INTRODUCTION TO DRAMA
The studies indicate that using drama in the classroom as a means of teaching helps students learn academically, socially, and developmentally. Drama is an invaluable tool for educators, since it supports every aspect of literacy development. Drama has been also recognized as a powerful learning medium because it creates a context for children to relate to their lived experience.
Drama activities encourage the affective aspects of reading and emergent literacy. Drama begins with the concept of meaningful communication and provides multiple opportunities for social interaction and feedback.
Researchers have discovered that the mental requirements for understanding drama are similar to those for reading. Therefore, it’s not surprising that children who experience drama seem to be more capable of making appropriate linguistic choices and expressing opinions or suggesting solutions frequently.
Teachers may avoid using drama in the classroom because they fear it will involve tedious, time-consuming preparations or children will not take learning seriously as drama activities are playful. This can cause educators to overlook drama as an important tool for teaching in general and for the teaching of reading and language arts in particular.
However, the intriguing nature of drama lies in its flexibility and most drama activities do not require teachers to have direct theatre experience. When drama serves as a teaching method, teachers should view it as a concept and a philosophy rather than a set of strict curriculum models.
The studies indicate that using drama in the classroom as a means of teaching helps students learn academically, socially, and developmentally. Drama is an invaluable tool for educators, since it supports every aspect of literacy development. Drama has been also recognized as a powerful learning medium because it creates a context for children to relate to their lived experience.
Drama activities encourage the affective aspects of reading and emergent literacy. Drama begins with the concept of meaningful communication and provides multiple opportunities for social interaction and feedback.
Researchers have discovered that the mental requirements for understanding drama are similar to those for reading. Therefore, it’s not surprising that children who experience drama seem to be more capable of making appropriate linguistic choices and expressing opinions or suggesting solutions frequently.
Teachers may avoid using drama in the classroom because they fear it will involve tedious, time-consuming preparations or children will not take learning seriously as drama activities are playful. This can cause educators to overlook drama as an important tool for teaching in general and for the teaching of reading and language arts in particular.
However, the intriguing nature of drama lies in its flexibility and most drama activities do not require teachers to have direct theatre experience. When drama serves as a teaching method, teachers should view it as a concept and a philosophy rather than a set of strict curriculum models.
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