Drama and Literacy

1
Drama and Literacy

• Drama is an effective learning medium to teach
  literacy.

2
Drama is a form of Active Learning

• Theatre and Drama engages students actively and
  exposes students to an art form that is rich in
  language and communication.
• Through different dramatic strategies, drama can
  be integrated into education to teach any core
  subject and can remain fun and active at the same
  time.
• Drama helps students construct their own meaning
  and gives them an opportunity to experiment with
  language and develop better communication skills.
  

3
Drama can be an alternative approach to teaching
reading, writing and communication.

• Research has proven that integrating drama into
  the key core subjects in education produces
  better academic success than traditional teaching
  methods.

4
The structure of a lesson plan for Integrating
the Arts into Education.

• When integrating drama with Literature and
  Language it is helpful to follow this structure.
  This structure of the integrated Lesson Plan came
  from
• Cornett, Claudia E Creating Meaning through
  Literature and The Arts Upper Saddle River
  Merrill Practice Hall, 2003
• 
  
• Pronged Focus What specific skills and concepts
  are to be taught? Prongs include what to teach
  about/in the arts and concepts and skills from at
  least one other area (e.g. science concepts,
  reading skills).
• Student Objectives What important student
  behaviors will be developed, assessed, and
  evaluated at the lesson conclusion? These are
  tied to the focus prongs.
• Teaching Procedure How will the arts and other
  strategies are used to help students make
  meaning? (I-D-C organization)
• Introduction AIM-PRREE
• Get attention by eliminating distractions and
  using signals.
• Interest by using questions, a riddle, or mystery
  or presenting a problem to solve.
• Mood set with voice, music, use of the lights.
• Set purposes and reasons so that students feel
  the lesson us meaningful. Discuss connections to
  life outside school.
• Review prior knowledge with prediction and
  anticipation activities, fat questions,
  brainstorming, or webbing (also yields assessment
  data). Make sure ground rules and expectations
  are clear. Some teachers post these.
• Energizers and warm-ups cause students to get
  mentally and physically ready.
• Basic elements or important concepts a can be
  introduced at this time. A visual aid is very
  important to make these memorable and
  interesting.
• Development Next the teacher presents or
  demonstrates. A sense of the whole is given by
  sharing a story or piece of artwork. A skill or
  strategy may be presented to use with a problem
  or question previously introduced. Students
  explore, discuss, experiment, practice, and apply
  skills, strategies, or media in this stage.
  Students may plan and rehearse as the teacher
  coaches and gives feedback while circulating
  around the classroom.
• Conclusion This is when the students show they
  know. Students are expected to go beyond more
  imitation of demonstrated skill or ideas. They
  are to pull together a problem solution, apply
  new knowledge and skills, and show they have
  learned, and used, personal creativity and
  artistry. This could include a performance for
  peers. Self- and peer evaluation, as well as
  teacher evaluation, should occur through a
  debriefing activity. End with a calming activity
  (e.g., fantasy journey, journal entry).
• Assessment Return to the student objectives to
  gauge student progress. Items may be added to a
  portfolio and connect work to general goals in
  the portfolio.

5
Involve the Students

• In drama, students make connections for
  themselves between what they read and their own
  experiences. It generates creative and critical
  thinking helping the students become more
  articulate and providing another outlet for
  expression.

. Drama in education is vital to help
6
Drama can be the light.

• Drama caters to students who have different
  styles of learning.