Beginning Shakespeare / Joe Winston

Public ISBD Titre : Beginning Shakespeare : 4-11: Active Approaches for Early Encounters Type de document : texte imprimé Auteurs : Joe Winston, Auteur ; Miles Tandy, Auteur Editeur : Routledge Année de publication : 2012 Importance : 128 p. Format : 23.11 x 15.49 x 1.02 centimetres (0.15 kg) ISBN/ISSN/EAN : 978-0-415-61848-9 Langues : Anglais (eng) Résumé : Shakespeare's plays are widely regarded as the greatest inheritance in English literature, and recent years have seen a growing interest in introducing them to children in their primary schools. This accessible and practical textbook shows training and practising teachers how to introduce Shakespeare to a primary aged audience. Children who encounter Shakespeare early have the opportunity to become comfortable with the plays, their stories, characters and settings, well before they get intimidated by their associations with exclusivity and 'high' culture. They also encounter his rich, sensual and complex language at a stage when they are constantly encountering new vocabulary; this extraordinary language can be absorbed with everything else. To do this most effectively demands a pedagogy that is active and dynamic, and which recognises that the plays are best explored and understood in performance. Beginning Drama 4-11 offers a sound rationale for teaching Shakespeare in primary schools and shows how to engage children with Shakespeare through story, through the very best of early years practice, and through his rich and sensual language. It also illustrates how engagement with the plays and their language can have a dramatic impact on children's literacy and writing skills. And because plays are for performing, there is helpful and practical advice on developing the work to share it with the whole school, parents and the wider community. Joe Winston and Miles Tandy are two of the most respected practitioners and writers on primary drama working today. Their earlier collaboration, Beginning Drama 4-11, is well-known as one of the most accessible, practical and comprehensive guides to primary drama available. In this book, they bring that same blend of clear thinking, playful and inventive practice, and straightforward practical advice to bear on teaching Shakespeare in the primary school. Note de contenu : Table of Contents: Foreword by Fiona Shaw; Introduction; 1. Beginning Shakespeare with Games; 2. Beginning Shakespeare with his Stories; 3. Beginning Shakespeare in the Early Years; 4. Beginning with Shakespeare's Text; 5. How Shakespeare can Inspire Children's Writing; 6. Shakespeare, Performance and the Primary School; 7. Shakespeare, Ambition and Achievement; Appendix: the Story of Prospero's Lost Dukedom; Suggestions for further reading. Beginning Shakespeare : 4-11: Active Approaches for Early Encounters [texte imprimé] / Joe Winston, Auteur ; Miles Tandy, Auteur . - Routledge, 2012 . - 128 p. ; 23.11 x 15.49 x 1.02 centimetres (0.15 kg). ISBN : 978-0-415-61848-9 Langues : Anglais (eng) Résumé : Shakespeare's plays are widely regarded as the greatest inheritance in English literature, and recent years have seen a growing interest in introducing them to children in their primary schools. This accessible and practical textbook shows training and practising teachers how to introduce Shakespeare to a primary aged audience. Children who encounter Shakespeare early have the opportunity to become comfortable with the plays, their stories, characters and settings, well before they get intimidated by their associations with exclusivity and 'high' culture. They also encounter his rich, sensual and complex language at a stage when they are constantly encountering new vocabulary; this extraordinary language can be absorbed with everything else. To do this most effectively demands a pedagogy that is active and dynamic, and which recognises that the plays are best explored and understood in performance. Beginning Drama 4-11 offers a sound rationale for teaching Shakespeare in primary schools and shows how to engage children with Shakespeare through story, through the very best of early years practice, and through his rich and sensual language. It also illustrates how engagement with the plays and their language can have a dramatic impact on children's literacy and writing skills. And because plays are for performing, there is helpful and practical advice on developing the work to share it with the whole school, parents and the wider community. Joe Winston and Miles Tandy are two of the most respected practitioners and writers on primary drama working today. Their earlier collaboration, Beginning Drama 4-11, is well-known as one of the most accessible, practical and comprehensive guides to primary drama available. In this book, they bring that same blend of clear thinking, playful and inventive practice, and straightforward practical advice to bear on teaching Shakespeare in the primary school. Note de contenu : Table of Contents: Foreword by Fiona Shaw; Introduction; 1. Beginning Shakespeare with Games; 2. Beginning Shakespeare with his Stories; 3. Beginning Shakespeare in the Early Years; 4. Beginning with Shakespeare's Text; 5. How Shakespeare can Inspire Children's Writing; 6. Shakespeare, Performance and the Primary School; 7. Shakespeare, Ambition and Achievement; Appendix: the Story of Prospero's Lost Dukedom; Suggestions for further reading.

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Drama Education and Second Language Learning / Joe Winston

Public ISBD Titre : Drama Education and Second Language Learning Type de document : texte imprimé Auteurs : Joe Winston, Auteur ; Madonna Stinson, Auteur Editeur : Routledge Année de publication : 2014 Importance : 184 p. Format : 24.6 x 17.4 x 2 centimetres (0.50 kg) ISBN/ISSN/EAN : 978-0-415-70454-0 Langues : Anglais (eng) Résumé : In recent years the contribution of drama to second language learning has grown internationally as a field of interest to both teachers and researchers. The potential for drama to provide strong social contexts for learning, to provide opportunities for the learner to embody the target language and to motivate students' desire to communicate have been increasingly recognized as fruitful areas of inquiry. This book provides a brief historical perspective on the development of this interest before presenting a range of examples drawn from recent research projects led by those who are themselves experienced as drama and second language teachers. Drawing on a variety of theoretical perspectives and deploying a range of methodological processes, the chapters present evidence as to how and why drama can impact on student learning in a range of classrooms, from the primary school through to undergraduate level. Focusing on issues such as questioning in role, the professional development of second language teachers interested in using drama, and the role of artistry when applying drama as pedagogy for second language learning, they provide an up to date picture of contemporary practices and an acute analysis of both the possibilities and the challenges facing researchers in the field. This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance. Note de contenu : Table of Contents: 1. Drama education and second language learning: a growing field of practice and research Madonna Stinson and Joe Winston 2. Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom Shin-Mei Kao, Gary Carkin and Liang-Fong Hsu 3. Reflections on a primary school teacher professional development programme on learning English through Process Drama Lai-wa Dora To, Yuk-lan Phoebe Chan, Yin Krissy Lam and Shuk-kuen Yvonne Tsang 4. Shakespeare as a second language: playfulness, power and pedagogy in the ESL classroom Astrid Yi-Mei Cheng and Joe Winston 5. Process drama: the use of affective space to reduce language anxiety in the additional language learning classroom Erika Piazzoli 6. Bodies and language: process drama and intercultural language learning in a beginner language classroom Julia Rothwell 7. 'But why do I have to take this class?' The mandatory drama-ESL class and multiliteracies pedagogy Burcu Yaman Ntelioglou 8. Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning Julie Dunn and Madonna Stinson; Abstracts in Spanish and French. Drama Education and Second Language Learning [texte imprimé] / Joe Winston, Auteur ; Madonna Stinson, Auteur . - Routledge, 2014 . - 184 p. ; 24.6 x 17.4 x 2 centimetres (0.50 kg). ISBN : 978-0-415-70454-0 Langues : Anglais (eng) Résumé : In recent years the contribution of drama to second language learning has grown internationally as a field of interest to both teachers and researchers. The potential for drama to provide strong social contexts for learning, to provide opportunities for the learner to embody the target language and to motivate students' desire to communicate have been increasingly recognized as fruitful areas of inquiry. This book provides a brief historical perspective on the development of this interest before presenting a range of examples drawn from recent research projects led by those who are themselves experienced as drama and second language teachers. Drawing on a variety of theoretical perspectives and deploying a range of methodological processes, the chapters present evidence as to how and why drama can impact on student learning in a range of classrooms, from the primary school through to undergraduate level. Focusing on issues such as questioning in role, the professional development of second language teachers interested in using drama, and the role of artistry when applying drama as pedagogy for second language learning, they provide an up to date picture of contemporary practices and an acute analysis of both the possibilities and the challenges facing researchers in the field. This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance. Note de contenu : Table of Contents: 1. Drama education and second language learning: a growing field of practice and research Madonna Stinson and Joe Winston 2. Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom Shin-Mei Kao, Gary Carkin and Liang-Fong Hsu 3. Reflections on a primary school teacher professional development programme on learning English through Process Drama Lai-wa Dora To, Yuk-lan Phoebe Chan, Yin Krissy Lam and Shuk-kuen Yvonne Tsang 4. Shakespeare as a second language: playfulness, power and pedagogy in the ESL classroom Astrid Yi-Mei Cheng and Joe Winston 5. Process drama: the use of affective space to reduce language anxiety in the additional language learning classroom Erika Piazzoli 6. Bodies and language: process drama and intercultural language learning in a beginner language classroom Julia Rothwell 7. 'But why do I have to take this class?' The mandatory drama-ESL class and multiliteracies pedagogy Burcu Yaman Ntelioglou 8. Not without the art!! The importance of teacher artistry when applying drama as pedagogy for additional language learning Julie Dunn and Madonna Stinson; Abstracts in Spanish and French.

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