2. What is my Praxis?
My praxis in a classroom that embeds
drama into all learning areas will allow
students to act, reflect and transform their
thinking (Rebeck, 2005).
This presentation outlines what my praxis
will look like using drama education as the
pivotal tool.
4. Drama and the curriculum
Sue Davis (2010), states that drama is a basic
human form of expression and can be seen in
everyday life.
Therefore the use of drama in the curriculum
enables connections and relevance to the
students „real-world‟
Drama is also a subject area that needs
students to cohesively work together. This is
important in the curriculum as students need
to learn to work in a team.
5. Process Drama
Process drama is used to look at a
problem in context and deliver a solution
through drama (Weltsek-Medina, 2008)
Through utilising the strategy of Teacher-
In-Role (O‟Toole & Dunn, 2002) students
are able to have their problem scaffolded
through the process drama and therefore
provide a solution to the problem.
6. Term: “Pre-Text”
The term “Pre-Text” is a resource that is used
to help raise interesting questions when
working through a process drama (O‟Toole &
Dunn, 2002).
A “Pre-Text” is a concrete resource such as a
book, song, video, poem or picture that ties in
with the problem that is being examined in
the process drama.
The “pre-text” is used prior to the dramatic
performance.
7. Elements of Drama
The
Elements of Drama outlines a series of
elements that need to be taken into
consideration when performing these are:
Focus
Tension
Space
Mood
Contrast
Symbol
Role (Croft-Piggin, 2000)
8. ICT as a Tool
ICT is an effective strategy to use when
trying to differentiate the drama
curriculum for students who may not be
as confident as others or for those that are
away from the classroom (STRAKŠIEN ˙
E˙, 2009).
The use of the Eportfolio also supports
differentiation in the curriculum as it allows
students access to their work any where
and at any time.
