By Kristin Fontichiaro
Comprehensive library media expert and humanities teacher, Kristin Fontichiaro discusses how drama and shadow puppetry can be utilized as instruments to fulfill curriculum targets within the K-8 media center.|Contrary to the craze to dispose of arts schooling as an pointless cost in faculties attempting to increase scholar try out ratings, this publication promotes and explains the price of built-in arts guideline in furthering the accomplishment of curricular goals and fostering scholar fulfillment. comprehensive library media expert and humanities teacher Kristin Fontichiaro discusses how drama, shadow puppetry, and podcasting can be utilized as instruments to fulfill curriculum goals within the K-8 media heart. by means of targeting the method of making a bit of drama or puppetry or a podcast, in preference to the objective of functionality, and by way of infusing the humanities with curriculum targets in tale or examine, those thoughts can accentuate a kid's studying and supply context for lecture room curriculum targets. A dialogue of the affective and educational advantages of this process-based paintings in addition to pattern classes are integrated. images and examples of pupil paintings illustrate the oechniques. Grades K-8.
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Additional resources for Active Learning Through Drama, Podcasting, and Puppetry
Living Pictures: A Theatrical Technique for Learning Across the Curriculum. Washington, DC: Kennedy Center. (VHS video). org/education/pdot/livingpictures. Opp-Beckman, Leslie. 2004. ESL PIZZAZ! Tongue Twisters. html (accessed August 10, 2006). Oreck, Barry. 2006. ” Teaching Artist Journal 3(4): 220–227. Spolin, Viola. 1999. Improvisation for the Theater: A Handbook of Teaching and Directing Techniques. 3d ed. Evanston, Ill: Northwestern University Press. 412pp. ISBN 081014008X. Staley, C. T. 2003.
Ask students to predict what might happen next, based on what has already happened in the story. Ask students to demonstrate understanding. Go beyond literary comprehension questions and get the body engaged as well. For example, say, Let’s stop for a minute and look at this first illustration of Epossumondas (from Coleen Salley’s Why Epossumondas Has No Hair on His Tail, illustrated by Janet Stevens). What can we learn about this character before the story even begins? What do we know about his age from the fact that he is wearing a diaper?
You’re right. The seed grows. We are going to pretend that we are the boy in the story. We’ll use our bodies to act out all of the things that the boy does. And we’ll act out how his family wags their finger. And at the end, we’ll make our bodies into very small seed bodies and grow until we become carrots with green fluffy tops. Your job is to use your bodies, not your voice. I’ll be the person telling the story. First, we need to spread out in this area. Find a space in the room. Extend your arms out to the side like a windmill or a helicopter.