Handbook of Educational Drama and Theatre by Robert Landy

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By Robert Landy

"Students looking information regarding nontraditional drama careers will locate this a necessary guide. . . . hugely prompt for libraries in any respect levels." selection

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What was the most exciting thing we did? What was the most fun? I think it’s very important to take a positive attitude. ” Interviewer: What are your main educational objectives for using story dramatization? 18 The School Jennings: I might tie it into creative drama, since creative drama and story dramatization are one. One thing is just to have fun. We are helping the children develop their imagination, their creativity, seeing life a different way. We are not concerned with doing a play. So many people think when they hear drama in the elementary classroom that we are concerned with putting these young people on stage.

The play ended, again, at the discretion of the stage manager, with a reading of the title followed by a reading of the present date. Following the drama the students would engage in a discussion with those who observed. Although this experience is, strictly speaking, a classroom activity, it has been “performed” to small audiences of peers and invited guests. The purpose of the follow-up discussion was to examine student feelings and thoughts concerning the death of Martin Luther King and to determine the relationship between a past event of much significance and current events of varying significance.

From our dramatic play as children to our viewing of the great plays from our dramatic literature, we continue to explore the crucial human concerns of meaning and mortality in a form that is managable, intelligible, and personal. 18 The Living Newspaper, as it was called, which actually originated in the early experiments in spontaneous theatre by the psychodramatist J. L. Moreno, could just as well apply to the secondary classroom. In fact, this author modified the technique for use in the classroom.

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