Drama, Narrative and Moral EducationRoutledge, 2005. jún. 21. - 208 oldal 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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1 - 5 találat összesen 39 találatból.
3. oldal
... learning. This was perhaps the more surprising as it is a common assumption in schools and among drama teachers that drama has a place in the personal, social and moral education of children. There were a number of published examples of ...
... learning. This was perhaps the more surprising as it is a common assumption in schools and among drama teachers that drama has a place in the personal, social and moral education of children. There were a number of published examples of ...
4. oldal
... learning closely with conventional Christianity. Influential academics have identified these uncertainties and conflictual perspectives as characteristic of the postmodern condition. Their argument is that, traditionally, belief in ...
... learning closely with conventional Christianity. Influential academics have identified these uncertainties and conflictual perspectives as characteristic of the postmodern condition. Their argument is that, traditionally, belief in ...
5. oldal
... learning of rules and codes. This small example is indicative of an overall tension between a political desire to order the process of moral education along absolutist and straightforward principles in the face of a reality which ...
... learning of rules and codes. This small example is indicative of an overall tension between a political desire to order the process of moral education along absolutist and straightforward principles in the face of a reality which ...
6. oldal
... learning within the curriculum is seen as situated firmly within the dominant traditions of RE (Religious Education) and the school assembly. This latter point was made evident by Gillian Shepherd, the Secretary of State for Education ...
... learning within the curriculum is seen as situated firmly within the dominant traditions of RE (Religious Education) and the school assembly. This latter point was made evident by Gillian Shepherd, the Secretary of State for Education ...
7. oldal
... 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 traditional stories ...
... 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 traditional stories ...
Tartalomjegyzék
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 |
Más kiadások - Összes megtekintése
Drama, Narrative and Moral Education: Exploring Traditional Tales in the ... Joe Winston Korlátozott előnézet - 1998 |
Drama, Narrative and Moral Education: Exploring Traditional Tales in the ... Joe Winston Korlátozott előnézet - 1998 |
Gyakori szavak és kifejezések
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