those literary versions of tales Introduction.
... is the relationship between drama and traditional stories and their potential contribution, when used together, to the moral education of young children. By traditional stories, I mean those literary versions of tales Introduction.
Strana 7
... potential for moral learning; on those moral theories which best inform us how the moral life is expressed in this literary form; how it relates to the art form of drama; and how, within a dialogical relationship between drama and ...
... potential for moral learning; on those moral theories which best inform us how the moral life is expressed in this literary form; how it relates to the art form of drama; and how, within a dialogical relationship between drama and ...
Strana 24
U této knihy jste dosáhli svého limitního počtu zobrazení..
U této knihy jste dosáhli svého limitního počtu zobrazení..
Strana 26
U této knihy jste dosáhli svého limitního počtu zobrazení..
U této knihy jste dosáhli svého limitního počtu zobrazení..
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