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. |
Részletek a könyvből
1 - 5 találat összesen 68 találatból.
1. oldal
... role as a small boy, I created my own image of an unhappy child, gazing broodingly into the distance and clutching a small, sponge ball in my hand. When asked to speculate, the children quickly agreed that this had been a gift from my ...
... role as a small boy, I created my own image of an unhappy child, gazing broodingly into the distance and clutching a small, sponge ball in my hand. When asked to speculate, the children quickly agreed that this had been a gift from my ...
2. oldal
... role as the Piper but now two children, a boy and a girl, took on this role collectively as I continued to play the Mayor.2 They listened with great seriousness to the story and then forgave the Mayor on the understanding that he must ...
... role as the Piper but now two children, a boy and a girl, took on this role collectively as I continued to play the Mayor.2 They listened with great seriousness to the story and then forgave the Mayor on the understanding that he must ...
3. oldal
... role. After all, the Mayor had appeared as everything a child at school is taught to feel sorry for; old, infirm, pitiable, sad. It would have been heartless indeed for these well-adjusted 8-year-olds to do anything other than forgive ...
... role. After all, the Mayor had appeared as everything a child at school is taught to feel sorry for; old, infirm, pitiable, sad. It would have been heartless indeed for these well-adjusted 8-year-olds to do anything other than forgive ...
4. oldal
... role of schools in the promotion of moral values has resurfaced at the forefront of political and media attention in the wake of a debate in the House of Lords on July 5th, 1996, led by Dr George Carey, the Archbishop of Canterbury. A ...
... role of schools in the promotion of moral values has resurfaced at the forefront of political and media attention in the wake of a debate in the House of Lords on July 5th, 1996, led by Dr George Carey, the Archbishop of Canterbury. A ...
7. oldal
... role of narrative understanding and the language of the virtues. Chapter 2 examines how literary narratives can educate for moral understanding, drawing upon theories offered by Bruner, Goldberg and in particular Bakhtin, with ...
... role of narrative understanding and the language of the virtues. Chapter 2 examines how literary narratives can educate for moral understanding, drawing upon theories offered by Bruner, Goldberg and in particular Bakhtin, with ...
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