Drama, Narrative and Moral Education: Exploring Traditional Tales in the Primary Years
Psychology Press, 1998 - 200 páginas
Teachers are expected to take responsibility for children's moral development, particularly in the primary years, but how best to go about approaching the issues? In this book, the author explores a classroom approach that uses both drama and narrative stories to explore moral issues: drama gives children an opportunity to work through moral problems, make decisions and take up moral positions; stories offer a resource for moral education whereby children can learn through the 'experiences' of those in the story. Through providing a number of case studies, the author shows how this may be done by practitioners in the lassroom.
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Theoretical Considerations 11 Part 1 Theoretical Considerations
Myth Morality and Drama
Emotion Reason and Moral Engagement in Drama
The Brahmin the Thief and the Ogre Drama
Ethical Exploration and
Moral and Cultural Values
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action Aeschylus analysis appear approach argued argument asked beanstalk become believe Brahmin Chapter characters Chief child concept concerns context create critical cultural defined described drama emotional emphasizes ethical evidence example experience explain explore expressed fact fairy tale fairy tales feel function Girl heart historical human ibid illustrate important individual influence intended interest issues Jack learning lessons literary live London meanings moral education myth narrative nature objective offers Ogre original particular performance person perspective play political potential practice presented proposed questions reason reference reflect relationship represented responses role rules seen sense session shared significant social society specific stage Star Maiden story suggests symbolic teacher theatre theory Thief thinking tradition understanding universal values virtues western writes