“Drama educates through reflection, helping young people to retell, reshape, reinscribe, as they figure out who they are in the world. And our narratives, these acts of retrieval, can find theatrical form in the writing of monologues, which translate as central acts of memorial and reciprocity”. David Booth
A holistic dramatic arts education is one that seeks to further student development psychologically, physically and spiritually. Many schools provide drama programs, but not many take into account the "whole person". Personally, as a Catholic educator, I have seen the benefits that this form of teaching can bring to students within and outside of the classroom. Students create positive bonds with their classmates that help develop their inner soul and outer character. By being apart of a constructivist environment, students learn not only of the benefits a dramatic arts education can provide, but also how to personally develop on a deeper, holistic level.
It is our job as educators to ensure our students feel empowered in a world of anxiety and uncertainty. Drama educates the core of our very being, creating inherently strong leaders with a voice that promotes change. If we are to create strong leaders, Drama education is vital to the creation of a better tomorrow.
This site seeks to assist educators with useful experiential exercises, strategies, stories of success and resources that can be employed in varying educational environments.
Dramatic Arts Educator,
Rose Myler
The following quote resonates within and inspires my teaching of Drama:
"The stories we tell are centuries old. They shout of discovered love and lost hope, of humor and anguish, of mystery and maidens and tragic farewells. Within three plain walls and a curtain lies a world in which we've never lived. A world we think we know. The Performing Arts are beacons of the times. They reflect the best of us and the worst of us, as they tell their tales on a stage, shining in the light." Anonymous
Education:
- Honours Double Major in Law and Psychology from York University, 2004
-Bachelor in Education, Ontario Institute for Studies in Education of The University of Toronto, 2005
-Masters in Education, Ontario Institute for Studies in Education of The University of Toronto, 2013
Drama Work Experience:
- Full time Drama teacher since 2005 at Sacred Heart Catholic High School in Newmarket, Ontario.
-Assistant Director of school's production Fame (2005-2006)
-Co-Director of school's productionThe Crucible (2007 -2008)
-Director of school's Sick Kids Hospital Charity Talent Show (2009-2010)
-Director of school's One Act Play Festival (2008)
-Co-Director of school's Competitive Improvisation Team (2006- 2008)
-Teacher-Coach for School's Sears Drama Festival (2009)
-Director of school's Remembrance Day Drama Presentations (2010)
-Creator of school's future new course - Grade 12 Director's Craft (ADF4M) (2010-2011)
I may be contacted regarding any questions you have about this site or teaching drama in general by email:
Thanks,
Dramatic Arts Educator
“"I regard the theatre as the greatest of all art forms, the most immediate way in which a human being can share with another the sense of what it is to be a human being"”.
Oscar Wilde
rose.myler_gmail.com
"We must learn to use the tools of the theatre to help our students create not just their own drama, but produce their own culture; a culture where their experiences matter; where their questions matter; where their voices matter". David Booth
"The place of theatre in the lives of adults and younger people, the wider political and pedagogical aims of education through theatre, and the broader questions of artistic integrity in creating theatre for any audience".
Maja Ardel
Grade 10
Learning Goals:
•To work collaboratively with classmates to plan and shape a drama piece
•To create and present a flashback
•To explore different perspectives
Expectations:
B 1.3 Plan and shape the direction of drama by working with others, both in and out of roles, to generate ideas and explore multiple perspectives.
Prior Knowledge:
•Experienced creating tableau, soundscape, talking wall, scenes, characters
Resources:
-Various images printed before-hand by instructor
•Tribe games
Warm up (5 min):
Students mill around while teacher calls out instructions: skip, jog, hop, walk like a chicken, march like a soldier, etc. Do this several times. Each time, teacher calls out atom 4, atom 6, etc. Students get into groups of that number. No elimination, play collaboratively. End with atom 4-5, these will be the groups that they will work with for today's lesson.
Introduction (10 min):
Present images to students. In groups of 4-5, discuss possible events and or causes that led to the current scene depicted in the image. Teacher circulates around and provides support where necessary using the following prompts.
Teacher prompts:
What can you infer from the title, the text and image?
What does the setting suggest?
What level of power do you observe?
What occured in the scene prior to this one?
What are the facials telling us?
What will occur next?
Class discussion (5 min):
Have students come together to discuss possible ways to present their ideas. Review dramatic techniques that they could use i.e. tableau, talking wall, soundscape, etc. List them on the board. Go over any vocabulary or content students may struggle with.
Teacher will instruct students to select the most effective drama technique to illustrate their idea for the flashback. Discuss and list on chart paper the elements of a flashback (i.e. occurred in the past, specific time frame, length of scene, defining moments, etc.). Length of scene is 3-5 min. Flashback time frame is an hour before.
Group work (20 min):
Students decide the drama technique and further develop their idea. Students practice their tableau, soundscape, etc. Teacher circulates to ensure that students are considering transitions, blocking, gestures, use of space, different perspectives (different roles).
Wrap up (10min):
Students present their flashbacks to the class. After presentation, students are numbered off 1-4 in their group. They then get together and reflect on the following questions:
1.What did you learn from creating the flashback?
2.What challenges did you encounter during the planning and shaping of your flashback?
3.How would this flashback look like if you were to do this independently?
4.Why is it important to consider multiple perspectives?
5.How did you feel when you were in-role?
6.What changes would you make if you were to re-enact the scene?
Extension (5min):
Students can explore flashback to a month ago, two weeks before.
Below are
Below are some examples of what former students have to say about the impact their Dramatic Arts education has had on their lives.
"Theatre has a “unique potential for helping participants to find their voices and to listen to the resonances that develop among them, inside sacred and safe places for sharing”". David Booth
Various Websites:
www.edu.gov.on.ca/eng/
www.playwrightsguild.ca
www.edugains.ca
www.aaronshep.com
www.theatrelinks.com
www.creativedrama.com
www.childdrama.com
www.childrenstheatreplays.com
http://artsedge.kennedy-center.org
www.playsmagazine.com
www.code.on.ca
http://hca.gilead.org.il/
(Hans Christian Anderson)
www.unexpectedproductions.org/living_playbook.htm
www.saskschools.ca/curr_content/aboriginal_res/
www.saskschools.ca/curr_content/drama30
Poetry:
Lyrics:
Theatre sites:
see Tarragon Theatre, Canstage, LKTYP, Theatre Passe Muraille, Factory.
Associations:
OTF/FEO
http://shelsilverstein.com
Booth, David.
www.gigglepoetry.com/
http://thinkexist.com/quotes/david_booth/2.html
www.bluelyrics.net
Miller, Jack; Karsten, Selia; Denton, Diana; Orr, Denton; Kates, Isabella. Holistic Learning and Spirituality in Education. New York. 2005.
www.theatreontario.org
www.otffeo.on.ca
