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
... Practice in the Classroom 73 Chapter 6 Drama for Moral Education: 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 ...
... Practice in the Classroom 73 Chapter 6 Drama for Moral Education: 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 ...
Strana 3
... practice but one where there were dangers of making educational claims which might be difficult to defend. And at the heart of it all were values — cultural, moral, professional and personal. I have begun with this short summary not ...
... practice but one where there were dangers of making educational claims which might be difficult to defend. And at the heart of it all were values — cultural, moral, professional and personal. I have begun with this short summary not ...
Strana 4
... practice and theory of drama in education; and issues relating to reflective practitioner research. The outcome will, I hope, be of interest not only to practitioners and academics who specialize in educational drama but also more ...
... practice and theory of drama in education; and issues relating to reflective practitioner research. The outcome will, I hope, be of interest not only to practitioners and academics who specialize in educational drama but also more ...
Strana 6
... practice become more urgent. Sound professional knowledge is needed to inform a contentious and emotive area and it is my hope that this study will contribute to such knowledge. The interdisciplinary nature of my inquiry has meant that ...
... practice become more urgent. Sound professional knowledge is needed to inform a contentious and emotive area and it is my hope that this study will contribute to such knowledge. The interdisciplinary nature of my inquiry has meant that ...
Strana 7
... practices will make children more moral in their behaviour. Experience has led me to believe that, because of the very ... practice throughout the process and, in particular, to avoid approaching the fieldwork as a test of a pre-ordained ...
... practices will make children more moral in their behaviour. Experience has led me to believe that, because of the very ... practice throughout the process and, in particular, to avoid approaching the fieldwork as a test of a pre-ordained ...
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