Drama according to the Wikipedia free encyclopedia is the specific mode of fiction represented in performance, which comes from a Greek word (drao) meaning action. A dramatic production depends mostly on in-depth development of realistic characters dealing with emotional themes, it put the characters in conflict with themselves, others, society and even natural phenomena. According to Learning Stream, “drama is a literary composition involving conflict, action crisis and atmosphere designed to be acted by characters on a stage before an audience.”
Process drama according free Wikipedia encyclopedia is a method of teaching and learning, where both the students and teacher are working in and out of role. Cecily O'Neill, Brian Way (et al) (1995)
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The facilitator can explore the theme through the fictional context by the use of different pedagogical skills making suggestions or relations to life experiences. The use of the K.W.L. strategy can be adopted to explore this context. In this strategy the K- tells what the students know, the W- what the students want to know and the L- what the students have learnt. Exploring the different landscape of experiences they have had will help them plan their process drama production. Therefore the student should be the center of this planning, using the opportunity to make fictional associations to the theme. They will relate to real life events and experiences using what they have learnt based on emotions, to plan their drama production. The student’s role would be to use their prior knowledge and experiences to explore different scenario in everyday life to make linkage to the theme hence, the theme would be explored and narrowed. In contextualizing the topic of accepting other persons in our community, the topic could be narrowed down to a classroom scenario of accepting a new student as apart of their classroom family. Students will tell of their experiences, and then tell what they want to know about the new member of the class. Facilitator will record this information on a chart then students will create a production on the issues
” Drama for Students. Ed. Anne Marie Hacht. Vol. 21.
Woolway, Joanne. Drama for Students. Eds. David Galens and Lynn M. Spampinato. Vol. 1. Detroit: Gale, 1998. 292-94. Print.
Galens, David, ed. Drama for Students "resenting Analysis, Cntext and Critism on Commonly Studied Drama" . Vol. Volume 1. Detroit : Gale Research , 1998 .
In Euripides’ tragic play, Medea, the playwright creates an undercurrent of chaos in the play upon asserting that, “the world’s great order [is being] reversed.” (Lawall, 651, line 408). The manipulation of the spectators’ emotions, which instills in them a sentiment of drama, is relative to this undertone of disorder, as opposed to being absolute. The central thesis suggests drama in the play as relative to the method of theatrical production. The three concepts of set, costumes, and acting, are tools which accentuate the drama of the play. Respectively, these three notions represent the appearance of drama on political, social, and moral levels. This essay will compare three different productions of Euripides’ melodrama, namely, the play as presented by the Jazzart Dance Theatre¹; the Culver City (California) Public Theatre²; and finally, the original ancient Greek production of the play, as it was scripted by Euripides.
Finally, it is fun to study drama. It is fun to dramatise and dress up and fall over dead behind improvised curtains and fence with blackboard pointers and cook up a witches brew and come to school with a spade over your shoulder for the Graveyard Scene. It is fun, and while all the fun is being enjoyed an incredible amount of language is pouring into these students' heads, through listening, reading, watching videos and learning lines off by heart.
“All the world’s a stage, and all the men and women merely players.” William Shakespeare may have written these words in As You Like It in 1600, but Erving Goffman truly defined the phrase with his dramaturgical theory. Dramaturgical analysis is the study of social interaction in terms of theatrical performance. Unlike actors though, who use a script telling them how to behave in every scene, real life human interactions change depending upon the social situation they are in. We may have an idea of how we want to be perceived, and may have the foundation to make that happen. But we cannot be sure of every interaction we will have throughout the day, having to ebb and flow with the conversations and situations as they happen.
There are many different ways for artistic expression. All with their differences and similarities. All with their appeals and disadvantages. However perhaps the most intriguing art form are plays. A play is a tremendously unique form of art; plays are considered both literature and performance art a double characterization that no other art forums share.
...drama has its own strict rules that can be extended to certain rules. The Plots are based on mythological stories which are well known by society. So, audience does not come to see what is going to happen, they come to see how the playwright is going to present to story. So, the differences between them are mostly in the development of story and characters.
Its general definition encompasses almost the whole of theatrical activity, but in the context of what dramaturgs do, dramaturgy is a comprehensive exploration of the context in which the play resides. The dramaturg is the resident expert on the physical, social, political, and economic milieus in which the action takes place, the psychological underpinnings of the characters, the various metaphorical expressions in the play of thematic concerns; as well as on the technical consideration of the play as a piece of writing: structure, rhythm, flow, even individual word choices. There are different sort of dramaturgs, with varying responsibilities, though few dramaturgs are of a pure type; most overlap categories. The institutional dramaturgs help find and select plays to be produced, while the education dramaturg prepares activities and materials for school group and leads audience discussions.”(McCabe 2008：64）
In this paper, I will be focusing briefly on my knowledge and understanding of the concept of Applied theatre and one of its theatre form, which is Theatre in Education. The term Applied Theatre is a broad range of dramatic activity carried out by a crowd of diverse bodies and groups.
The words Drama, Dramatization, and Dramatic Strategies are three terms frequently used in this study. In the context of this study, the word drama is not used to refer to play or theatrical work involving a stage, scripts, actors, or audiences. Instead, drama is defined as an interactive intervention strategy where students perform informal unscripted drama for the purpose of learning. Wagner ( 1998) called this form of drama as “ improvised drama”, an umbrella term she used to refer to drama – based pedagogy used in the classroom such as drama in education ( Heathcote, 19xx), creative drama ( Paley, 19xx) , and process drama ( O’Neill, 199x) .
A definition of drama is; an episode of life, or fiction that involves emotion or conflict.
The. Petersburg, Sara, ed. Drama for Students: Volume 26 – Presenting Analysis, Context, and Criticism on Commonly Studied Dramas. New York: Gale, Cengage Learning, 2009. Print.
The student use skills acquired at school to entertain and serve members of the community. For instance, student’s drama clubs can perform some interesting drama to entertain senior citizens at their homes or on any special occasion.