The spectacle of Drama plays an imperative role within education in the wake of its numerous beneficial functions that generate growth in the engagement of pupils towards the curriculum and reinforces the objective of critical thinking.
It does this by encompassing a variety of skills and learning techniques for students such as body kinesthetics, visual-spatial awareness, linguistic-verbal intelligence, and musical skills, and most importantly strengthens intrapersonal learning.
Moreover, drama methods can equally support the learning and teaching of English (TESOL) and other languages as these theatrical strategies promote fluency, and communication skills and embody the significance of language through movement, mirroring exercises, and emotional release techniques.
In this course, participants will be able to observe how drama within education can stimulate language learning and assist with other academic subjects. Teachers will uncover drama techniques that can be adapted and explored within the classroom, regardless of the type of student, subject, language, or level.
Additionally, a particularly useful drama strategy that will be explored within this course to strengthen language proficiency is the ‘Actor’s Toolbox’ method, which relies on body, voice, imagination, concentration, and cooperation to succeed. This technique will guide teachers through the construction of customized activities for their own lesson plans which are centered around the four important components of language learning: speaking, listening, reading, and writing.
This practical application and integration of drama within language learning or multi-subject classrooms will invite forums for discussion, reflection, analysis, and transformation whilst also striving to achieve the daily objectives and goals of the group.
Aside from the interactive practical aspects of this course, the theoretical section will examine examples of drama in education pioneers by studying their methodology and analyzing their works, such as Dorothy Heathcote’s ‘process drama’, Augusto Boal’s ‘Theatre of the Oppressed’, and Viola Spolin’s ‘Theater Games’, with particular focus on elementary, secondary, and adult application.
Throughout the course of the study, participants will learn to establish and recognize daily learning objectives whilst taking part in various theatrical activities, games, and improvisational exercises. They will also be guided through collaborative group projects in the form of divisional work, monologues, short plays, and lesson plans.
By the end of the course, each participant will be able to successfully apply and incorporate the drama methodologies and techniques they have explored into their language or multi-faceted academic curriculum.
Participants to the course will learn to:
- Integrate drama into the language or multi-subject classroom, curriculum, and beyond;
- Design more imaginative and engaging lesson plans aimed to achieve specific learning objectives;
- Create a safe “ensemble” environment that will fine-tune group dynamics and energize collaborative group projects;
- Improve cross-cultural tensions, language barriers, and student-teacher communication;
- Enhance the learning of languages with fun tools for advancing fluency by actively increasing self-confidence and expression.
Day 1 – Course introduction & setting goals
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities using drama for trust and ensemble building;
- Identification of needs and goals for each participant and relevant populations;
- Presentations of the participants’ schools.
Day 2 – Drama techniques
- Drama and Communication Skills Methodologies and Theories for Curriculum Integration;
- Devising Drama from Stories, Improvisation, Forum, and Image Theatre Practices (Spolin, Heathcote, and Boal).
Day 3 – Drama for language learning
- Drama for Language Learning and Mutual Understanding of Cultural, Linguistic, and Individual Differences;
- Active Listening Skills Training and the YouAnd Game (Introduction to the Meisner Technique).
Day 4 – Building lesson plans
- Building lesson plans and curricula for specific populations;
- Collaborative Group Work Methodologies;
- Dramatic Literature, Acting: The Given Circumstances, Using Art to Write Plays.
Day 5 – Presentations
- Rehearsal, Presentations, and Feedback for Playwrighting/Acting Project.
Day 6 – Course Closure and cultural activities
- Course evaluation: round-up of acquired competencies, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.