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ERIC Number: ED417430
Record Type: Non-Journal
Publication Date: 1997-Mar-17
Pages: 27
Abstractor: N/A
Reference Count: N/A
Cracking the Code: Literacy through Creative Drama.
Pitman, Marge
Developing oral language skills, although an essential element in the California English-Language Arts Framework (1987), is often neglected due to the current emphasis on reading and writing. Creative drama is a vehicle for integrating oral language, cultural literacy and creative expression elements from the state frameworks for the development of literacy in all students. Educators agree that creative drama is a motivating and meaningful medium for connecting today's students to content and understanding often beyond the realm of their previous experience or knowledge. Research in creative drama is inconclusive at best. Articles abound with success stories relating to student enthusiasm and subsequent progress. There does not seem to be a strong opposition to the idea of creative drama, with most agreeing on the benefits of active participation, social interaction, and critical thinking. Educators caution, however, that teacher guidance on the process is critical for maintaining focus and boundaries. Creative drama, unlike other oral language processes such as Reader's Theatre and choral reading, allows emergent or non-English speakers to participate at a level comfortable to them. Creative drama is one of many methods that can develop literacy for all students. All administrators and district office personnel seriously concerned about literacy for children should focus on the importance of meaningful student learning through strategies like creative drama. More research needs to be done in the area of creative drama, either in support of, or in opposition to its practice. Educators need guidance in implementing new strategies, and there is little data to support what could be an effective process. (Contains 27 references.) (RS)
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A