Young at Art – Classroom Playbuilding in Practice
Young at Art – Classroom Playbuilding in Practice
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Title: Young at Art - Classroom Playbuilding in Practice
Author: Hatton, Christine
\"Young at Art\" is a practical guide to playbuilding for teachers working with students at an upper primary and secondary level. Focusing on an area often neglected in traditional drama text books, the book covers the process of devising drama, and the teacher's role in facilitating students to collectively become playwrights, actors, designers, directors and critics of their ensemble work.
The playbuilding process is covered in a structured manner, which includes:
* Mapping the Territory - identifying critical issues relating to teaching and learning in playbuilding, and laying the basic foundations of understandings and practice;
* Levels at Work - offering three approaches to playbuilding, catering for a range of learning experiences; and,
* Playbuilding for All - explores theatre practitioners' techniques, working with students' personal stories and narratives and playbuilding with a contemporary edge.
An essential guide for all drama teachers, \"Young at Art\" covers practical teaching issues and strategies for working with groups of students to help them perform their playbuilt stories to an audience, as well as techniques for student assessment and evaluation, providing a wealth of exemplary starting points and approaches. The book offers detailed guidance on working with students to help facilitate the collaborative creative and reflective processes, offering practical ideas and structures which can be easily implemented in the classroom.
PART I - Mapping the Territory
* Chapter 1 - Playbuilding at the centre of classroom drama Playbuilding in context Playbuilding at the heart of classroom drama Playbuilding in the curriculum The playbuilding process Learning in and through playbuilding Being young at art in the twentyfirst century
* Chapter 2 - Teaching and learning issues considering the role of the teacher in the creative process planning for rich learning Asessing playbuilding Playbuilding products and audiences Integrating the core practices -- making, performing, reflecting Creating collaboratively
* Chapter 3 - Teaching playbuilding creatively Creating an open space for discussion Considering the teacher's use of language Metaphoric devising The elements of drama Organisational issues Teaching students to reflect on their playbuilding Evaluating your teaching of playbuilding
PART II - Levels at Work
* Chapter 4 - LEVEL 1 - Beginner playbuilders Theme-based playbuilding: Exploring a theme Character-based playbuilding: Experimenting with characters Location-based playbuilding: Using location to create a story
* Chapter 5 - LEVEL 2 - Intermediate playbuilders Theme-based playbuilding: Exploring theme and text Character-based playbuilding: Inventing physical characters Location-based playbuilding: Devising for different spaces
* Chapter 6 - LEVEL 3 - Experienced playbuilders Theme-based playbuilding: Getting political Characters-based playbuilding: Sustaining characters in the style of realism Location-based playbuilding: Manipulating sets in action Part III - Playbuilding for All
* Chapter 7 - Learning from theatre practitioners Ariane Mnouchkine -- Forming a student theatre company Bertolt Brecht - Playbuilding an essay
* Chapter 8 - Working with narrative The importance of storying and stories The importance of storying in the drama classroom Experimenting with storying and narrative structure Learning how to create, tell and stage fictional stories Playing with different types of stories and narrative structures Getting inside a story: teaching ideas for playbuilding with a narrative focus An example of teacher planning for narrative playbuilding Staging our stories using personal narrative for playbuilding Working with student's personal narratives in drama Other possibilities of playbuilding with personal narratives Playbuilding with cultural works and stories Using folk traditions from around the world for playbuilding Playbuilding using more contemporary stories Playbuilding with the western fairytale tradition
* Chapter 9 - Contemporary classroom playbuilding Some recurring themes Playbuilding with a contemporary edge Technology-rich playbuilding Body-centred playbuilding Final thoughts!
Author Biography: Drama Curriculum Adviser K-12 NSW Department of Education Education Consultant, Australia. Christine Hatton is a drama educator, researcher and consultant who has worked in schools, systems and universities in Australia, the UK and Singapore. Sarah Lovesy is an Educational Drama Consultant, and over the past twenty years has worked extensively with pupils as a drama teacher in schools and as a lecturer, teaching undergraduate and postgraduate students to become drama teachers.
Publication date: 30/09/2008
Publishing status: AU Print-on-demand