Summary of how to approach speaking and listening through drama - Penyedia rekomendasi movie

A summary of How to Approach Speaking and Listening through Drama

Name :ulung hidayatulloh

Class: tbi-6D

Nim :171230112

1. How to Begin with Teacher in Role

Why use teacher in role?

     There are Many teachers see TiR as a difficult activity, particularly with older childrenin the primary school. However, it is our experience that when a teacher takes arole he or she becomes ‘interesting’ to the children, so that there are less con-trol problems because they become engaged. Many times we have watched trainee teachers with a class of children struggling to get attention when giving instructions in traditional teacher mode. Yet, as soon as they move into role,they obtain that attention more effectively.

Teacher as storyteller

     The teacher as a storyteller is something all primary school teachers will recog-nise. Good teachers slip easily into it and use it frequently. The teacher’s role will be to communicate the text in a lively and interesting manner, holding their attention and engaging their imag-ination. The connection between the teacher as storytellerand the teacher using drama, lies in the fact that they both use the generation of imagined realities in order to teach.

Preparation for the role

In preparing to be this kind of storyteller the teacher must have made particu-lar decisions about this child.

1. Begin by asking the class out of role what they want to ask the child and theorder of those questions.

2. Before the drama session, decide what attitude you are going to take when questioned by the class. You are going to be telling them a story but it will beas if they had just met you and it will not be the voice of the narrator re-tellingsomeone else’s story but in the present tense as if it is happening now.

3. From the text of a book

4. Stop and come out of role and discuss what they have found out. 

Teaching from withinMoving in and out of role – managing the drama and reflectingon it 

     using role as ‘teaching from within’ because the teacher enters the drama world, but it is very important to step out of the fiction oftenand not let it run away with itself. When using TiR, the teacher is operating asa manager as well as participant and must spend as much time stopping thedrama and moving out of role (OoR) to reflect on what is happening and givethe pupils a chance to think through what they know and what they want todo. This OoR working is as important as the role itself. It manages the role andtherefore the drama; it manages the risk, establishes where the class is andhelps pupils believe in the drama. It provides time and space for the teacher toassess and re-assess the learning possibilities.

The requirements of working in role

     It is not necessary to use role throughout the piece of work. It can be used judi-ciously to focus work at strategic points or to challenge particular aspects of the children’s perceptions whilst other techniques and conventions are used to support the work and develop it. In order to make the TiR most effective, we need to look at educational drama from the point of view of the ‘audience’, an audience who in this instance are participants at the same time. 

Disturbing the class productively Discovery/uncovering – challenge and focus

The teacher’s function is to provide challenge and stimulus, to give problems and issues for the class to have to deal with. The drama is developed through a set of activi-ties that build the class role, which is usually a corporate role and We have to help them into the drama, making them comfortable, and then disturb that comfort productively.

Responding to your class 

The art of authentic dialogue – needing to listen – two-way responses

     if the teacher participates through TiR then there can be a meeting point at which creation takes place because, in addition to planning the structure, the teacher's ideas can operate within the drama and challenge and engage with the children's ideas in a dialectic. The teacher can fully manipulate the structure from within and the resulting activity.

The teacher–taught relationship 

     In all teaching situations there exists a power relationship between the learners and the teacher. The learners are bound together as a group merely by beingthe learners and, of course, as there are more of them than there are of you,they hold the power.

There are five basic types of role and mostly can be illustrated from the ‘The Dream’ drama.

1.The authority role This is a role like the Duke in the ‘The Dream’ drama, who is presented with Egeus’s problem and has to rule on it. 

2. The opposer role This is a role that is often in authority but dangerous to and/or creating a problem for another role and, by extension, the class. 

3. The intermediate role This is often a messenger or go-between, as the ser-vant role used in the ‘The Dream’ drama.

4. The needing help role This is a role like Hermia, who is in need of help to fight the injustice of her father’s decision.

5. The ordinary person This role is in the same position as the role given to

the class.