David McBride states that for students who are saturated in a remote control culture, Rosetta Stone English the tableau helps them to comprehend and understand sequence (Allan 2002). It is created by posing bodies and communicates a living representation of an event, an idea or a feeling. Scenes are represented in which there is conflict or heightened action, the basic elements of literature. The students become physically involved but the technique does not demand any theatrical skill. The images may be naturalistic - for examples pictures for an illustrated edition of 'To Kill a Mocking Bird' or more abstract such as an image of Justice as Atticus might imagine it (Rogers, O'Neill, Jasinski 1995).This valuable teaching strategy can be used to encourage discussion and reflection. It offers students an effective technique to clearly express ideas that they might not be otherwise skilled enough to communicate initially in writing. This strategy also helps students, especially struggling readers, to better understand text giving them that extra 'perception' and 'insight' asked of from the students.Role is the basic ingredient for exploring what it is like to be in someone else's shoes and to develop an empathy with the 'fictional' lives we read about (O'Neill, Cecily Lambert, 1982). Whilst in role students are learning to adopt and take a stance on a set of different attitudes. Rosetta Stone Greek This links directly to the curriculum in being able to process information and think critically. Role play draws on research surrounding co-operative learning theories as it can occur not only individually but also within a variety of groupings such as the pairs, whole class, small or large groups, or half and half (on half provide action, one half observe and respond). For instance following a tableaux, students may be asked to develop a role play about specific moments in the story. Usually role play is most successful when the teacher is 'immersed' in the scene with them.In this strategy the teacher creates a situation in which the class has one of the following; 1 The need of an expert's knowledge 2 The need to have their ideas challenged by another perspective 3 The need to provide information or some kind of service to the teacher in role Often the most effective roles a teacher can adopt are close to the teachers regular function - for instance chairing a meeting, seeking questions or discussing the pros and cons of an event. The difference is that role will always have an attitude to the event, seeking information, persuading, patronizing or opposing. The teacher in role does not 'act' and is never merely an extra - they are the usual facilitator of discussion, however within real imagined circumstances. (Johnson, O'Neill 1984). The teacher takes the role of a social worker who visits the Cunningham family. Using questioning the teacher raises possibilities and invites the students to predict and advise on the problems of the Cunningham family. Students are called upon to grasp the perspectives of the characters in the story and to act upon those understandings in emphathetic and insightful ways. In short the students are drawing on a range of intelligences to create meanings across the worlds of drama, reader and the literary text itself (Rogers, O'Neill, Jasinski 1995).What do English teachers need to know to teach through drama?A teacher does not need to be an expert to use drama the classroom. They do not need to be able to act. They merely need to know their text inside out to be able to apply it within the context of real imagined scenarios. Rosetta Stone Hindi These real imagined scenarios can be developed through these three easy conventions. The fictional world can become a reality for students, providing connections and context beyond what they can experience by merely deciphering meaning from words. Jonathan Needland, Dorothy Heathcote and Cecily O'Neil all provide useful texts that discuss the implementation of drama conventions within literary and language classrooms.Why is drama effective in teaching extended written text?This report draws on a variety of expert references from both English and Drama backgrounds to support the research for engaging students in reading through using drama with extended written text. For instance advocates of 'context' English teaching such as Jeffrey Wilhelm and David Barnes and 'process' drama enthusiasts such as Dorothy Heathcote and Cecily O'Neill.(article has been chopped due to word length, further revised summary coming)
