Drama and Literacy

Drama is an effective learning medium to teach literacy.

Drama is a form of Active Learning

Theatre and Drama engages students actively and exposes students to an art form that is rich in language and communication.Through different dramatic strategies, drama can be integrated into education to teach any core subject and can remain fun and active at the same time. Drama helps students construct their own meaning and gives them an opportunity to experiment with language and develop better communication skills.

Drama can be an alternative approach to teaching reading, writing and communication.

Research has proven that integrating drama into the key core subjects in education produces better academic success than traditional teaching methods.

The structure of a lesson plan for Integrating the Art’s into Education. When integrating drama with Literature and Language it is helpful to follow this structure. This structure of the integrated Lesson

Plan came from:Cornett, Claudia E Creating Meaning through Literature and The Art’s Upper Saddle River: Merrill Practice Hall, 2003

Pronged Focus: What specific skills and concepts are to be taught? Prongs include what to teach about/in the arts and concepts and skills from at least one other area (e.g. science concepts, reading skills).Student Objectives: What important student behaviors will be developed, assessed, and evaluated at the lesson conclusion? These are tied to the focus prongs.Teaching Procedure: How will the arts and other strategies are used to help students make meaning? (I-D-C organization)Introduction: AIM-PRREE

Get attention by eliminating distractions and using signals. Interest by using questions, a riddle, or mystery or presenting a problem to solve. Mood set with voice, music, use of the lights. Set purposes and reasons so that students feel the lesson us meaningful. Discuss connections to life outside school. Review prior knowledge with prediction and anticipation activities, fat questions, brainstorming, or webbing (also yields assessment data). Make sure ground rules and expectations are clear. Some teachers post these. Energizers and warm-ups cause students to get mentally and physically ready. Basic elements or important concepts a can be introduced at this time. A visual aid is very important to make these memorable and interesting.

Development: Next the teacher presents or demonstrates. A sense of the whole is given by sharing a story or piece of artwork. A skill or strategy may be presented to use with a problem or question previously introduced. Students explore, discuss, experiment, practice, and apply skills, strategies, or media in this stage. Students may plan and rehearse as the teacher coaches and gives feedback while circulating around the classroom. Conclusion: This is when the students “show they know.” Students are expected to go beyond more imitation of demonstrated skill or ideas. They are to pull together a problem solution, apply new knowledge and skills, and show they have learned, and used, personal creativity and artistry. This could include a performance for peers. Self- and peer evaluation, as well as teacher evaluation, should occur through a debriefing activity. End with a calming activity (e.g., fantasy journey, journal entry).Assessment: Return to the student objectives to gauge student progress. Items may be added to a portfolio and connect work to general goals in the portfolio.

Involve the Students

In drama, students make connections for themselves between what they read and their own experiences. It generates creative and critical thinking helping the students become more articulate and providing another outlet for expression.

Drama can be the light.

Drama caters to students who have different styles of learning.