Week 1-
Grace: We have started exploring drama in arts education in such broad terms that from a distance don’t particularly seem to be categorised as ‘drama.’ We explore situation where drama and arts comes into play and enhances and mystifies educational settings. I did not expect such a culturally open course and have found some great resources through interaction with these teaching tool kit resources. We look through life situations and culture to explore drama and arts. We examine arts and drama through different lenses and in relation to society.
Kyle: This week has seen us delve into our learning about how drama is experienced through multiple contexts, such as through cultural and social contexts. During Module 2 we are learning how to demonstrate understandings of the pedagogies, socio-cultures and relevance to the curriculum in terms of drama and education (EDO3476, Module 1). So far I have learned how many factors of education apply to Drama, including cultural and emotional learning. I am sure that my learning will be extended by the Module 2 readings.
Week 2-
Grace: We examine different socio-cultural dimensions of drama and multicultural and indigenous perspectives in drama education. I found this week’s reading very interesting and agree with the main points of the article I can see how drama is related to other curriculum areas. (Chan, 2009) I think that drama not only works in correlation with other learning areas but works with the students individually to help them grow or develop, this in return effects the student learning in all education and non-education settings.
Kyle: Week 2 continues with the learning of drama, albeit focusing upon the theoretical literature of drama, including its relevance to the curriculum and how it aligns with the requirements of the framework. There are particular concepts that incorporate elements of drama into them, as well as terms that define drama, such as “dramatic role”, “purpose and context” and “structure” (EDO3476, Module 2).
Week 3-
Grace: This week we begin work on module 2 and start to explore elements of drama within the classroom. We have started to link key terms to drama content and draw meaning of these strategies or processes. We explore purpose of drama, content, structure and curriculum documents. We start to look at the Australian Curriculum and link in our understandings of different elements. The teacher-student relationship takes part in the supportive environment and scaffold the learning environment.
Kyle: In my understanding of a Drama, I begin to wonder what aspects of Drama actually make it what it is in terms of expression, tone, role, mood, relationships and the space that the expressive initiator occupies. Do they use words, or complete silence? Can the viewer still understand their emotions or situation through the gestural elements that they convey? Take for example a person expressing their self in complete silence. Can you understand what they are trying to convey to you?
How about when someone uses different tonal elements to illustrate differing perspectives to a story or situation?
Week 4-
Grace: It has been amazing working through the module we look at student security within the environment which is great to read we look at the importance and value the arts has and how it relates to children. The tutorial this week has us look into the roles and attributes of drama and really relate our learning and values to the arts and the school environment.
Kyle: This week I've begun to understand how much drama applies into our own everyday lives, looking at the examples of the Module 2 readings such as the Practical and Writing Activity (McCaslin, 2006). Creative Drama in the Classroom and Beyond (8th ed.). USA: Pearson) which asks us questions about playing, and investigating how we "play", which is fascinating to observe the theories and observations of how we apply natural behaviours into our playing.
Week 5-
Grace: The activities fit well into the classroom, they are simple enough to implement or alter to suit most age groups and successfully encourage whole class engagement. Following form learning last week and this week we explore the dole of dance in life and education, we relate personal experiences and meanings to education. Dance and drama are deeply connected when dancing one can take on a role or be using observation or knowledge for inspiration. Its a form of expression in a creative personal way.
Kyle: This week I've observed how we integrate drama and expression into the classroom, taking into account how I can create an engaging and fulfilling learning environment for the students, using elements of drama such as identifying spatial awareness, how movement and space is a part of participation, and how I as a teacher can keep students motivated to enhance their learning. Once again, and we're recognising how it can be approached through other learnings such as literature, arts, and basic learning experiences.
Week 6-
Grace: We have explored the different domains of The Arts and explored the learners, teachers, resources, environment, activities and curriculum within The Arts education and within society and the community. I continue to review and explore resources puled from the weekly curriculum and found on-line to work towards constructing a tool kit. I have been reviewing my resources and checking for credibility to ensure they are quality sources of information.
Kyle: This week as we take a break for the Easter holidays it's a good opportunity to backtrack on information and recap the knowledge that has been developed over these past few weeks. The different elements of drama, including the five that make up its entire structure, are a part of how the developing learner engages in drama and becomes aware of the spaces around them.
Grace: We have started exploring drama in arts education in such broad terms that from a distance don’t particularly seem to be categorised as ‘drama.’ We explore situation where drama and arts comes into play and enhances and mystifies educational settings. I did not expect such a culturally open course and have found some great resources through interaction with these teaching tool kit resources. We look through life situations and culture to explore drama and arts. We examine arts and drama through different lenses and in relation to society.
Kyle: This week has seen us delve into our learning about how drama is experienced through multiple contexts, such as through cultural and social contexts. During Module 2 we are learning how to demonstrate understandings of the pedagogies, socio-cultures and relevance to the curriculum in terms of drama and education (EDO3476, Module 1). So far I have learned how many factors of education apply to Drama, including cultural and emotional learning. I am sure that my learning will be extended by the Module 2 readings.
Week 2-
Grace: We examine different socio-cultural dimensions of drama and multicultural and indigenous perspectives in drama education. I found this week’s reading very interesting and agree with the main points of the article I can see how drama is related to other curriculum areas. (Chan, 2009) I think that drama not only works in correlation with other learning areas but works with the students individually to help them grow or develop, this in return effects the student learning in all education and non-education settings.
Kyle: Week 2 continues with the learning of drama, albeit focusing upon the theoretical literature of drama, including its relevance to the curriculum and how it aligns with the requirements of the framework. There are particular concepts that incorporate elements of drama into them, as well as terms that define drama, such as “dramatic role”, “purpose and context” and “structure” (EDO3476, Module 2).
Week 3-
Grace: This week we begin work on module 2 and start to explore elements of drama within the classroom. We have started to link key terms to drama content and draw meaning of these strategies or processes. We explore purpose of drama, content, structure and curriculum documents. We start to look at the Australian Curriculum and link in our understandings of different elements. The teacher-student relationship takes part in the supportive environment and scaffold the learning environment.
Kyle: In my understanding of a Drama, I begin to wonder what aspects of Drama actually make it what it is in terms of expression, tone, role, mood, relationships and the space that the expressive initiator occupies. Do they use words, or complete silence? Can the viewer still understand their emotions or situation through the gestural elements that they convey? Take for example a person expressing their self in complete silence. Can you understand what they are trying to convey to you?
How about when someone uses different tonal elements to illustrate differing perspectives to a story or situation?
Week 4-
Grace: It has been amazing working through the module we look at student security within the environment which is great to read we look at the importance and value the arts has and how it relates to children. The tutorial this week has us look into the roles and attributes of drama and really relate our learning and values to the arts and the school environment.
Kyle: This week I've begun to understand how much drama applies into our own everyday lives, looking at the examples of the Module 2 readings such as the Practical and Writing Activity (McCaslin, 2006). Creative Drama in the Classroom and Beyond (8th ed.). USA: Pearson) which asks us questions about playing, and investigating how we "play", which is fascinating to observe the theories and observations of how we apply natural behaviours into our playing.
Week 5-
Grace: The activities fit well into the classroom, they are simple enough to implement or alter to suit most age groups and successfully encourage whole class engagement. Following form learning last week and this week we explore the dole of dance in life and education, we relate personal experiences and meanings to education. Dance and drama are deeply connected when dancing one can take on a role or be using observation or knowledge for inspiration. Its a form of expression in a creative personal way.
Kyle: This week I've observed how we integrate drama and expression into the classroom, taking into account how I can create an engaging and fulfilling learning environment for the students, using elements of drama such as identifying spatial awareness, how movement and space is a part of participation, and how I as a teacher can keep students motivated to enhance their learning. Once again, and we're recognising how it can be approached through other learnings such as literature, arts, and basic learning experiences.
Week 6-
Grace: We have explored the different domains of The Arts and explored the learners, teachers, resources, environment, activities and curriculum within The Arts education and within society and the community. I continue to review and explore resources puled from the weekly curriculum and found on-line to work towards constructing a tool kit. I have been reviewing my resources and checking for credibility to ensure they are quality sources of information.
Kyle: This week as we take a break for the Easter holidays it's a good opportunity to backtrack on information and recap the knowledge that has been developed over these past few weeks. The different elements of drama, including the five that make up its entire structure, are a part of how the developing learner engages in drama and becomes aware of the spaces around them.
Weekly Reflection Page Reference List
Australian Curriculum, Assessing and Reporting Authority (2013) Australian Curriculum: The Arts Foundation to Year 10 Date Accessed: 20/03/2014 Retrieved From: http://www.acara.edu.au/verve/_resources/Australian_Curriculum_The_Arts_2_July_2013.pdf
Chan, Y. P. (2009). In their own words: how do students relate drama pedagogy to their learning in curriculum subjects?. Research in Drama Education: the Journal of Applied Theatre and Performance, 14 (2), 191-209. from http://ezproxy.usq.equ.au/login?url=http://dx.doi.org/10.1080/13569780902868770.
EDO3476 (2014). Module 1 – Socio-cultural dimensions of drama and multicultural and indigenous perspectives in drama education [PDF file]. University of Southern Queensland: Toowoomba.
EDO3476. (2014). Module 2 – Theoretical underpinning of drama [PDF file]. University of Southern Queensland: Toowoomba.
Google (IMAGE, 2014) Kids Drama, Google. Date Accessed: 27/03/2014 Retrieved From: https://www.google.com.au/search?newwindow=1&biw=1920&bih=979&tbm=isch&sa=1&q=kids+drama&oq=kids+drama&gs_l=img.3..0l4j0i5l2j0i24l4.39143.40350.0.40722.5.5.0.0.0.0.205.806.1j2j2.5.0....0...1c.1.38.img..1.4.610.yM1xwDZ_
McCaslin, N. (2006). Creative Drama in the Classroom and Beyond (8th ed.). USA: Pearson.
Australian Curriculum, Assessing and Reporting Authority (2013) Australian Curriculum: The Arts Foundation to Year 10 Date Accessed: 20/03/2014 Retrieved From: http://www.acara.edu.au/verve/_resources/Australian_Curriculum_The_Arts_2_July_2013.pdf
Chan, Y. P. (2009). In their own words: how do students relate drama pedagogy to their learning in curriculum subjects?. Research in Drama Education: the Journal of Applied Theatre and Performance, 14 (2), 191-209. from http://ezproxy.usq.equ.au/login?url=http://dx.doi.org/10.1080/13569780902868770.
EDO3476 (2014). Module 1 – Socio-cultural dimensions of drama and multicultural and indigenous perspectives in drama education [PDF file]. University of Southern Queensland: Toowoomba.
EDO3476. (2014). Module 2 – Theoretical underpinning of drama [PDF file]. University of Southern Queensland: Toowoomba.
Google (IMAGE, 2014) Kids Drama, Google. Date Accessed: 27/03/2014 Retrieved From: https://www.google.com.au/search?newwindow=1&biw=1920&bih=979&tbm=isch&sa=1&q=kids+drama&oq=kids+drama&gs_l=img.3..0l4j0i5l2j0i24l4.39143.40350.0.40722.5.5.0.0.0.0.205.806.1j2j2.5.0....0...1c.1.38.img..1.4.610.yM1xwDZ_
McCaslin, N. (2006). Creative Drama in the Classroom and Beyond (8th ed.). USA: Pearson.