Dialogic: we create new understanding when we experience
more than one consciousness/viewpoint/value in dialogue at the same time
Dramatic: adults play with children, take action, and create "texts in an imagined world of everyday-and imagined spaces what IS+what IF
Inquiry :making meaning and developing understanding
by exploring and shaping questions-answers through reflection-on
actions
1. When you begin to use drama
Strategy1: position yourself and the students as equals
- if we were those people I wonder what we might do..
- begin to use the language and movement of one of the characters
- "if I were him in that situation, do you think I might? what do you think he might do or say?
- what do we want to find out?
- be very clear about what exactly is going to happen (and what will not happen)
- who they'd like to meet or if they'd like to meet a person that you choose
- teacher facilitate
2. Dialogue is not just talk. It requires:
- Authentic questions (questions that you do not know the answer to)
- Active listening
- Uptake by each person
- No one position dominating over others
Curriculum: where we are going (learning objectives)
Pedagogy: how we get there: processes of learning and teaching (answers+questions)
Major purpose of question
Factual
|
What information do we need to know in order to plan the
wedding
who?what?where?when? how?--->why? |
Procedural
|
What skills do we need to be able to do this successfully
how people experienced/felt? |
Emotional
|
What is the emotional history of the couple and their
families and how do we take account of that?
how people interacted? |
Narrative
|
What stories need to be told or explored
|
Social
|
What do we know about the relationships of any of the
people
|
Cultural
|
What cultural differences/similarities do we need to take
account for
Shared assumptions about the world? |
Political
|
How does/could this wedding related to power relations in
the country and beyond?
who had power/authority |
Historical
|
How much attention to the recent or distant past do we
need to pay
when did it happen? |
Critical
|
Who gets to tell whose story? Who may need to change their
assumptions?
|
Ethical
|
How do we know what’s the right way to do this?
What do they value? |
Spiritual
|
How does this event connect with the rest of creation?
|
Transformational
|
How have we been changed by what we now know?
|
4. Authentic conversation vs. Inauthentic conversation
1.
Genuine, real exchange of ideas so that you
make meaning together in the conversation
2.
Questions are asked by the teacher (and
students) that she doesn’t not know the answer to
3.
Questions are planned as possible openings for
dialogue between students and teacher
4.
Dialogue uses tensions between voices in text
5.
Dialogue opens up new questions for students
and teacher
6.
Connects to the individual, social and
cultural lives of the stunts and teachers
|
1.
Meaning is predetermined
2.
Questions are asked by the teacher that she
already knows that answers to
3.
Questions are scripted and pre-planned to test
the children’s comprehension
4.
Author’s voice privileged over different
voices in the text
5.
Ignores individual, social and cultural lives
of the students and teachers
|
5. Review your first use of drama in the classroom
- what was your (main) purpose for using drama?
- Why did you choose the story (or other text) you used? why does the story have special meaning for you?
- what wen well ( and why do you think that happened)? Be very specific
- what went not so well (and why do you think that happened)? Be very specific
- What did the children CARE about ( and/or not care about)
- What was the BIG Problem that they had to deal with
- How did you try to get All the students to be in AGREEment that you would interact as if you were other peoopel or in another place?
- On what other people did that you could apply to your situation
- about what you will do the same/different next time
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