Drama, Narrative and Moral EducationRoutledge, 21 de juny 2005 - 208 pàgines Teachers are expected to take responsibility for children's moral development, particularly in the primary years, but how best to go about approaching the issues? In this book, the author explores a classroom approach that uses both drama and narrative stories to explore moral issues: drama gives children an opportunity to work through moral problems, make decisions and take up moral positions; stories offer a resource for moral education whereby children can learn through the 'experiences' of those in the story. Through providing a number of case studies, the author shows how this may be done by practitioners in the lassroom. |
Des de l'interior del llibre
Resultats 1 - 5 de 43.
Pàgina 2
... significant has been created and shared between teacher and children. The children had worked with enthusiasm and their reactions and responses both inside the drama and after the lessons showed that they had enjoyed and appreciated the ...
... significant has been created and shared between teacher and children. The children had worked with enthusiasm and their reactions and responses both inside the drama and after the lessons showed that they had enjoyed and appreciated the ...
Pàgina 7
... that debate over their moral significance is characterized by profound disagreements over their didactic purposes. I analyse these disagreements and propose that the narrative form is inappropriate to moral teaching of Introduction.
... that debate over their moral significance is characterized by profound disagreements over their didactic purposes. I analyse these disagreements and propose that the narrative form is inappropriate to moral teaching of Introduction.
Pàgina 8
... significance of this for drama teachers, I propose that Beckerman's theory of iconic and dialectic action presents us with a perspective of moral engagement in drama which permits teachers to be informed by Brecht, Boal and Aristotle ...
... significance of this for drama teachers, I propose that Beckerman's theory of iconic and dialectic action presents us with a perspective of moral engagement in drama which permits teachers to be informed by Brecht, Boal and Aristotle ...
Pàgina 16
... significance cannot be reduced, as Kohlberg would have it, to general categories such as friend' and 'person in need'. Moral action, therefore, is irreducibly particular. 3 Gilligan sees the understanding of the other as a far more ...
... significance cannot be reduced, as Kohlberg would have it, to general categories such as friend' and 'person in need'. Moral action, therefore, is irreducibly particular. 3 Gilligan sees the understanding of the other as a far more ...
Pàgina 28
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Continguts
13 | |
Myth Morality and Drama | 37 |
Emotion Reason and Moral Engagement in Drama | 59 |
Potential Features | 75 |
The Brahmin the Thief and the Ogre Drama | 100 |
Jack and the Beanstalk Ethical Exploration and | 123 |
The Star Maiden Moral and Cultural Values | 144 |
Conclusion | 172 |
Appendix 1 | 190 |
Altres edicions - Mostra-ho tot
Drama, Narrative and Moral Education: Exploring Traditional Tales in the ... Joe Winston Previsualització limitada - 1998 |
Drama, Narrative and Moral Education: Exploring Traditional Tales in the ... Joe Winston Previsualització limitada - 1998 |
Frases i termes més freqüents
action ambivalence analysis archetypal argued argument Aristotle audience beanstalk behaviour Bettelheim Boal Brahmin Brecht carnival catharsis Cecily O'Neill Chapter Chief child classroom cognitive Colby comic concept contemporary context critical cultural defined dialogical educational drama emotional emphasizes Esbensen ethic of care ethical Euripides example experience explore fairy tale fairy tales feel function Gilligan Girl Heathcote historical Hornbrook human ibid Indian Jack Jack Zipes Jack's Kohlberg learning lessons lily literary live London MacIntyre moral education moral meanings moral relativism moral values myth mythic narrative Native American nature O'Neill Ogre Ojibway oral Panchatantra particular person perspective Phaedra Philomele play political potential practice practitioners presented problematic process drama reason responses ritual role sense session significant social society Star Maiden steal story symbolic teacher teacher in role Tereus theatre theory Thief tradition understanding universal violence virtues western Zipes