© 2014 – Routledge
The English Teacher’s Drama Handbook is a rich, thought-provoking introduction to teaching drama within the English classroom. Divided into two sections, the first part of the book explores deological influences that have shaped drama's relationship with English over the past 250 years and aims to help you locate your own practice within a theoretical and historical context. Starting with Rousseau's seminal text Emile, it considers the theories of key thinkers and practitioners and a range of complex issues including the construction of ‘childhood’, children’s play, the teacher and student relationship, the implications of linking drama and English and the impact of national curricula on drama and English teaching.
The second half of the book offers a collection of comprehensive, practical schemes of work to inspire and support you and your students to realise the power of drama in bringing English language and literature vividly to life. Suitable for a range of ages and abilities, each activity makes explicit links to the key thinkers and issues explored in the first part of the book and explores a particular aspect of work in English - from grammar and spelling to poetry and play texts. Together with guidance on how to begin and progress the activities, each sequence includes ideas for exploring issues further in the English classroom.
Written for English teachers at any stage of their career, The English Teacher’s Drama Handbook offers new ways of looking at drama and English that will ensure meaningful and enjoyable teaching and learning.
"This is a scholarly, coherent and compelling book. McGuinn is assured and eloquent, despite finding himself straddling both subject camps. At times he is frustrated and regretful at the long history of well-intentioned dysfunction that characterises the relationship between drama and English – subjects that appear so paradoxically similar and alien. At other times McGuinn’s imagination, enthusiasm and expertise in both pedagogies convince you that the experience of drama and English for students would be significantly enhanced by recognition by their teachers of both the common ground and the distinct opportunities offered by the two subjects." - Teaching English, Mike Connell, NATE Drama Committee
Part 1: Influences and Issues 1.Introduction 2. Early Influences: Rousseau and Froebel 3. Emancipation from Situational Constraints: Piaget and Vygotsky on Play and Drama 4. To Feel with Her Senses Awake: The Legacy of Finlay-Johnson, Caldwell-Cook and Hourd 5. A High Art Form in its Own Right: Peter Slade and Child Drama 6. From Noun to Verb: Growth through English or Development through Drama? 7. Entering the Secret Garden: An End to Romantic Child Centredness? 8. Daring to Speak Its Name: National Curricula and the Current State of Drama Part 2: Applying Theory to Practice 9. Introduction: Working with the Practical Activities – To the Teacher 10. Where Do You Stand? Exploring Your Own Ideological Position 11.From Private to Public Space: Exploring the Art Form of Drama 12. From Phoneme to Word Level 13. Working with Text: Poetry as an Example 14. Teacher in Role: The Department Store 15. Working with Play Texts: Shakespeare as an Example