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Teaching Literacy Through Theatre Education By: Tara Braun

Teaching Literacy Through Theatre Education By: Tara Braun. lit·er·ate  [lit-er-it] adjective 1. able to read and write. 2. having or showing knowledge of literature, writing, etc.; literary; well-read.

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Teaching Literacy Through Theatre Education By: Tara Braun

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  1. Teaching Literacy Through Theatre Education By: Tara Braun

  2. lit·er·ate  [lit-er-it] adjective 1. able to read and write. 2. having or showing knowledge of literature, writing, etc.; literary; well-read. 3. characterized by skill, lucidity, polish, or the like: His writing is literate but cold and clinical. 4. having knowledge or skill in a specified field: literate in computer usage. 5. having an education; educated. dra·ma [drah-muh, dram-uh] noun 1. a composition in prose or verse presenting in dialogue or pantomime a story involving conflict or contrast of character, especially one intended to be acted on the stage; a play. 2. the branch of literature having such compositions as its subject; dramatic art or representation. 3. the art dealing with the writing and production of plays. 4. any situation or series of events having vivid, emotional, conflicting, or striking interest or results: the drama of a murder trial. 5. the quality of being dramatic.

  3. Students involved in drama performance coursework or experience, outscored non-artist students on the 2005 SAT by an average of 65 points in the verbal component and 34 points in the math component. They also outscored the national average score by 35 points on verbal and 24 points on math. • Students who engage in the drama not only have better grades then their non-artist peers they often show improved reading comprehension and stay generally more engaged in school. • Students involvement in drama and dramatic activities often leads to a better understanding of other works, language and expression in general. Facts found at: http://www.aate.com/content.asp?contentid=223

  4. Promotes Literacy and Language Arts • There is substantial research evidence that drama is a powerful method for developing literacy in preschool, elementary, and English as a Second Language (ESL) students. • Language Arts consists of four components: reading, writing, speaking, and listening. In this author's experience, the latter two are often neglected in today's language-arts instruction. Drama provides highly effective experiences in developing speaking and listening skills. Therefore, by adding drama, a teacher can easily cover all four language-arts components. • Drama develops imagination and storytelling, which contribute to more detail in creative writing. • Acting training develops the expressive use of the voice to convey emotion, inflection, attitude, and other vocal elements. The regular use of drama significantly improves read-aloud skills by reducing monotone delivery and promoting loud and clear speech habits. • Re-enacting classroom literature, even in simple improvised dramatizations, greatly improves reading comprehension, story analysis, vocabulary development, and story recall. There are numerous research studies that consistently demonstrate these same benefits. • Using the multi-sensory mode of learning develops vocabulary comprehension, usage, pronunciation, and retention. Quoted From: http://www.dramaed.net/whydramagames.htm#benefits

  5. Drama in the classroom is not only fun but it also has been proven to aid in developing decoding skills, fluency and vocabulary. Drama also takes the pressure off of students for who English is not their first language. When students are actively engaged in the classroom drama they are more likely to engage and develop skills across a wide spectrum.

  6. Drama helps students develop reading, writing, speaking and listening skills, as well as helping to aid students in storytelling. Drama helps to train and develop the voice, assisting with expression and speech clarity.

  7. What better way to show the relation between literacy and drama then an adaptation? When a literary work is transformed into a script so that students can act it out in order to learn characterization, setting, plot and theme. Author: EB White Michael Morpurgo Judith Kerr David Guterson Karen Levine PL Travers Title: “Charlotte's Web” “War Horse” “The Tiger Who Came to Tea” “Snow Falling On Cedars” “Hana's Suitcase” “Mary Poppins” Playwright: Joseph Robinette Nick Stafford David Wood Kevin McKeon Emil Sher Julian Fellowes

  8. This presentation was put together using information from these websites: • http://www.dramaed.net/whydramagames.htm#benefits • http://www.aate.com/content.asp?contentid=223 • http://findarticles.com/p/articles/mi_m0FCG/is_2_36/ai_n32435277/ • http://dictionary.reference.com/ • www.acal.edu.au/2010conf/.../Embedding_LLN_Communications.p. • Google Image searches

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