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 52 találatból.
2. oldal
... understanding that he must never break a promise again; and, to help ensure that he wouldn't, the boy-Piper announced that he intended to settle down at last and live in Hamelin, which would enable him to keep an eye on the Mayor. As ...
... understanding that he must never break a promise again; and, to help ensure that he wouldn't, the boy-Piper announced that he intended to settle down at last and live in Hamelin, which would enable him to keep an eye on the Mayor. As ...
3. oldal
... understanding of the Piper's feelings of injustice. Unintentionally, I had created a dilemma which was not much of a dilemma at all. As a celebration, the end of the drama might well have been successful; as a challenging, moral thought ...
... understanding of the Piper's feelings of injustice. Unintentionally, I had created a dilemma which was not much of a dilemma at all. As a celebration, the end of the drama might well have been successful; as a challenging, moral thought ...
7. oldal
... understanding. This discourse emphasizes the 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 ...
... understanding. This discourse emphasizes the 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 ...
8. oldal
... understanding of how they can be harnessed for the purposes of moral learning. I explore historical and cultural reasons for understanding the fairy tale as myth and the relationship between myth, dramatic performance and moral values ...
... understanding of how they can be harnessed for the purposes of moral learning. I explore historical and cultural reasons for understanding the fairy tale as myth and the relationship between myth, dramatic performance and moral values ...
16. oldal
... understanding of, and emotional responsiveness toward the individuals with whom one stands in these relationships. (Blum, 1993, p. 50) Not surprisingly, Gilligan's work has found favour with postmodernists and feminists, who see in it a ...
... understanding of, and emotional responsiveness toward the individuals with whom one stands in these relationships. (Blum, 1993, p. 50) Not surprisingly, Gilligan's work has found favour with postmodernists and feminists, who see in it a ...
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