This research will begin with the statement that the concepts of Process vs. Product Drama in education are eloquently and meaningfully described in detail by numerous theorists and educational drama practitioners. From Way to Heathcote to O’Toole, process and product drama are explored in order to explain intrinsic freedoms of expression of the process and meaningful designs/constructs of product and/or performance. Authors and educational drama practitioners Gustave J. Weltsek-Medina, Ph.D., Adam Blatner, MD, and Daniel Weiner, Ph.D. have written a stimulating account of the debatable, dialectic, dramatic concepts in “Interactive and Improvisational Drama; Varieties of Applied Theatre and Performance. An excerpt from the book defines Process Drama in the thought-provoking Chapter 9: Process Drama in Education: Explaining its Methods. “When one engages in Process Drama, the potential exists for a heightened sense of self-reflexivity. Process Drama is foremost a situation immersed in experiential knowledge and an experience of Living Through. Individual freedom is allowed to, not only explore ideas but to also provide the space to explore ideologies. A participant must reflect upon fictional situations and tap into her or his own set of social signifiers as a means to interpret the moment. The creation of the moment rests upon the immediate experiences of those involved as they reflect, act, and interact with one another as they live with and through the fictional moment…”
This article will explore the subject of process vs product drama in education under the following divisions: a historical account; the debate: process vs. product drama in education; the impact of educational drama and theatre (EDT) –the DICE project…
It is hoped that with the formation of the Curriculum Development Assignment, that appropriate lessons are designed which have elements of dramatic roles assigned to students in which they can actually act out part of the lesson—thus giving students not only ownership over their own learning, but to also provide them with an authentic learning experience.
In designing and constructing a component for ‘Review of Background Literature’ for the essay or thesis entitled “Product vs. Process Drama in Education”, four diverse perspectives were taken into account.
As a drama teacher, I have come to learn that it is essential to be flexible, sensible, and multidimensional in thinking in creative drama to make learning environment interesting to the pupils. These elements and principles often influence the pupils’ fluency, thinking, and independent interactive.
Journalism and mass media Name: Instructor: University: Course: Date: Journalism and mass media I’m Muneerah Ahmed I'm 22 years of age studying media communication at London College of communication. Growing up I have always been part of a big family that instilled their values and beliefs I ‘am very close to my family because this how I was raised.
According to the paper, Education Management, management or management is simply defined as "getting belongings done from side to side other populace." Countless such behavior, from put in orders a high school meeting to running a grocery amass, take put without obvious need of official management education.
Current focus tends to analyze the role of drama and theatre in educating prospects with foreign or second languages along with the culture and literature related to the latter (Scenario).
A. Axtmann (2002) highlighted that the challenge posed by
students in which they can actually act out part of the lesson—thus giving students not only ownership over their own learning, but to also provide them with an authentic learning experience. In this context, one would define an authentic learning experience as one which
In designing and constructing a component for ‘Review of Background Literature’ for the essay or thesis entitled “Product vs. Process Drama in Education”, four diverse perspectives were taken into account. Descriptions of the intellectual, aesthetically creative, cognitively imaginative and historical perspectives of educational drama practitioners.
uicker ways to change their business ways and innovate for new products so that they can catch up with the rapidly changing markets and the environment (Barney 658).
The recent times have found that the industry has been hit by the digital age in both content as well as
18 pages (4500 words)Essay
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