drama as a didactic resource and multiple intelligences

TEACHING SPANISH AS A SECOND LANGUAGE:

DRAMA AS A DIDACTIC RESOURCE

Susana Balasch Sellart

INVOLVING MULTIPLE INTELLIGENCES

IN THIS PRESENTATION I WILL OUTLINE THE MAIN POINTS OF MY

ACADEMIC WORK

“DRAMA AS A DIDACTIC RESOURCE TO TEACH SPANISH AS A SECOND

LANGUAGE”

THIS WORK WAS THOUGHT FOR SECONDARY STUDENTS, BUT IT IS PERFECTLY ADAPTABLE FOR ELEMENTARY SCHOOL, ONLY CHANGING THE TOPIC OF THE PLAY.

IT COULD BE APPLIED IN FORMAL EDUCATION OR IN THE AFTER SCHOOL PROGRAM.

EVEN IT COULD BE APPLIED TO FAMILIES LIKE A LIFELONG LEARNING ACTIVITY.

Structure of the work

1. Introduction2. Multiple Intelligences3. Content and Language Integrated Learning (CLIL)4. Previous experiences.5. Selection of Spanish theater plays.6. Didactic unit.7. ConclusionBibliography and appendices.

Theoretical Framework:Multiple Intelligences by Howard Gardner.

● All people have different kinds of intelligence● Everyone has different abilities to learn better through one or other of these

intelligences.

● Linguistic intelligence● Logical Mathematical Intelligence● Spatial and visual intelligence● Kinesthetic intelligence● Musical intelligence● Interpersonal intelligence● Intrapersonal intelligence

Theoretical Framework:Multiple Intelligences by Howard Gardner.

The main goal of applying the Multiple Intelligences is:● Give to pupils different paths to achieve the gaps.

■ Not only one solution is possible.■ There are multiple ways to solve the same problem.■ Creativity, and tolerance to all opinions are interesting

attitudes in a Multiple Intelligence Classroom.

● Give to pupils different tools to be more aware about their abilities instead of feeling depressed because of their difficulties and limitations.

Theoretical FrameworkDrama as a didactic resource

How I can include all Intelligences into the Spanish Classroom?

● Using drama activities as a didactic resource could be a good idea to involve all intelligences into the development class, as I explain following.

Drama, theater and Multiple Intelligences

LINGUISTIC INTELLIGENCE

Working through theater is obvious than Linguistic Intelligence will be worked in

multiple situations and activities like:

● Dialogue comprehension

● Spanish expressions

● Correct pronounce of questions, exclamative sentences…

● Correct use of the language in different emotional moments: speak sadly,

happily, angrily…

● Ironic sentences


LOGICAL MATHEMATICAL INTELLIGENCE

● Maybe it is the intelligence that seems more difficult to work in a language class.

● But there are some ways to introduce maths and engage pupils who like more it

than language activities.

● For example:

○ How many minutes is the play? How many minutes we can give to each act?

○ In which year was written the play? How many years have passed since then?

50” long in 3 acts =longershorter

basic operations


KINESTHETIC INTELLIGENCE

DRAMA ACTIVITIES GIVE US THE CHANCE TO EXPERIMENT AND

EXPRESS THE LANGUAGE THROUGH OUR BODY.

● It helps to understand aspects related with non-verbal language, which is the most

difficult point to learn when classes are given only through written texts.

● Thanks to drama and theater, non-verbal language can have the same importance

into the classroom than written and spoken language.

● We don’t have to forget than the vast majority to misunderstandings between

native speakers and learners are because of the non-verbal language.


INTRA AND INTERPERSONAL INTELLIGENCES

Through drama and theater we can work points like:

● Acceptation of the own personality, feel good with oneself.

● Benefits of the cooperative work, acceptation and tolerance to others

● All pupils are important in order to achieve the best final result.


Spatial intelligence

● Ability to read and understand maps and plans

● Be able to draw real spaces on paper according with real sizes, perspective…

Possible activities to improve and develop spatial intelligence

● Draw scenes by paper including some aspects like entrance of the players,

illumination needs, sound effects and their duration, el tiempo de interpretación,

duration of the dialogues…

● Draw an artistic landscape in order to decorate and acclimate the background

according with the plot of the play.


Musical intelligence

● Capability to understand, interpret, create and feel emotions through the music.

● Ability to learn contents through the music.

Possible activities to improve and develop musical intelligence

● Choose the more adequate music according with both emotional and content

aspects of the plot of the play,

● Edit tracks from different authors to make them more according to the needs of the

play.


WHEN ALL INTELLIGENCES ARE INTO THE CLASS

HIGH GRADE OF MOTIVATION OF A MAJOR NUMBER OF STUDENTS

● Motivation is the best engine for learning

● The relationship among all intelligences is easier when students are highly

motivated

● So, motivation contributes to a higher implication of students through the

different activities or proposals during the learning process

CLIL (Content and language integrated learning)

● Teach non-linguistic curricular contents through a stranger language.

● The stranger language became in a useful tool to learn other contents.

● CLIL is based in intrinsic motivation. Pupil is engaged in interesting and

meaningful activities while using the stranger language in a more natural way.

● What happens in class is directly related with the stranger language learning, so it

can be used to solve real situations into school.

● Stranger language ceases to be an isolated learning and moreover interacts with

the learning content and also with the mother tongue.

My Lesson Plan

I propose a Lesson Plan in which Multiple Intelligences and CLIL are working together through drama and theater Spanish plays.

MULTIPLE INTELLIGENCES○ Through drama and theater.

CLIL○ Spanish history and culture.○ Through historic and social Spanish plays.

My Lesson Plan

● Real Decreto 1631/2006, en el que se fijan las enseñanzas mínimas para la ESO.

○ Transformaciones en la España del siglo XX: crisis del Estado liberal, la II

República, Guerra Civil, Franquismo.

○ Arte y cultura en la época contemporánea.

According with the law above, I choose historic contents

from the Spanish curriculum in order to be taught to

stranger students.

My Lesson Plan

I chose “Historia de una escalera” by Antonio Buero Vallejo in order to work historic and social aspects of Spain to students of secondary education.

Using different kind of plays, this proposal could be applied in different grades. Drama is good for all ages.

My Lesson Plan

I propose different kinds of main goals:

■ Linguistic goals: From the Plan Curricular Instituto Cervantes

■ Non linguistic goals: From the Currículum de Historia de la ESO

■ Goals about teaching success.

My Lesson Plan

● Activities■ Part 1

● Knowledge about the author and the main characteristics of the time in which he lived.

■ Part 2● Activities about the play. Knowledge about its cultural, social

and political context.

■ Part 3● Drama workshop

My Lesson Plan

● Examples of activities :Part 1 Part 2 Part 3

In groups, investigation work about what

are the main social,, cultural and historical

moments in the ages in which Antonio

Buero Vallejo lived.

· Del 1916 al 1931 : La crisis de la

Restauración

· Del 1931 al 1936 : La Segunda República

· Del 1936 al 1939 : La Guerra Civil

· Del 1939 al 1975 : El Franquismo

· Del 1975 al 2000 : La España Democrática

Spanish expressions that appear through the play

"Basta ya de monsergas"

In groups, they must to guess the meaning of each one of the expressions, and later check it with its dictionary definition.

Students will use the Corpus del Español de la Real Academia de la Lengua Española,in order to use real texts in which they could find the Spanish traditions worked before and be reflexive about the different meanings that one expression could have.

Pronouncing Spanish expressions worked before, but imitating different moods and emotions.

Improvisation:

What would you do if you were the main actor?

How do you think the main actor would act if he lived nowadays?

What are the main characteristics of Spanish culture according to the theatre play?

Representation of the play.

My Lesson Plan

EVALUATION● Self evaluation

● Rubrics accorded between teacher and students

● Evaluation of both, linguistic goals and non-linguistic (CLIL)

● Rubrics to evaluate the teaching, the resources, the adequacy of activities… (Students also participate is this assessment)

My Lesson Plan

CONCLUSION

THANK YOU FOR YOUR ATTENTION

Susana Balasch Sellart

drama as a didactic resource and multiple intelligences

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