Dramatic Interpretations of Poetry

Class is about to start

 The video is about preparing students’ mind for learning through poem and dramatic interpretations. The poem is relevant to the lives of students in that, they are encouraged to have a positive attitude toward learning and behave like other students. Particularly, the message of the poem is directed to students who have low self-esteem and who do not accept the way they are.  Many students get challenges in development (Teaching Channel, 2016).The peer influences affect the development and so it is important for students to value the age group and form a close relationship with others. The dramatic interpretation connects students with learning by gaining factual knowledge and social experiences.

            Mr Wasee makes this lesson applicable in that through drama, students are connected with learning and the drama acts as a powerful tool in the constructive process. The teacher forms a relationship with students through sharing viewpoints and through creating instructional environment.  Students are empowered by gaining new skills and deepening their understanding (Teaching Channel, 2016). The teacher allows the students to interact and due to psychological differences, students are able to gain interpersonal skills, self-expression and understanding.

 Tableau is an effective form in that it has a focus and expectation. Group members are focused and eagerly waits on what will happen next. Tableau shows both high and low levels where higher levels are associated with low status and low levels with low status (Teaching Channel, 2016). Tableau presentations reveal a clear picture of the individual character. Tableau form allows students to collaborate where they presents important thing like people and symbols.

Based on peer and self-assessment, Mr. Wasee asserts that age group is important in creating essential life decisions.  Peer defines who you are and who you will be in adult life.  Thus, self-assessment increases metacognitive skills and teacher are able to create effective setting of classroom (Teaching Channel, 2016). Students should value peer and self-assessment in order to gain deep learning, learn from success and mistakes of others in order to succeed in life.

Article: The discourse of drama supporting literacy learning in an early years classroom.

Summary

 The article presents the dramatic events and the pedagogical results of literary analysis, dialogue analysis and the writing behaviors. The overall results are derived from dramatic approach.  The functional linguistic research is the background of the discourse analysis   where children language is described as interactional, instrumental, regulatory and informative (Adomat, 2010).  Though teaching discourse is associated with studies, early childhood education research has introduced the drama sessions as a domain of learning. A drama event   named ‘The fossil find, May 2007’ was planned for the purpose of developing literate activities through discovering and observing fossil bones (Adomat, 2010).

 

Strength

Literate practice in the drama flowed well in the dramatic play and children showed competence and actions. Positive attention was used in regulating actions and imperatives were used to unify the dramatic roles. Instruction was connected with action of particular individual. The scientist in the dramatic event used the oral language competently (Adomat, 2010).  In addition, students who were scientists acted as active contributors hence created a consistent knowledge in the drama event.

Weaknesses

The analysis in this article has some weaknesses in that drama event in socioeconomic context used small sample of discourse. Some children were not active participants and they did not show interest. This is as a result of cognitive assumptions and distinct differences with the discourse. Teachers-in-role failed to use linguistic adaptation hence they did not explore the real world in providing different approaches in engaging children (Adomat, 2010).

The article has a useful content which will be applied in classroom. The drama transcript showed some important features such as interpersonal features, textual features and writing in-role.  This concludes that drama can support children in gaining writing skills and oral language. In addition, Dramatic dialogue can help students in gaining literate roles where they can employ the roles as voice thinkers (Adomat, 2010). Dramatic context provides students with mechanical tasks, typical modes and generalization. Dramatic interaction can be applied in classroom particularly in indigenous setting and help the student gain literacy modeling and engage in cross-cultural context.

 

 

 

 

 

References

 Adomat, D. S. (2010). Dramatic Interpretations: Performative Responses of Young Children to

Picturebook Read-Alouds. Children's Literature In Education, 41(3), 207-221.

 

Teaching Channel (2016). Dramatic Interpretations of Poetry. 

Retrieved from: https://www.teachingchannel.org/videos/dramatic-interpretations-of-poetry