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2014_Drama

Page history last edited by Daf 6 years, 7 months ago

 

Session Title:   EVO_Drama_2014:  Structuring Drama Work

 

  

 

 

Session Outline

 

 

Follow and tweet with us #evodrama

 

Abstract

 

The use of educational drama in the language classroom has now achieved widened acceptance. However, many language educators must continue to follow school ordained, theme-based textbook chapters that have few if any drama-based classroom activities. This TESOL-Drama workshop will show teachers interested in drama-based learning how they can convert their textbook material to drama activity and integrate chapter objectives related to grammar, vocabulary, and theme with a more experiential, drama-based mode of learning

 

Target Audience

  

All ESOL teachers

  

Interest Section Sponsors

  

TESOL: Speech, Pronunciation, and Listening IS, Computer-Assisted Language Learning IS


Syllabus

  

 

Weekly Outline

 

By the end of this online session, participants will have:

 

  1. learned how drama can bring energy, concentration, and community to language learning.
  2. understood how textbook lessons can be used as the basis for classroom dramatic activity.
  3. shared ideas on how to integrate drama-based activities and dramatic approaches with traditional textbook curricula.
  4. described some drama-based activities which they have found to be effective for language learning.
  5. become familiar with drama conventions that may be utilized in the language-learning classroom.
  6. written out a traditional lesson plan with integrated drama-based activities.
  7. tried out the drama-based lesson plan in an actual language classroom (when feasible).
  8. shared the result of the effectiveness of some of the techniques explored in the structuring drama workshop with all EVO_Drama_2014 participants. 

  

 

Week 1  (Jan 13 - 19, 2014)

 

During the first two days of Week One, moderators and participants will:

1.   exchange introductions and become acquainted with the Yahoo Groups/EVO Drama interface.

2.   add themselves to a group map.

3.   answer questions and a survey as to their previous use of drama in the language classroom.

4.   explain the nature of their classroom work and the kind of textbook or other material that they presently use.

5.   state the language objectives that the they aim to achieve through their classroom activity.

6.   familiarize themselves with the drama conventions outlined in the files and links sections of the EVO Drama site and

7.   discuss the conventions described in the Context/Narrative Action/Poetic Action/Reflective Action descriptions found in the files and/or links sections of the workshop website.

 

 

Week 2  (Jan 20 - 26, 2014)

  

Context Building Action: establishes the who, when, and where for our drama work

During the second week of the session, participants will:

1.   work with context building conventions and apply them to differing objectives.

2.   formulate activities in support of their classroom's objectives.

3.   using actual textbook lessons, show how drama conventions might be integrated with textbook objectives to build context.

4.   participate in a live discussion using Skype and/or a Google+ Hangout to reflect upon the work of the week and explore the implications for the work of Week Three.

 

 

Week 3    (Jan 27 - Feb 2, 2014)


Narrative Action:  develops and reveals the story for our drama work

During the third week of the session, participants will:

1.   begin to build narrative action which springs organically  from the previously determined context actions as described in the week before.

2.   select narrative activities that most appropriately flow from the contexts previously established.

3.   unite the textbook objectives with the narrative action building activities suggested.

4.   share a lesson plan with the group to use as a basis of discussion.

5.   participate in a live discussion related to the work of Week Three.

 

The drama conventions related to developing dramatic action through narrative will be demonstrated using participant material, and discussed through Yahoo Group Q & A as participants work through the tasks.

 

Participants will be asked to demonstrate how, by using their textbook material, context can be linked to narrative action.

 

 

 

Week 4     (Feb 3 - Feb 9, 2014)

 

Poetic Action: explores symbols and images in our drama work

During the fourth week of the session, participants will:

1.  integrate context and narrative action with appropriate poetic action, using their textbook topics and linguistic objectives.

2.   share lesson outlines that have integrated context, narrative, and poetic actions using their textbook topics and linguistic objectives.

3.   discuss their lesson outlines with other participants and elicit suggestions for change or additions.

4.   participate in a live discussion on Skype, Google+ Hangout and/or WizIQ.

 

Conventions that lift the narrative to a heightened level of engagement will be explored and demonstrated for possible integration into the participant’s theme-based material.

 

 

Week 5  (Feb 10 -16, 2014) 


Reflective Action: digs deeper to examine underlying meaning and hidden issues in our drama work

Conventions that introduce a reflective stance towards the drama or encourage examination from differing perspectives will be explored and applied to the material supplied by participants. The lesson plans of the participants will be used for a basis upon which conventions that supply reflective action can build and complete the drama-language class.

 

During the fifth week of the course, participants will:

 

1.   integrate reflective action activities with their lesson outlines

2.   explain their rationale for using the activities and conventions selected and

3.   relate these to the their topics and to their linguistic objectives

4.   share and discuss their finished lesson outlines and try them out in class

5.   participate in a final live wrap up discussion about the session and give feedback as to the value of the experience

6.   fill out a short survey/evaluation using Survey Monkey.

7.  evaluate this EVO_Drama_2014 session.

8.  exchange ideas for possible EVO_Drama_2015 workshop themes.


Join this session

 

Sign up for the session starts on Jan 6th, 2013

The action starts on Jan 13th, 2014.

 

To join this group:

 

From January 6 to 12:

 

  1. Go to:  http://groups.yahoo.com/neo/groups/EVO_Drama_2014/info
  2. Click on +Join Group (look for the purple box!) and fill out the request form
  3. Check your email for a confirmation and welcome message
  4. Wait (as patiently as possible) for January 13th when the real fun begins!

  

 

 


Moderators

 

 

Gary Carkin is Professor of TESOL at the Institute for Language Education at Southern New Hampshire University where he teaches in the graduate TEFL program. He is also a Visiting Professor at Vietnam National University, where he trains teachers and gives workshops related to teaching English through drama. Trained in acting and directing in the U.S. and England, Gary has taught in England, Vietnam, Taiwan, and Thailand where he produced Thai productions of American classics. His academic interests lie in pronunciation, listening and speaking, second language teaching methodologies, and all things related to teaching English through drama especially the new area of brain-based pedagogy. He is an active member and past chair of the Speech, Pronunciation and Listening Interest Section (SPLIS) of the TESOL International Association and co-founder of TESOL-Drama, an ongoing online forum and e-group connected to the Speech, Listening, and Pronunciation Interest Section of the TESOL International Association. More information about teaching English through drama can be found on his websites:

http://garycarkin.tripod.com/garycarkinseslefldramalog/
http://garycarkin.tripod.com/garycarkinphdprofessoroftesolsouthernnewhampshireuniversitymanchesternh/
http://tesol-drama.ning.com/video

 

 

Shin-Mei Kao is Associate Professor and coordinator of the Eagle Project at Foreign Languages & Literature Department, National Cheng Kung University, Taiwan.  Her research interests include classroom interaction, cross-cultural communication, discourse analysis, and multilingualism. She has been using drama techniques to teach English to students of various proficiencies and ages over the past 20 years. She also co-authored with Cecily O’Neill , “Words into Worlds:  Learning a Second Language through Process Drama.”

 


 

Susan Hillyard, Susan Hillyard was awarded a Bachelor of Education in Educational Drama and Sociology from Warwick University in 1972. She has worked as a classroom teacher, co-ordinator, Head of Sector, teacher trainer, train the trainer and speaker in the UK, Singapore, Saudi Arabia, China, Colombia, Spain and Argentina, amongst others, often with the British Council. She works as an Educational Consultant, delivering presentations on a variety of topics including creative teaching and learning,  drama in education and methodology. She currently heads the  Buenos Aires city government project Inglés en Acción, using Drama to teach English in special-needs public schools. She teaches a  masters module, Language and Globalisation,  on -line,  at La Sabana University  in Colombia and is co-author of "Global Issues", a Resource Book for Teachers, published by OUP. Her passion is related to teaching English through the Arts, particularly drama, and having every student, whatever their ability, find their “element”.

http://susanhillyard.blogspot.com.ar/

 

 

 Holly Dilatush  A long time passionate participant of EVO, co-moderator of EVO_Drama for a few years, and EVO Mentor and co-coordinator more recently.  A self-described "eclectic with tangential tendencies," I am enthusiastic and generally optimistic about many aspects of life, among them being the fact that we are living through such a transitional time in the Joy of Learning Opportunities journey.  The past 14 years have been a wild ride of exploration and learning experiences, educationally (Masters in Adult Education and Training, TESOL's Principles and Practices of Online Learning certificate course, many other professional development opportunities), hands-on work experience (10+ years at an adult learning center in Virginia, teaching abroad at The Catholic University of Korea, 3.5 years part-time consultant and facilitator for now-defunct EnglishCafe.com, followed by the launch of http://lewwwp.com – Learn English With a WorldWide Perspective – a site I founded in Feb. 2012 and am community manager for). Recent "life" learning experiences include little-did-I know tumults as a caregiver to aging parents facing difficult health changes, along with the myriad 'usual'. Try, trust, treasure are three words I strive to live by.  Balance and focus are ongoing struggles!

 

Judy Trupin loves the interplay between drama and ESOL. Active in ESOL for twenty years as a teacher, curriculum developer, trainer and administrator, she has taught all levels from literacy through advanced and led professional development workshops on numerous topics, including “ESOL with a Dramatic Flair.” She is a lead instructor in the Teaching ESL to Adults (TESLA) certificate program at the Literacy Assistance Center in New York City and teaching ESOL for the Queens Library’s Adult Learner Program. Prior to and overlapping her work in the field of TESOL, Judy was a performer and choreographer, performing her original works and teaching movement theater in the US and Europe. When time permits, she continues to work on her theater projects. Judy is also an avid cyclist and yoga teacher.

 

 

Leslie Sapp is a US Department of State English Language Fellow at Çukurova University in Adana, Turkey. A veteran creator, performer, teacher, and director of movement-based story theatre, Leslie has a passionate interest in the integration of drama, movement, and storytelling activities into English teaching. She has taught English to adult immigrants and refugees in the USA, English-through-drama methodology to English teachers in the United States, Palestine, Jordan, and Czech Republic, and Academic English to international students at the University of Florida’s English Language Institute. Leslie holds a BFA from the State University of New York, a CELTA Certificate from Cambridge University, a Post Graduate Diploma in Educational Studies / Drama in Education from Trinity College, Dublin, Ireland, and an MA in ESL from the University of Arizona.

 

 

 

Silvia Montimurro is a teacher of English in Argentina. She is member of the team coordinated by Susan Hillyard-English in Action-where she teaches English through Drama using ActionSacks in Special Education, Ministry of Education, City of Buenos Aires, Argentina. She is bound to get her degree as a Social Psychologist from Escuela de Psicología Social Enrique Pichón Rivière. She is an educational consultant for BAP-Buenos Aires Players theatre company. She has devoted to educational drama for more than 15 years. Her passion for Drama and today, Process Drama, lead her to go ahead with the Social Psychology career in order to get a Post Graduate degree in Psychodrama. She teaches English to babies as old as 4 months, toddlers, infants, kids, adolescents and adults all with or without 

special educational needs. Her motto is: LOVE, LIVE and LEARN. 

Her email: smontimurro@gmail.com

 

 

 


Digital Media 

 

Yahoo!Groups:  http://groups.yahoo.com/neo/groups/EVO_Drama_2014/info

 

Other technology tools

 

Skype [Moderator's Skype ID's shared in our Yahoo Group]

Google+ Hangouts [Details provided in our Yahoo Group]

WizIQ [Details provided in our Yahoo Group]

 

 


The Electronic Village Online is a project of TESOL's CALL Interest Section

 

 

Teachers of English to Speakers of Other Language, an international education association

  

 

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