Creating Drama with 7-11 Year Olds: Lesson Ideas to Integrate Drama into the Primary Curriculum (David Fulton Books) PDF
Preview Creating Drama with 7-11 Year Olds: Lesson Ideas to Integrate Drama into the Primary Curriculum (David Fulton Books)
Creating Drama with 7–11 Year Olds Lesson ideas to integrate drama into the primary curriculum Miles Tandy and Jo Howell First published 2010 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave, New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group, an informa business This edition published in the Taylor & Francis e-Library, 2009. To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk. © 2010 Miles Tandy and Jo Howell All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Tandy, Miles. Creating drama with 7–11 year olds: lesson ideas to integrate drama into the primary curriculum/Miles Tandy and Jo Howell. p. cm. 1. Drama in education. 2. Drama–Study and teaching (Primary) 3. Interdisciplinary approach in education. 4. Education, Primary–Curricula. I. Howell, Jo, 1972- II. Title. PN3171.T365 2010 372.66–dc22 2009022754 ISBN 0-203-86434-4 Master e-book ISBN ISBN10: 0-415-56259-7 (hbk) ISBN10: 0-415-48350-6 (pbk) ISBN10: 0-203-86434-4 (ebk) ISBN13: 978-0-415-56259-1 (hbk) ISBN13: 978-0-415-48350-6 (pbk) ISBN13: 978-0-415-86434-0 (ebk) To Mr and Mrs Reeves: dedicated teachers of drama Contents Acknowledgements ix How to use this book xi 3L Gentle Giant 1 3C The Romans 10 3F Dr Xargle’s Book of Earthlets 19 3P All about our town 28 4L Theseus and the Minotaur 35 4C Change in the environment 44 4F Space 52 4P The Comedy of Errors 61 5L The Listeners 72 5C Howard Carter and Tutankhamen 80 5F The Invention of Hugo Cabret 90 5P Sir Gawain and the Green Knight 99 6L Leon and the Place Between 110 6C Shipwrecked: making for survival 119 vii Contents 6F Silent film 127 6P Coriolanus 135 Appendix 1: drama structures and strategies used throughout the book 146 Appendix 2: further reading to help develop drama in your school 149 Index 150 viii Acknowledgements Our sincere thanks are due to all those teachers and their classes who have helped develop these materials: those who have lent us their classes; those who have tried some units out; those who have read drafts and made suggestions and comments. Also to all our friends and colleagues at the Educational Development Service for their support, professionalism and friendship. Thanks also to members of the education department of the Royal Shakespeare Company, particularly Mary Johnson, Rachel Gartside and Jacqui O’Hanlon, all of whom have had a profound and lasting effect on our work. Finally, thanks and love to Denise and Gideon for their support and patience throughout. ix How to use this book Recent years have seen a growing interest in the place of drama in the primary school. Many of the teachers with whom we work recognise drama as a very powerful way of engaging children in learning right across the curriculum. Drama offers a very natural and accessible medium through which children can experience, explore and present ideas. They use their bodies, their voices, and the spaces and objects around them to investigate, understand and make. With skilful and sensitive teaching, children can cheerfully tackle ideas and concepts in drama that they might find much more difficult through talk and writing alone. And perhaps most important of all, drama can offer children some of the most engaging, rewarding and joyful experiences that they can have together in their primary schools. Although many of the teachers with whom we work would share these sentiments entirely, many also tell us that sustaining drama teaching over a whole school year is challenging to say the least. Teaching drama often requires levels of skill and confidence that go well beyond those which most teachers have been given in their initial training. Even if you have been lucky enough to receive some in-service training in teaching drama, you may have found it difficult to sustain your initial enthusiasm once you have used all the strategies and ideas you were given on your course. xi
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