fbpx

Learn to Teach English and any Other Subject with Drama

Table of Contents

Register here

Concept by: Marisol Santana

Description

Drama has multiple uses in education. It addresses and activates bodily-kinesthetic, visual-spatial, linguistic-verbal, musical, interpersonal, and intrapersonal learning resulting in significantly increased student engagement and enjoyment. It also facilitates the development of empathy and critical thinking skills as situations are reflected upon and discussed. Moreover, practices in drama enrich the teaching and learning of English (TESOL) and other language pedagogies by facilitating the advancement of fluency, helping students to embody language meaning (through movement, mirroring, and emotional catharsis), which result in the acceleration of communication skills.

In this course, participants will experience how Drama in Education practices can enhance the learning of languages or any subject. Teachers will learn dramatic activities that can be modified and integrated into lesson plans for any language, subject, level, age or cultural population. Together, we will utilize the Actor’s Toolbox (Body, Voice, Imagination, Concentration, and Cooperation) to practice and design activities based on the four components of language learning: Speaking, Listening, Reading, and Writing. Participants will be guided in how to build a safe “theatre ensemble” in the classroom to develop trust and respect for peers and the advanced collaborative skills needed for academia, the professional world, and life.

Drama in education pioneers and their methodologies such as Dorothy Heathcote’s process drama, Augusto Boal’s Theatre of the Oppressed, and Viola Spolin’s “Theater Games” will be studied and practiced with a specific focus on elementary, secondary, and adult applications.

Each day we will identify specific learning objectives, and then engage in dramatic activities, games, and improvisational exercises. Participants will be guided through collaborative group projects where everyone will learn how to write and devise scenes, monologues, short plays, and lesson plans by applying the drama methodologies practiced. The practical application and integration of drama into the language or multi-subject classroom will motivate forums for reflection, analysis, discussion, and transformation as we address each day’s focus questions and fulfill individually identified goals.

Learning Outcomes

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.

Tentative Schedule

The schedule describes likely activities but may differ significantly based on the requests of the participants, and the trainer delivering the specific session. Course modifications are subject to the trainer’s discretion. If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance.

Day 1 – Course introduction & Setting goals

Course introduction

  • Introduction to the course, the school, and the external week activities.
  • Icebreaker activities using drama for trust and ensemble building.

Setting goals

  • 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 Curriclum Integration.
  • Devising Drama from Stories, Improvisation, Forum and Image Theatre Practices (Spolin, Heatcote, 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 & Course closure

Presentations

Rehearal, Presentations, and Feedback for Playwrighting/Acting Project.

Course closure

  • Course evaluation: round up of acquired competences, feedback, and discussion.
  • Awarding of the course Certificate of Attendance.

Day 6 – Excursion

Excursion and other external cultural activities.

Audience

  • Teachers (primary, secondary, vocational, adult, special needs);
  • Teacher trainers;
  • Headteachers;
  • Principals;
  • Managers of schools. 

Specifics

  • Activities: All courses include at least one guided city tour and one full-day excursion (usually on Saturday).
  • Certificate: Certificate of Attendance guaranteed for participants who attend at least 80% of the course.
  • Lessons: Classes take place in the Morning (9:00 – 13:45) or in the Afternoon (14:00 – 18:45).
  • Price: 480 €

Before the course, test your English level.
Discover our Online English Courses for Teachers.

Need assistance with your Erasmus project?
Check out our Guide to Erasmus.

Next courses in Amsterdam

  • 4-9 Jan 2021
  • 1-6 Feb 2021
  • 1-6 Mar 2021
  • 5-10 Apr 2021
  • 3-8 May 2021
  • 7-12 Jun 2021
  • 5-10 Jul 2021
  • 2-7 Aug 2021
  • 6-11 Sep 2021
  • 4-9 Oct 2021
  • 1-6 Nov 2021
  • 6-11 Dec 2021

Next courses in Novi Sad

  • 11-16 Jan 2021
  • 8-13 Feb 2021
  • 8-13 Mar 2021
  • 29 Mar - 3 Apr 2021
  • 12-17 Apr 2021
  • 10-15 May 2021
  • 31 May - 5 Jun 2021
  • 14-19 Jun 2021
  • 12-17 Jul 2021
  • 9-14 Aug 2021
  • 30 Aug - 4 Sep 2021
  • 13-18 Sep 2021

Reviews about this course

Thank you Marisol and thank you José, for creating such an open and inspirational atmosphere where learning from each other was fun! Well done group, great to have you all as “long-distance-drama&language-teacher-colleagues”!

Sanna Sova

The course was a moving, psychological experience. We had lessons in a very friendly and funny environment, the atmosphere was professional and easy going as well. We learnt a lot and found it very useful. We felt over the moon.

Malgorzata Gawlińska Lazar and Katarzyna Kordek

I am very pleased to have had the opportunity to acquaint myself with a new perspective of language teaching and to enrich my methodological grounding. What impacted me most profoundly professionally and personally was the fact that I could learn about the different layers of my personality and those of the group members through the shared group experiences enhanced by the synthesis of the diverse tasks, which contributed greatly to the effectiveness of both individual and group work…Experiencing the impact of a new perspective and learning from enthusiastic and knowledgeable experts in an intercultural group environment will surely prove a life-long memory. I am grateful for the opportunity.

Anita Gaál-Szabó

This course reinvigorated me. It was a great balance of theory and practice, with a strong focus on practice and giving teachers tools to help students meaningfully engage in the learning process. In addition, Marisol and José were a wonderful teaching complement. I highly recommend it.

Stacy Denny

I’m still living off the positive vibes that Marisol and José put in motion this past summer. Every time I get a little or a lot frustrated at school, I look back to our week of team building and I feel ‘serene’ and confident. And, I try to pass that along to the children:

Happiness, confidence, and serenity.

Ann McCollum

After 30 years of teaching and three published grammar books, I found this course to be a marvelous combination of artistic and drama techniques for the classroom, both creative and unusual. Under the guidance of Marisol and José, this remarkable group was able to bond in one day. I was inspired to rewrite a few pages of my curriculum and change the order of the grammar exercises to give the students more flexibility and chance to relate to each other like we did in the course. I intend to take this course again or another like it.

Barbara Bregstein

Back to top