ERIC Number: ED456485
Record Type: RIE
Publication Date: 2001-Jul
Reference Count: N/A
Using Drama To Enhance the Reading of Narrative Texts.
The language of drama (movement, sound, and energy) is as old as drama itself. Its place within a multiliteracies framework needs to be articulated because drama is another medium that can be used to help students interpret and communicate the meanings of themes in narrative texts (Pascoe, 1999; Wagner, 1998). The process of enactment enables students to see things from different perspectives, to experience someone else's reality. To take on the role of a character challenges students to develop empathy for the motivations and/or reasons for their actions in an important way that is quite unique to drama. This paper describes a practical workshop that examines how the non-verbal language inherent in sculpting and "still image" drama strategies enables students to explore and question narrative texts and, at the same time, actively engage with the themes and issues that emerge. In addition, some findings from the author's research in this area will be presented. Prominence in this section will be given to the children's voices as the author analyzes what they said about their learning when engaged in the process of drama. (Contains 11 references.) (Author/RS)
Descriptors: Active Learning, Characterization, Class Activities, Drama, Elementary Education, Nonverbal Communication, Reading Improvement, Reading Skills
For full text: http://www.cdesign.com.au/aate/aate_papers/105_hertzbe rg.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Narrative Text
Note: Paper presented at the Joint National Conference of the Australian Association for the Teaching of English and the Australian Literacy Educators' Association (Hobart, Tasmania, Australia, July 12-15 2001).