Written specifically for GCSE students by academics in the field, the Methuen Drama GCSE Student Editions provide in-depth explanatory material alongside the play texts frequently studied at Key Stage 4. Whether for use in the classroom or independent study, these editions offer a fully comprehensive and lightly glossed play text with accompanying notes specifically directed towards readers of this age, which unravel essential topics and challenge all students to delve further into literary analysis. In Simon Stephens's multi-award-winning stage adaptation of The Curious Incident of the Dog in the Night-Time, based on Mark Haddon's novel, Christopher's investigation into the death of the neighbour's dog tears his world apart and confronts him with the struggle to survive when everything feels foreign. In addition to some on-page explanatory notes and the play text itself, this edition contains sub-headed analyses of themes, characters, context and dramatic devices, as well as background information on the playwright. The Methuen Drama GCSE Student Editions never lose sight of their readership, and offer students the confidence to engage with the material, explore their own interpretations, and improve their understanding of the works.

--Offers a comprehensive rationale for why and how dramatic inquiry can be used by teachers of all levels to humanize classroom communities regardless of subject area. --Drawing from approaches pioneered by renowned British educator Dorothy Heathcote, the book uses Process Drama, Mantle of the Expert, and the Commission Model to offer a scholarly yet practical analysis drawn from classroom teaching in US and UK classrooms. --Offers an inclusive perspective for dramatic inquiry, accounting for students of all ages, backgrounds, and abilities, and demonstrates how dramatic inquiry contributes to antiracist and decolonizing pedagogy.

Dramatic Interactions in Education draws together contemporary sociocultural research across drama and educational contents to draw out implications for researchers and practitioners both within and outside the field. Drama is a field for which human interactions, experience, emotional expression, and attitude are central, with those in non-arts fields discovering that understandings emerging from drama education can provide models and means for examining the affective and relational domains which are essential for understanding learning processes. In addition to this, those in the realm of drama education and applied theatre are realising that sociocultural and historical-cultural approaches can usefully inform their research and practice. Leading international theorists and researchers from across the UK, Europe, USA and Australia combine theoretical discussions, research methodologies, accounts of research and applications in classroom and learning contexts, as they explore concepts from Vygotsky's foundational work and interrogate key concepts such as perezhivanie (or the emotional, lived experience), development of self, zone of proximal development.

Applied Theatre with Youth is a collection of essays that highlight the value and efficacy of applied theatre with young people in a broad range of settings, addressing challenges and offering concrete solutions. This book tackles the vital issues of our time-including, among others, racism, climate crisis, gun violence, immigration, and gender-fostering dialogue, promoting education, and inciting social change. The book is divided into thematic sections, each opening with an essay addressing a range of questions about the benefits, challenges, and learning opportunities of a particular type of applied theatre. These are followed by response essays from theatre practitioners, discussing how their own approach aligns with and/or diverges from that of the initial essay. Each section then ends with a moderated roundtable discussion between the essays' authors, further exploring the themes, issues, and ideas that they have introduced. With its accessible format and clear language, Applied Theatre with Youth is a valuable resource for theatre practitioners and the growing number of theatre companies with education and community engagement programs. Additionally, it provides essential reading for teachers and students in a myriad of fields: education, theatre, civic engagement, criminal justice, sociology, women and gender studies, environmental studies, disability studies, ethnicity and race studies.

Applied Theatre with Youth is a collection of essays that highlight the value and efficacy of applied theatre with young people in a broad range of settings, addressing challenges and offering concrete solutions. This book tackles the vital issues of our time-including, among others, racism, climate crisis, gun violence, immigration, and gender-fostering dialogue, promoting education, and inciting social change. The book is divided into thematic sections, each opening with an essay addressing a range of questions about the benefits, challenges, and learning opportunities of a particular type of applied theatre. These are followed by response essays from theatre practitioners, discussing how their own approach aligns with and/or diverges from that of the initial essay. Each section then ends with a moderated roundtable discussion between the essays' authors, further exploring the themes, issues, and ideas that they have introduced. With its accessible format and clear language, Applied Theatre with Youth is a valuable resource for theatre practitioners and the growing number of theatre companies with education and community engagement programs. Additionally, it provides essential reading for teachers and students in a myriad of fields: education, theatre, civic engagement, criminal justice, sociology, women and gender studies, environmental studies, disability studies, ethnicity and race studies.

This volume of the Brainball series gives the theater classroom teacher an intentional, sequenced process for creating inclusive theatre pedagogy that maximizes students' learning. In addition, the Brainball technique offers concrete forms of meaningful assessment applicable to the theater classroom, and connects easily to our newly published national standards in theatre arts education. Brainball is a purposeful and process-driven set of teaching strategies that gets students to "express their human experience through representative actions." The book focuses on creating experiences that allow students to grapple with what is going on in their lives - and then work through the joys and pains through role-play activities. This book is also an excellent resource to help guide teachers in intentionally planning to get students to develop positive dispositions, collaborative teams and supportive communities where everyone contributes and everyone has an important role.

This volume of the Brainball series gives the theater classroom teacher an intentional, sequenced process for creating inclusive theatre pedagogy that maximizes students' learning. In addition, the Brainball technique offers concrete forms of meaningful assessment applicable to the theater classroom, and connects easily to our newly published national standards in theatre arts education. Brainball is a purposeful and process-driven set of teaching strategies that gets students to "express their human experience through representative actions." The book focuses on creating experiences that allow students to grapple with what is going on in their lives - and then work through the joys and pains through role-play activities. This book is also an excellent resource to help guide teachers in intentionally planning to get students to develop positive dispositions, collaborative teams and supportive communities where everyone contributes and everyone has an important role.

The third edition of this popular text uses music and drama to promote learning across the curriculum and with all types of learners. Based on arts integration standards, differentiated instruction techniques, and current research, Creative Drama and Music Methods provides the theory along with applications to help teachers build confidence in using the arts in their daily lesson plans. The text is filled with hands-on activities that guide pre-service and K-8th grade teachers in understanding that integrating drama and music is easy, fun, and vital to fostering a child's desire to explore, imagine, and learn. Examples are provided in each chapter, along with the purpose of the activity and tips for instruction. Rubin and Merrion provide activities that engage elementary and middle school students and range from simple stories and rhythmic activities to story dramatization and composition. All the activities can be comfortably incorporated into the classroom routine and place no additional burdens on the teacher. They are especially useful for educators with valid learning goals but limited experience in creative drama and music. Not typical for creative drama or music texts, Creative Drama and Music Methods takes a process approach to the two arts, placing primary significance on the learner's growth and development.

Via Afrika Dramatiese Kunste is ‘n omvattende reeks wat al die voorgestelde inhoud vir Dramatiese Kunste dek, en toepaslike aktiwiteite verskaf om ‘n werklike leergeleentheid te skep. Die bree en spesifieke Onderwerpe, asook die kennis en vaardigheidsgebiede wat deur die KABV-dokumente daargestel word, word volledig in die reeks gedek. Onderwysers kan steeds keuses maak oor wat vir hul leerders toepaslik sal wees, en dus verseker dat daar betrokkenheid tydens die leerproses is. Die reeks het ‘n sterk Suid-Afrikaanse fokus, maar stel leerders ook bloot aan ‘n wye reeks Pan-Afrika-, Westerse en Oorsterse dramavorms wat die wereld van Dramatiese Kunste gevorm het. Rolprente word ook, waar toepaslik, verken. Die bygaande omvattende Onderwysersgids sal onderwysers aanmoedig en bemagtig om betekenisvolle vordering in die verkryging van kennis en praktiese vaardighede van Dramatiese Kunste in Grade 10 tot 12 te fasiliteer, en om die onderrig en aanleer van die vak op innoverende en toeganklike wyses te implementeer.

Our story begins as the mischievous Goldilocks flees from the Three Bears into the deep, dark wood. As she stumbles down a rabbit hole to escape, she finds herself in Wonderland! And all is not well... Teaming up with The Three Musketeers and a whole host of fairy tale favourites (with a little help from the audience), can Goldilocks rescue Wonderland and live happily ever after before it's too late? With original live music, songs and plenty of chances to join in, Goldilocks and The Three Musketeers is a madcap festive adventure that will keep young audiences spellbound.

This new book provides a clear and accessible guide on best practice to support teachers when using process drama in establishing creative learning partnerships with their students. It offers a detailed analysis and explores the roles of actor, director and playwright that the teacher must adopt in order to develop the 'thinking on your feet' skills and knowledge necessary to deliver a complete process drama experience. Addressing the dynamic nature of process drama, it provides a clear and rigorous explanation of the theory of process drama and links it to practice. Drawing on a wide range of detailed examples from the authors' international and cross-cultural practice, it demonstrates how an effective process drama operates in action. Written to help practitioners and students produce powerful, artistic and educative experiences, chapters cover: pedagogy and the improvised nature of the art form; the structural framework and making shifts in the drama; the role of actor, director, playwright and teacher; monitoring emotional range; progression and the importance of reflection; the spiral of creative exchange and the complexities of co-creativity. Putting Process Drama into Action will be an essential guide for students undertaking initial teacher training at primary level, in addition to those studying both Drama and English at secondary level. It will also prove to be essential reading for specialist and non-specialist teachers in the primary and secondary sectors who teach, or wish to teach, process drama.

The Really Useful Drama Book offers busy primary school teachers a collection of step-by-step drama sessions, inspired by high-quality picturebooks, that will engage children and promote enjoyable learning across the curriculum. Lively and thoughtful, the interactive drama sessions are structured around a wide range of texts, including wordless picturebooks, postmodern picturebooks, short stories, well-known texts by recognisable authors and some you may not have come across before, all chosen for their power to foster curiosity. The step-by-step sessions can also be adapted to incorporate your own ideas and passions, allowing you to structure them for the topics you're exploring with your class. Each session is structured around two texts and offers a guide to the drama strategies used, teaching objectives, ideas for writing opportunities, problems, emotions and challenges to explore, and a clear guide to exploring each text. Ten key themes are explored: Suspense Prejudice Friendship Rhyme and rhythm War and conflict Nature Overcoming fear Possessions and obsessions Dreams Short stories With a focus on the crucial role of imagination in the classroom, The Really Useful Drama Book helps reclaim a purposeful, passionate pedagogy and shows teachers how drama can place children right at the heart of a story, encouraging their desire to ask questions, solve problems and search out new information.

Four inspirational tales of Essex resilience intertwine to make an unmissable world premiere by the region's most exciting playwrights. The Essex Princess by Anne Odeke It's 1908 and Joanna's planning to provoke the attention of Southend and the whole of the nation, by becoming the first black woman to compete in a beauty pageant. Fiza by Guleraana Mir Fiza's moved home with her parents. Under dire circumstances... At nearly 40. Will she pick herself up in time for the dreaded school reunion? Never Never Land by Kenny Emson Tag's out with the lads in 1998 - it's his last night as a proper Essex boy. But there are last nights, and there are last nights. Everybody Gets Born by Sadie Hasler Daisy's having a baby. Yep, right now. Actually having a baby. The drugs kick in, the room goes fuzzy, and Daisy finds herself back in 1978... in her mum's glam band.

Drama as a process-centred form is a popular and valued methodology used to develop thinking and learning in children, while theatre provides a greater focus on the element of performance. In recent years, offering drama and theatre as a shared experience is increasingly used to engage children and to facilitate learning in a drama classroom. Using drama and theatre as a central component with children, this book is an amalgamation of theory, research and practice from across the globe offering insights into differing educational contexts. Chapters provide an exploration of the methodologies and techniques used to improve drama in the curriculum, and highlight the beneficial impact drama has in a variety of classrooms, enriching learning and communication. Contributions from 17 authors, ranging from teachers in schools or universities, to researchers and drama practitioners, examine a variety of perspectives related to drama and children in an attempt to bridge gaps and move ahead collectively as educators, practitioners and researchers in drama and theatre. Divided into two parts, Part I reflects on the use of drama in its varied forms with children, while Part II focuses on projects and experiments with children using theatre in order to draw links between drama, theatre and pedagogy. Drama and Theatre with Children will be key reading for researchers, academics and postgraduate students in the fields of drama education, theatre education, curriculum studies and child development. The book will also be of interest to drama practitioners, school teachers and teacher training leaders.

This classic short novel gets a classic Mark Wheeller treatment. An adaptation of a George Eliot novel might seem something of a departure, but as the play contains only words used in the novel the production exhibits narrative characteristics of other Mark Wheeller plays. He has created a beautifully taut and compelling script with immense skill. Karen Robson. Southern Daily Echo. Silas Marner, a member of a strict religious community, is wrongly accused of theft and is forced to move to the faraway village of Raveloe. A robbery at his new home leaves Marner without his hard earned gold and in the depths of depression. A mysterious, drug addicted woman is later found dead in the woods outside Marner's cottage. That same night he thinks his gold has returned... but it proves to be something very different... Silas Marner was originally performed as a Promenade production. It offers opportunities for imaginative staging that has become the hallmark for all the best known Wheellerplays. It will serve as a great read around the class script in English lessons because of its narrative style. The book is one of those allowed on various English GCSE Syllabi and is a set text for Edexcel GCSE English.

"This text offers a cohesive framework for exploring social justice through drama and drama from a social justice perspective. Research based examples of practice from a range of international contexts link theory and practice. Connecting chapters raise key critical questions in an engaging dialogue format. An important addition to the literature on social justice education." - Lee Anne Bell, author Storytelling for Social Justice (2010) and co-editor of Teaching for Diversity and Social Justice (Routledge, 2007) Much has been written within the tradition of drama education and applied theatre around the premise that drama can be a force for change within both individual lives and society more broadly. However, little has been published in terms of charting the nature of this relationship. By combining theoretical, historical and practical perspectives, this book unpacks and explores drama's intrinsically entwined relationship with society more comprehensively and critically. Chapters gather together and develop a range of theoretical understandings of social justice in applied drama in the first part of the book, which are then used to frame and inform more focused discussions of drama research and practice in the second. Contributors move beyond practical understandings of drama for empowerment or development in order to engage with the philosophy of praxis - the interconnected and symbiotic nature of theory derived from practice, and practice derived from theory. Including concrete examples from current research and practice in the field, the book opens up a conversation on and counter-narrative to perceptions of the nature and impact of applied theatre and drama education on social justice. Drama and Social Justice will be key reading for postgraduate students, academics, researchers and field-based practitioners in the areas of applied drama and theatre, education and youth work, and social justice and the social sciences.

This book presents ground-breaking research on the ways the Arts fosters motivation and engagement in both academic and non-academic domains. It reports on mixed method, international research that investigated how the Arts make a difference in the lives of young people. Drawing on the findings of a longitudinal quantitative study led by the internationally renowned educational psychologist Andrew Martin, the book examines the impact of arts involvement in the academic outcomes of 643 students and reports on the in-depth qualitative research that investigates what constitutes best-practice in learning and teaching in the Arts. The book also examines drama, dance, music, visual arts and film classrooms to construct an understanding of quality pedagogy in these classrooms. With its evidence-based but highly accessible approach, this book will be directly and immediately relevant to those interested in the Arts as a force for change in schooling. How Arts Education Makes a Difference discusses: The Arts Education, Motivation, Engagement and Achievement Research Visual Arts, Drama and Music in Classrooms Technology-mediated Arts Engagement International Perspectives on Arts and Cultural Policies in Education This book is a timely collation of research and experiential findings which support the need to promote arts education in schools worldwide. It will be particularly useful for educationists, researchers in education and arts advocates.

This volume presents a scholarly investigation of the ways educators engage in artistic and contemplative practices and why this matters in education. Arts-based learning and inquiry can function as a powerful catalyst for change by allowing spiritual practices to be present within educational settings, but too often the relationship between art, education and spirituality is ignored. Exploring artistic disciplines such as dance, drama, visual art, music, and writing, and forms such as writing-witnessing, freestyle rap, queer performative autoethnograph, and poetic imagination, this book develops a transformational educational paradigm. Its unique integration of spirituality in and through the arts addresses the contemplative needs of learners and educators in diverse educational and community settings."

Would you like to offer constructive, creative and exciting new dramatic learning experiences to the children in your setting?

The importance of using drama to promote active and creative learning in the early years is widely recognised, and this fully updated second edition of "Drama 3-5" will guide and inspire practitioners in all settings, allowing them to lead drama with confidence and enthusiasm. Young children participating in well planned drama activities learn to express themselves clearly and develop strong social skills, more self-confidence and a greater understanding of co-operation and team-work."

Drama 3-5" contains a wide range of accessible activities and sample session plans, drawn from the author s many years of extensive experience, which have all been fully and successfully tried and tested with children from 3-5 years. The book also explains the theory and value of all of the activities, as well as possible extensions and the ways in which they contribute to the learning objectives and goals of the Early Years Foundation Stage, allowing practitioners to encourage and assess children s progress. Key chapters include:

This book offers the tools and understanding needed for confident dramatic play and learning, making it an ideal companion to support every practitioner who wants to explore, develop and enjoy drama and have fun with their children. "

Dramatherapy is increasingly being used in schools and educational establishments as a way of supporting young people's emotional needs. This book examines the space between drama education and Dramatherapy exploring the questions: Does a therapist teach? When does the role of the drama teacher border on that of therapist? How do these two professions see and understand each other and the roles they play? In Drama Education and Dramatherapy, Clive Holmwood draws on his experience as a Dramatherapist and examines the history of drama education and Dramatherapy, exploring the social, political, therapeutic and artistic influences that have impacted these two professions over the last century. He also discusses how these fields are intrinsically linked and examines the liminal qualities betwixt and between them. The book considers two specific case studies, from the therapist's and teacher's perspectives discussing what happens in the drama class and therapy space including how the dramatic form is understood, explored and expressed both educationally and therapeutically. The 'them and us' mentality, which often exists in two different professions that share a common origin is also explored. The book contemplates how teachers and Dramatherapists can work collaboratively in the future, bringing down barriers that exist between them and beginning a working dialogue that will ultimately and holistically support the children and young people they all work with. This book will be of interest to those involved in using drama in an educational or therapeutic context, including: drama teachers, arts therapists, teachers of arts therapy and researchers within wider arts, applied arts and educational faculties within colleges and universities.

From bestselling author Alistair Bryce-Clegg comes an essential book for all Early Years practitioners, focusing on how to make sure your displays are child-led and child-focused. Learning opportunities in the early years need to be child-led and child-centered, and yet many settings still create displays that are by adults and for adults, or which have involved children putting together pre-prepared pieces to form near-identical finished products. Both the EYFS and the Children's Act ask that children play an active part in decision-making processes, and child-led display offers an excellent way of moving towards these goals. This book gives specific examples of display development which actively involve children, and which encourage ongoing interaction. It also addresses some of the traditional views about display and show how changing these views can lead to display becoming more than just decorative wall covering. Issues of space and budget are also covered, making it appropriate for all practitioners within early years settings. Special reference is made to issues encountered by pre-schools who have to pack everything up at the end of session as well as childminders who have limited display space within their own homes. 'It makes the reader think not just about what to display, but why, ensuring that displays are really meaningful and relevant. Importantly, it shows how to involve children in creating and enjoying displays so they become an integral part of learning' - Sarah Brew, Parents in Touch

John Doona is an artist and a teacher of exceptional quality. He brings both artistic and human integrity to a wide range of drama work from the classroom to performance of the highest standards. His significant practice is firmly rooted in principle and knowledge of drama and children and young people. I recommend him to you as an exceptional and effective teacher and practitioner. Professor Jonothan Neelands, University of Warwick, UK What is a compelling scheme of work and how do I create one? What are the building blocks of Drama? How do I sustain interest and engagement? What is the purpose and impact of my daily work? Providing inspiration for daily practice alongside a full range of tried and tested schemes of work, this exciting new book offers support to secondary teachers wanting to create original drama experiences to meet their own unique classroom needs. The book models a positive and reflective approach to classroom practice offering a thoughtful exploration of the craft and art of drama teaching covering key issues such as classroom management, student engagement, planning, progression and assessment. After considering the theory behind drama in education and the fundamentals of practice, the majority of the text is devoted to the annotated schemes of work. These cover a diverse range of topics such as homelessness, addiction, terrorism and civil rights and show how the ideas discussed can be put into practice. Featuring a Preface by Dorothy Heathcote and a Foreword by Edward Bond, this resource will be valuable reading for both new and established teachers looking to deliver excellent inspiring drama lessons across the secondary setting and become a vibrant and effective drama specialist.