This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
2. Order of the day
a peep at some real StorySacks
why stories are good springboards in ELT
storytelling and reading techniques for teachers
voice and body work
lots of activities
some project ideas
Reader’s Theatre performance
sites
6. Why Stories for teaching a
language?
offer a whole imaginary world, created by
language, that children can enter and enjoy
natural extension of childhood activity in first
language
bring the outside world into the classroom
link with art, poetry and literature
act as metaphors for society and human psyche
Rich and intimate events
7. Prototypical Features of Story
formulaic opening
introduction of characters
description of setting
introduction of problem
a series of events>>>>>>>>>
the resolution of a problem often with a
surprise
a formulaic closing
a moral, stated or unstated
8. predictability e.g. LRRH
sense of inevitability
comfortable familiarity with a twist/change
repetition of events and consequent language
parallelism e.g. LRRH
rich vocabulary supported by good art
narrative and dialogue
devices: alliteration, onomatapoeia,
grammar: prepositions, tenses, word order in
context
9. Story Sacks are Positive,
Theatrical, Special and Fun!
Sequencing Prediction
Rhythm Alliteration
Compound words Collective nouns
Adjectives Dialogue
Questioning Story setting/plot
Rhyming Character/theme
Positional vocabulary Also: Social skills.
Interactive Creativity and
Words ending in…… Cooperation
Verbs
12. Choose Stories
With lots of repetition, rhythm and rhyme
With enriched vocabulary
With beautiful or special illustrations and features
With a CD reading or telling of the story for pronunciation and
production practice.
A good theme like caring for each other, not telling lies, diversity,
safety, ability and talent, comparisons, fears, relationships, greed,
………
The possibility to adapt to drama/poetry/ song or that have plays
already embedded.
The possibility of LAC/XCP, TBL
Activities to do with other stories/songs/poems/films/posters/pop
culture
20. Story Sack
A story sack is a large cloth bag containing
a good quality story
activities for language development
puppets
soft toys
games/action songs
audio tape of the story
play script to act out parts of the story
handicraft/science/cookery/activities
props/ realia
22. Penny the Penguin from Patagonia
Story: Little Penguin’s Stories
Ball, Binoculars, Soft toys
Cloth
Three more Stories: Penguin, Penguin Small, Lost
and Found
Factual book: Penguins
Flashcards
Jigsaw
Where’s Penny? PPT
Original songs, chants and a play script
40. Great Sites
Commercially produced Story Sacks to purchase on-line
http://www.storysack.com/
Guidelines on how to make your own story sack
http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf
On-line resources from BritLit
http://www.teachingenglish.org.uk/try/britlit/little-red-riding-hood
Process Drama
http://www.tki.org.nz/r/arts/drama/posters/3/key/miners_wedding_e.php
EVO Drama
http://www.google.com/#hl=es&xhr=t&q=Process+Drama+Conventions&cp=25&pf=p&sclie
nt=psy&rlz=1R2ADRA_enAR377&source=hp&aq=f&aqi=&aql=&oq=Process+Drama+Conv
entions&pbx=1&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
What is Process drama?
http://esldrama.weebly.com/process-drama.html
Videos on Process Drama
http://www.google.com/#q=process+drama&start=10&hl=es&sa=N&rlz=1R2ADRA_enAR3
77&prmd=ivnsb&source=univ&tbm=vid&tbo=u&ei=FcW5TcqzGsjEgQeBioFR&ved=0CDAQ
qwQ4Cg&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
41. Worksheets for Sphere of Interculturality
1.Transport in Norwich and in Buenos Aires
Description Norwich-type Buenos Aires-type
private cars grey Ford
white Citroen
black Suzuki
all colours other
buses green Mercedes
single and doubledecker
bicycles many
taxis black/5 places
white/4 places
some vans for 8-50
trains blue/other
all sizes/a ll destinations
slow and fast
subway NO NO
airport small Air France
KLM ( Holland)
42. My Day Event Time starts Time finishes Contents
Norwich I get up at 7.30 a.m. my bedroom shared
with my sister
Buenos Aires
Norwich I have my breakfast 8.00a.m. cereals/porridge/baco
at n/
eggs/sausages/tea/sug
ar/milk
Buenos Aires
Norwich I go to school at 9.00a.m. 3.30pm morning: English,
maths, social studies/
afternoon:sports,
Spanish,
Buenos Aires
Norwich The shops open at 9.00a.m. 5.30pm corner, malls,
department, chains,
family,
Buenos Aires
Norwich I have my lunch at 12 noon 1.30 p.m. fish and chips, stew,
pasties,
spaghetti,
hamburger, pies
Buenos Aires
Norwich I do my homework at 5.00 pm 6.00 pm Homework timetable
Buenos Aires
Norwich I go to bed at 9pm
Buenos Aires
43. Birds (Factual book)
Make your own flashcards to study the names and
compare habitats, physical features, sounds, colours,
habits
44. “(the child) actively tries to make sense of the
world……asks questions……wants to
know…..Also from a very early stage, the child
has purposes and intention: he wants to do”
(Donaldson, 1978:86).
“Children bring to language learning their curiosity
and eagerness to make sense of the world. They
will tackle the most demanding tasks with
enthusiasm and willingness. Too often these
early gifts are turned to fear and failure”
(Cameron, 2001:246).
45. The requirements for the teaching and
learning of the art of self control vis a
vis other people cannot be met in the
conventional classroom with
traditional teaching and learning styles.
46. Drama is:
An activity which combines vocal expression and body
action. It is true communication
The ability to move an idea of the imagination or an event
into a concrete happening through interaction of the mind
and the body
Self expression through role play and improvisation
Willing suspension of disbelief
Artistic play
Our main method of receiving stories of the human
condition today
47. Drama is NOT:
…..the teacher telling the students about drama/
theatre/acting
…..the study of theatre/text/character/setting
….. theatre/TV/film
…..an activity which requires expensive
resources.
48. Drama as Education
SPICE
Drama is a holistic discipline
The five developmental processes are:
Social
Physical
Intellectual (cognitive)
Creative
Emotional
49. Drama Conventions
Teacher in role, Stranger in role, Mantle of the
expert, Narration, Meetings, Interviews, Hot
seating, Improvisation, Collective role play,
Pantomime/movement, Dream sequences, Still
image or tableau, Freeze frame, Thought
tracking, Guided imagery/visualization,
Decision alley, Role on the wall, Performance
Carousel, Soundscape, Choral speaking.
50. . “The most significant kind of learning which is
attributable to experiences in drama is a growth
in the pupils’ understanding about human
behaviour, themselves and the world they live
in” (O’Neill & Lambert, 1982:13)
51. Access to the Arts
“Drama and theatre are not mutually exclusive. If
drama is about meaning, it is the art form of
theatre which encompasses and contains that
meaning. If theatre is about expression, then it is
the dramatic exploration of the meaning which
fuels that expression” (Morgan & Saxton,
1987:1).
52. The Benefits of Drama for All
Drama for transformation
Drama as empowerment
Drama for fluency ( speaking and listening)
Drama as culture (play and storytelling)
Drama for thinking ( all types)
Drama for literacy (reading and writing)
53. Drama for ELT
Pronunciation, diction and voice control
Body language and gesture
Stance and posture
Blocking/interacting in space with others
Register / Speaking in role/Improvisation
Language games
Lifting the word off the page
Making language active, meaningful and fun
55. Confidence Building and Self
Esteem
experienced continual a whole series of small
discipline problems successes in a safe
continued failures envionment
within their routine transform their self
classes image
failures in social lives contribute to risk
even before entering taking
the school institution. “I can” attitude rather
than the already
established “ I can’t”
attitude.
57. The Art of Self Control
behaviour problems turn-taking/ listening to
self control is essential in other people
drama comprehending and
understand limits responding becomes
paramount
the open space makes
a growing awareness of
new demands
practise interaction with the use of body and
peers in pairs or in voice
the relationship between
groups
language and action
58. Self-expression
self expression - whole variety of
difficult for all but paralinguistic features
especially for SEN many more options
students works best with shy,
variety of learning retiring, weak students
difficulties precludes holistic nature engages
their ability to express the faculties
themselves in any
language which relies
heavily on vocal
expression (words) only
59. Multisensory Education
need to have all their all senses employed
senses developed through the use of
through concrete and imaginative contexts
practical activity all processes are concrete
cannot deal with the all learning styles
abstract nature of appealed to
grammar or language realia/props are real or
rules. symbolic
need to learn by metaphor/story
DOING inherently understood
61. The Here and Now
memorisation, or rote present lived life
learning is often this moment is now
impossible recalled experience to
school concentrates on live out now
the past and the future: imagined worlds to
tends to ignore the create now
present
62. Communication
Little opportunity for group negotiation and
play at home communication skills
Cannot play and share at essential to drama
school human need for
Maybe illiterate in involvement and
mother tongue engagement
the continuation of Access vocabulary easier
childhood play remember chunks of
language more easily
meaning in context
63. The Mask
Psychologically, drama is
little sense of self and cathartic
self worth a means to hide behind
cannot BE the mask of “the other”
unaware of diversity become the persona and
go beyond the confines
unaware of the other
of their own limited
selves
understand the nature of
the self and the other.
Notes de l'éditeur
At the lake
Flint stone
Students from Korea, Germany, Mexico, China, Japan