DRAMA IN THE CLASSROOM
    " INTERSESSION, 1985
    ?
    INST1TOR: Harvey Ostroff
    I ?
    MONDAY & WEDNESDAY, 5:30 - 9:20
    ?
    LOCATION: MPX 7610
    OBJECTIVES:
    This course will examine the techniques of Developmental Drama and its
    uses as:
    a)
    A TEACHING STRATEGY
    b)
    A CATALYST TO INDUCE A POSITIVE CLASSROOM ATMOSPHERE
    c)
    A CREATIVE APPROACH TOWARDS ONES OWN TEACHING STYLE
    In a sequential mode, students will engage in a variety of exercises that
    will culminate with student designed lessons on various areas of the core curriculum.
    By following a programme developed to encourage group trust and positive action,
    students will gradually build upon their own confidence and abilities and therefore
    need not be concerned about a lack of previous experience in this field.
    OUTLINE-OF TOPICS
    The sequence to be followed includes:
    I) CLASSROOM MANAGEMENT: Programme set-up, theatre
    games, warm ups.
    2)
    PREPARATION:
    3)
    GROUP DYNAMICS:
    4)
    PHYSICAL ACTING:
    5)
    THE ORAL/AURAL MODE:
    6)
    THE UN SCRIPTED ROLE:
    Concentration, guided imagery,
    the creative process.
    Co-operation, trust exercises.
    Movement, mime, mask,
    c haracterization.
    Articulation, vocal variety & energy
    listening skills, story drama.
    Improvisation, role play, role drama.
    7)
    DRAMA AS A METHODOLOGY: Application of creative process
    to curricula.
    8)
    PROJECT WORK:
    ?
    Plavmiking, docudrama, creative
    movement (student designed)
    TYPICAL REQUIREMENTS:
    ?
    I]
    Students will be required to participate in workshop activities
    - complete a journal of observation and research
    - design and present a curriculum bused project
    - adapt or create one or more theatre games
    - participate in discussions based on a) the reading
    list, b) the work in progress.
    Pl1flIRIL1TY:
    This course would be applicable to both Education and 'Theatre Arts Students.
    •
    ?
    REQUIRED TEXTS •
    1)
    JMPRO
    Johnstone, Keith. Jmpro: Improvisation and the Theatre,
    Eyre Methuen Ltd., London, England. 1979. 208 p.
    2)
    OSTROFF, HARVEY 'MAKING IT REAL:
    A guide for c1aroom drama - Surrey School District #36 (Surrey) 1983 161 P.
    3)
    ASPACE ON THE FLOOR
    Cohn King, Fitzhenry & Whiteside, Toronto 1972
    150 pages
    RECOMMENDED READING LIST:
    1.
    Batt, Greg, et al. Teaching Drama; A Resource Book to
    Transitions I, Cornrncept Publishing Ltd., Vancouver, B.C.
    1978. ?
    113 p.
    2.
    Fluegelman, Andrew. The New Games Book, Dolphin Books/
    Doubleday and Co., Inc., Garden City, New York. 1981.
    190 P.
    3.
    Fluegelman, Andrew. More New Games, Dolphin/Doubleday
    and Co., Inc., Garden City, New York. 1981. 190 p.
    4.
    Furness, Pauline. Role Play in the Elementary School,
    Hart Publishing Co., Inc., New York. 1976. 226 p.
    5. Xing, Nancy. Givin
    q
    ox-m to Feelin
    -
    g, Drama Book Special-
    ists. New York. 1975. 317 p.
    4
    6.
    Linklater, Kirsten. Freeing the Natural Voice, DBS
    Publications Inc., New York. 1976. 210 p.
    7.
    O'Niel, Cecily et al. Drama Guidelines, Heinemann
    Educational Books Ltd., London, England. 1976. 75 p.
    Recommended Rending List (Cont'd)
    8. Shepard,
    Richmond.
    Mime: The Technique Of Silence,
    DBS
    Publications Inc., New York. 1971. 142 p.
    9.
    Wagner, Betty Jane. Dorothy Heathcote
    .
    D r
    am
    a as a
    Learning
    Medi
    uM,
    N
    ational
    E
    ducation Association,
    Was
    hington, D.C. 1976. 238 p.
    Jo.
    Way,
    Brian. Development Throuqh Drama, Longman
    Press,
    London,
    E
    ngland. 1967. 308
    p
    -
    11.
    S
    P
    O
    IAh,ViOla. ImprOvisation for the Theatre
    ?
    North-western
    University Press, Evanston, Illinois. 1963. 397 pages

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