drama for english language learners wendy k. mages harvard graduate school of education
TRANSCRIPT
Drama forEnglish Language Learners
Wendy K. MagesHarvard Graduate School of Education
Drama & LanguageTheory “Being ‘exposed’ to a flow of language is
not nearly so important as using it in the midst of doing” (Bruner, 1990, p. 70)
Research 3 Meta-Analyses indicate drama does
affect language development(Conard, 1992; Kardash & Wright, 1987; Podlozny, 2000)
Why is Drama Beneficial for Language Acquisition?
Provides a context for language use
Drama simultaneously engages the mind, the body, and the emotions
First Stanza of the Poem
There were a few dozen who occupied the field
across the road from where we lived,
stepping all day from tuft to tuft,
their big heads down in the soft grass,
though I would sometimes pass a window
and look out to see the field suddenly empty
as if they had taken wing, flown off to another country.
A “Taste” of Drama
Sample a number of drama strategies
Experience what it is like to be a student in a drama class
Drama Teaching Techniques Freeze
– Ensures safety of participants
Side Coaching– Listen to the words I use– I will try to coach you with my voice
No Right or Wrong– Creates safe environment for exploration– Encourages participation
Strategy: Walk About Techniques
– Fast & Slow– Heavy & Light– Large & Small– High & Low
Rationale– Engage participants– Dramatizing vocabulary
• Aids comprehension• Aids retention
– I used vocabulary from the poem
Strategy: Character Walk Techniques
– Lead with your head– Lead with your Toes– Lead with one shoulder– Etc.
Rationale– Encourages whole body engagement– Teaches vocabulary for body parts
Strategy: Greetings Techniques
– Hello• Use just your eyes• Use your head and face• Use your head, face, and voice
– Goodbye• Touch feet• Touch elbows
– Introductions• Formal• Informal
Rationale– Begin collaborative work– Teaches basic greetings in context– Teaches informal and formal introductions
Strategy: Statues Technique
– Number off by twos– Use your whole body to show me
• Happy• Sad• War (view museum)• Peace (view museum)
Rationale– Engage body in vocabulary development
Strategy:Group Sculpture Tableaux
Technique– As a group build a sculpture of a word– Sculptures:
• Waiting for Rain• Shocking• Mysterious• Pain
Rationale– Encourage collaboration– Vocabulary development
Strategy: Word Symphony Technique
– Distribute words from text– Allow students to experience the sound of
the words– Conduct the word symphony
Rationale– Encourage students to explore the sound
of words– Introduces vocabulary from the text
Strategy: Choral Reading Technique
– Show first stanza of poem– Distribute lines of the poem– Discuss line meaning in small groups– Students collaborate to perform poem
Rationale– Introduces text interpretation– Introduces text performance– Promotes comprehension
Questions?
Thanks!