Here's an innovative approach for exploring children's literature! In a story drama, children become the characters in the stories and poems they hear and read. Literature springs to life as children participate in dramatizing it.

The teacher, playing the role of a park ranger, takes an "accident report" to find out what students know about that nasty fall taken yesterday by Humpty Dumpty. Developing similar strategies for engaging students imaginations, these two books encourage students to respond to stories by discussing and analyzing story elements as preparation for writing or acting out scenes. In addition to each books step-by-step directions for staging 30 or more story dramas based on specific popular books, both books train teachers to develop dramas for their own favorite literature. Grades K-3. Illustrated. Good Year Books.

The teacher, playing the role of a park ranger, takes an "accident report" to find out what students know about that nasty fall taken yesterday by Humpty Dumpty. Developing similar strategies for engaging students imaginations, these two books encourage students to respond to stories by discussing and analyzing story elements as preparation for writing or acting out scenes. In addition to each books step-by-step directions for staging 30 or more story dramas based on specific popular books, both books train teachers to develop dramas for their own favorite literature. Grades 4-6. Illustrated. Good Year Books.

The inspiration for the NBC TV series "Rise," starring Josh Radnor, Auli'i Cravalho, and Rosie Perez — the incredible and true story of an extraordinary drama teacher who has changed the lives of thousands of students and inspired a town. By the author of The Last Temptation of Rick Pitino. Why would the multimillionaire producer of Cats, The Phantom of the Opera, and Miss Saigon take his limo from Manhattan to the struggling former steel town of Levittown, Pennsylvania, to see a high school production of Les Misérables? To see the show performed by the astoundingly successful theater company at Harry S Truman High School, run by its legendary director, Lou Volpe. Broadway turns to Truman High when trying out controversial shows such as Rent and Spring Awakening before they move on to high school theater programs across the nation. Volpe’s students from this blue-collar town go on to become Emmy-winning producers, entertainment executives, newscasters, and community-theater founders. Michael Sokolove, a Levittown native and former student of Volpe’s, chronicles the drama director’s last school years and follows a group of student actors as they work through riveting dramas both on and off the stage. This is a story of an economically depressed but proud town finding hope in a gifted teacher and the magic of theater.

This revised and expanded edition of a popular classic resource explores constructive ways to use drama and story to engage students in learning, through all areas of the curriculum. Organized around proven ways to use all types of stories, each chapter features effective frameworks and workshop lessons easily implemented in any classroom. The work is built around shared stories 7F 14 picture books, folktales, novels, historical narratives, and true life events. Teachers will find numerous innovative ways to incorporate a variety of drama processes, including improvising, role playing, mime, storytelling, enacting, playmaking, reading aloud, writing in role, and performing.

From Raina Telgemeier, the #1 New York Times bestselling, multiple Eisner Award-winning author of Smile and Sisters! Callie loves theater. And while she would totally try out for her middle school's production of Moon over Mississippi, she can't really sing. Instead she's the set designer for the drama department's stage crew, and this year she's determined to create a set worthy of Broadway on a middle-school budget. But how can she, when she doesn't know much about carpentry, ticket sales are down, and the crew members are having trouble working together? Not to mention the onstage AND offstage drama that occurs once the actors are chosen. And when two cute brothers enter the picture, things get even crazier!

How do characters tell stories in plays and for what dramatic purpose? This volume provides the first systematic analysis of narrative episodes in drama from an interactional perspective, applying sociolinguistic theories of narrative and insights from conversation analysis to literary dialogue. The aim of the book is to show how narration can become drama and how analysis of the way a character tells a story can be the key to understanding its role in the unfolding action. The book s interactional approach, which analyses the way in which the characteristic features of everyday conversational stories are used by dramatists to create literary effects, offers an additional tool for dramatic criticism. The book should be of interest to scholars and students of narrative research, conversation and discourse analysis, stylistics, dramatic discourse and theatre studies. Winner of 2012 Esse Book Award for Language and Linguistics"

This is a book that looks at how drama has its basis in good early years practice. Most early years practitioners are doing some drama and are edging towards more structured work - this text will help them go further by building their own skills. Using tried and tested example dramas based on traditional stories, the authors show how clearly dramas are constructed. They move from the simple use if TiR (Teacher in Role) to more complex, full dramas, using traditional stories including Little Bo Peep, Cinderella, Sleeping Beauty, Humpty Dumpty, The Pied Piper, The Billy Goats Gruff and Hansel and Gretel. Drama in the early years covers a number of key areas where drama is of particular importance for this age group including: * drama in the National Curriculum * how drama can help your teaching of the Literacy Hour * personal and social education and citizenship * drama and special needs * assessment * recording and progression * developing a school policy for drama.

Writer and educator Brooke noticed that many of the stories used to convey new concepts to people in developing countries are simply bad stories and ineffective in convincing the listener or reader of the ideas being disseminated. She explains to development workers when to use a story, how people learn from stories, choosing a format and style, creating a storyline, writing a script, and bringing the story to life. Her focus is to make the characters, their situation, their values, and their actions believable to the specific audience targeted. She uses her major medium of radio drama as the example, but the principles can be applied to print, television or video, and live theater. Annotation copyright by Book News, Inc., Portland, OR