As issues such as globalization in the information age and thedevelopment of new educational standards gain more importance, leadersin education are looking for more effective teaching methods for students
who make use of various learning strategies. Drama has recently becomea center of attention and “an important part of the literature curriculum inmany countries” (Urian, 2000, p. 1-2). Since it is a potentially powerfultool for instruction and learning (Schneider & Jackson, 2000; Smith &
Herring, 1993) propagating the methods and techniques of drama forearly childhood education takes on great significance. As a learning tool,drama is beneficial to students of all age groups, because it provides themthe opportunity to develop more effective learning techniques, strategies,and solutions (Booth, 1985). It helps them to comprehend the world theylive in and construct their knowledge and increases the chances for
children to express themselves independently in any subject area,including reading.
Drama and Reading: General Considerations
Reading comprehension is a process that consists of makingpredictions, interacting with the text, decoding the meaning embedded inthe text (Tortello, 2004, p.206), providing “the active construction of
meaning”(Jennings, Caldwell, & Lerner, 2006, p. 267), and building upschemata in reconstructing the text’s meaning. Likewise, during a dramaactivity students interact with others, decode what others say and do, and
construct their own self. “Literacy is concerned with reading… dramainvolves reading… thus drama must help with literacy”.
Drama and Reading: General ConsiderationsReading comprehension is a process that consists of making
predictions, interacting with the text, decoding the meaning embedded inthe text (Tortello, 2004, p.206), providing “the active construction ofmeaning”(Jennings, Caldwell, & Lerner, 2006, p. 267), and building up
schemata in reconstructing the text’s meaning. Likewise, during a dramaactivity students interact with others, decode what others say and do, andconstruct their own self. “Literacy is concerned with reading… drama
involves reading… thus drama must help with literacy”themselves, their classmates, and the events they experince. In other words, through drama, students not only read what is in atext but also actually “live” in it, a process that will lead to bettercomprehension and retention. By expressing themselves in the fictitious
world they have constructed, they can realize their ideas through imagination Moreover, drama helps students to develop their verbal interpretation (Hoyt, 1992) of their reading.To reach positive results in
integrating drama and reading, Kelner & Flynn (2006, p.17) propose a five-step plan for a high-quality arts-integrated drama and reading
comprehension lesson:
1) clearly stated and explained objectives in both drama and reading
comprehension.
2) an acting tool- and /or skill-building activity or warm-up.
3) a drama strategy that encompasses both sets of stated objectives
(drama and reading).
4) a reflection activity on the drama to allow students to implement
gained understanding.
5) an assessment from both the drama and reading comprehension
perspective.
Following these steps through group activities, children learn not only how
to think more clearly by speaking with others and listening to them but
also how to find more efficient ways to comprehend the text.
Güngör, A.,(2008). Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes TowardReading :Journal for Learning through the Arts, 4(1) Florida State UniversityPublication
who make use of various learning strategies. Drama has recently becomea center of attention and “an important part of the literature curriculum inmany countries” (Urian, 2000, p. 1-2). Since it is a potentially powerfultool for instruction and learning (Schneider & Jackson, 2000; Smith &
Herring, 1993) propagating the methods and techniques of drama forearly childhood education takes on great significance. As a learning tool,drama is beneficial to students of all age groups, because it provides themthe opportunity to develop more effective learning techniques, strategies,and solutions (Booth, 1985). It helps them to comprehend the world theylive in and construct their knowledge and increases the chances for
children to express themselves independently in any subject area,including reading.
Drama and Reading: General Considerations
Reading comprehension is a process that consists of makingpredictions, interacting with the text, decoding the meaning embedded inthe text (Tortello, 2004, p.206), providing “the active construction of
meaning”(Jennings, Caldwell, & Lerner, 2006, p. 267), and building upschemata in reconstructing the text’s meaning. Likewise, during a dramaactivity students interact with others, decode what others say and do, and
construct their own self. “Literacy is concerned with reading… dramainvolves reading… thus drama must help with literacy”.
Drama and Reading: General ConsiderationsReading comprehension is a process that consists of making
predictions, interacting with the text, decoding the meaning embedded inthe text (Tortello, 2004, p.206), providing “the active construction ofmeaning”(Jennings, Caldwell, & Lerner, 2006, p. 267), and building up
schemata in reconstructing the text’s meaning. Likewise, during a dramaactivity students interact with others, decode what others say and do, andconstruct their own self. “Literacy is concerned with reading… drama
involves reading… thus drama must help with literacy”themselves, their classmates, and the events they experince. In other words, through drama, students not only read what is in atext but also actually “live” in it, a process that will lead to bettercomprehension and retention. By expressing themselves in the fictitious
world they have constructed, they can realize their ideas through imagination Moreover, drama helps students to develop their verbal interpretation (Hoyt, 1992) of their reading.To reach positive results in
integrating drama and reading, Kelner & Flynn (2006, p.17) propose a five-step plan for a high-quality arts-integrated drama and reading
comprehension lesson:
1) clearly stated and explained objectives in both drama and reading
comprehension.
2) an acting tool- and /or skill-building activity or warm-up.
3) a drama strategy that encompasses both sets of stated objectives
(drama and reading).
4) a reflection activity on the drama to allow students to implement
gained understanding.
5) an assessment from both the drama and reading comprehension
perspective.
Following these steps through group activities, children learn not only how
to think more clearly by speaking with others and listening to them but
also how to find more efficient ways to comprehend the text.
Güngör, A.,(2008). Effects of Drama on the Use of Reading Comprehension Strategies and on Attitudes TowardReading :Journal for Learning through the Arts, 4(1) Florida State UniversityPublication
Comments
Post a Comment