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This is the Feature Archive for 2003Select other archives here: |
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DECEMBER 2003 1. DRAMA IN SCHOOLS: SECOND EDITION
1. DRAMA IN SCHOOLS: SECOND EDITION This book describes the place of drama in a broad and balanced curriculum; reflects good practice in drama provision; provides guidance on what constitutes pupil progression in all key stages; and draws together key documents, initiatives and statutory requirements related to teaching drama. Find the pdf version here and the MS Word version here. There is also a Drama in schools: second edition poster. The poster summarises the curriculum model outlined in the book Drama in schools: second edition. The model outlines how pupils’ knowledge, skills and understanding of drama should develop over their time in school, and is intended to inform the construction of progressive schemes of work for drama. 2. NATIONAL CURRICULUM IN ACTION What comes to mind when you think of creativity? People being imaginative, inventive, taking risks and challenging convention? Do you think about originality and the value of what people produce? Perhaps you think you can only be creative if you are artistic. A good starting point for defining creativity is 'All our futures: Creativity, culture and education', the National Advisory Committee's report (DfEE, 1999). This report states that we are all, or can be, creative to a lesser or greater degree if we are given the opportunity. The definition of creativity in the report (page 29) is broken down into four characteristics: First, they [the characteristics of creativity] always involve thinking or behaving imaginatively . Second, overall this imaginative activity is purposeful : that is, it is directed to achieving an objective. Third, these processes must generate something original . Fourth, the outcome must be of value in relation to the objective. Debating the characteristics highlighted by this definition can
be a helpful starting point for agreeing what your school actually
means by creativity. People might be interested in knowing that the DFES e-learning strategy document has now been opened up for consultation. As this will form the basis for much policy in the field of ICT in education, it seems important to ensure that there is a perspective in this document on the use of digital technologies for creative practices - at present these are a bit thin on the ground. For the document and consultation process see the site. 4. MUCH TO DO ABOUT DRAMA As a delegate at the National Drama Conference 'Much To Do About Drama' at the Thistle Hotel in London on Saturday 6 December 2003 I thought it might be useful to compile a list of sites referred to: CREATIVITY Encouraging creativity in the classroom All our Futures - Summary DRAMA & LITERACY QCA _ GIVING DRAMA A VOICE KS1&2 Speaking & Listening
materials launched on 12 November 2003 ARTS COUNCIL ENGLAND KS3 STRATEGY OFSTED CHARLES CLARK Colleagues have been working generously to share files and other materials at: http://groups.yahoo.com/group/drama_uk/files/ This area is now full and Yahoo do not allow for file storage to increase. I have therefore put forward a proposal to host these files on my web server and this idea have been welcomed enthusiastically. This will also give me an opportunity to group and classify these files to make them easier to find. Also note my site has a search facility. Over Christmas I will be moving these files to: http://www.kentaylor.co.uk/die/materials.html NOVEMBER 2003 1. DRAMA FOR STUDENTS WITH SPECIAL NEEDS 1. DRAMA FOR STUDENTS WITH SPECIAL NEEDS One of my ex-students, Louise Tondeur, has just published a book entitled Drama for Students with Special Needs. She tells me this 150 page book consists of drama lesson plans and idea sheets for teachers. The outlines can be used as one-off sessions but can also build into schemes of work. The lessons are intended for students with moderate learning difficulties but would also work well with other special needs students, including those with disabilities, who might participate in sessions with a worker. They are targeted at Key Stage 3. The book has been written with basic skills in mind, in particular the development of literacy skills, as well as basic drama skills. However it can be equally be used towards other aims: for example, to build group trust or self confidence, to teach self awareness, body awareness and self-expression. You can download
sample pages, contact Louise and order online. 2. WRITERNET writernet provides writers for all forms of live and recorded performance - working at any stage in their career, and in diverse contexts - with a range of services which enable them to pursue their careers better. writernet also provides a wide range of producers who employ writers with the opportunity to make more informed choices to meet their needs. writernet is a national, not-for-profit organisation funded by earned income from subscription, trust fund support and project funding from the Arts Council England. writernet is an innovative and unique interface between the writer and producer - an advanced, verstaile service providing essential information in a comprehensive and accessible way. Answers to questions; solutions to problems. 3. DRAMAWEST It is always important to be aware of how Drama in Education is being developed in other countries. The DramaWest committee in Australia has been very busy recently and have some interesting things to share: Curriculum Framework Progress Maps The Arts elaborations for levels one to five contain a generic statement, describing achievement of the Outcome at each level, followed by an explanation of how achievement may appear in each of the contexts. Each generic explanation summarises the level of progress by outlining the range, complexity and application of skills and understandings at each level. The elaborations for levels six to eight contain the generic level elaboration. Further revision work will occur with the development of the Courses of Study. Another great website can be found here. At this one you can access the Drama Preliminary Consultation DRAFT Documents for the new Drama Course of Study. Kim Flintoff originally designed, built and maintained the DramaWest site in 1997. Since its inception he has also hosted the site. He was Technology Officer for DramaWest until 2000 and kept hosting the website after he left the committee. Since that time he has also borne the financial cost of hosting the site. This year he decided that he had too many other commitments and personal goals to continue this function for DramaWest. 4. DRAMA EDUCATION (AUSTRALIA) Some readers will be aware that Kim Flintoff has built his own personal Drama Education website. Being his own site he has included many of his own classroom resources and documents he has created since he began Drama teaching in 1998. The lesson plan directory is to my knowledge the most complete of any Drama Education website in existence. 5. IDEA 2004 Another reminder about this World Congress. the call for papers has now ended. CONGRESS THEME: The Universal Mosaic of Drama Focus The Congress will focus on the essential role of creativity through drama and theatre in the education of global citizens. Canada's unique cultural mosaic will serve as a vantage point from which to consider the universal mosaic of drama that springs from, nurtures and reflects creativity in young people around the world. Key Questions What are the universal elements of dramatic perception and communication? OCTOBER 2003 1. MUCH TO DO ABOUT DRAMA National Drama is organising a day Conference at the Thistle Tower Hotel, London Bridge on December 6th 2003 called 'Much to do about Drama'. There will be presentations from key people in the organisations who have produced the following documents: - DfES: Drama in the Key Stage 3 English framework (published May 2003) and Drama objectives bank (published June 2003) - Ofsted: Inspecting drama 11-16 2002 and drama and post 16 drama and theatre studies (2001) - QCA: Giving a voice: drama and speaking and listening resources for key stage 3 (May 2003) - ACE will be able to send a representative to present: Drama in Schools : Second edition (published October 2003). Also John Taylor, ex HMI for drama will be speaking. Bookings are
by cheque ( ND members £120 and non-members £150)
to: Colleagues, I have learned from the organising committee of IDEA 2004 that the date for proposing a paper or workshop presentation for the World Congress has been extended to OCTOBER 20, 2004. Please see the web-site for further information. There has been a great deal of discussion about the Edexcel GCSE Drama course on Drama_UK recently, especially concerning INSET. Edexcel are running there own training. London Drama is also running an evening course: Understanding Edexcel GCSE Drama with Gillian Emmett on Tuesday 21st October 6.30-8.30pm at Central School of Speech and Drama, Swiss Cottage. It is envisaged to be largely a question and answer session, so if anyone has any confusions about Edexcel this would be the place to get clarity. Contact London Drama at: Londrama@aol.com to reserve a place. £20 Non Members £15 Members. Other Evening Courses from London Drama: 6 &13 Nov 6.30-8.30pm: Understanding Lights and How to Use Them with professional lighting designer at Hampstead Theatre (2 part- very hands on - only 4 places left) 25 Nov 6.30-8.30pm: (A level) Understanding Artaud with Trine Jorgensen from Theatre Museum And two workshops-with-the-director-plus-show at the Hampstead Theatre: 8 Oct (6pm start): workshop then The Maths Tutor by Claire McIntyre (free ticket 12 Nov (6pm start): workshop then The Straits by Gregory Burke (free ticket) All the above are £20 Non Members and £15 Members Saturday workshop is: I was involved in the planning stages of the new Kar2ouche software 'Rehearsal Room'. It offers a series of activities based around the theme of the family and family conflict, which are mapped to the drama sections of the National Literacy Strategy and National Curriculum Learning Objectives for Key Stages 3-5. A wide variety of text and audio sources are included in Rehearsal Room to build on these themes, and include extracts from Shakespeare, poems, classic and modern literature and newspaper articles. Using the characters, backgrounds and props in Kar2ouche, students can then prepare for a performance or evaluate work they have already done in a variety of settings such as the Globe theatre. This is an excellent way of getting real value from cover lessons and providing visual evidence of drama work that has been carried out for assessment purposes. The software can be used as a standalone product using a laptop and digital projector in the drama room or as a networked resource. It works on both PCs and Macs. 5. BUYING A MAC By now readers will know that I am keen on integrating ICT into the Drama classroom and may also know that I am a dedicated Apple Mac enthusiast. If anyone is considering buying a Mac it is worth noting that their current 0% interest scheme has been extended until the end of October 2003. See their site! There has been some interest in stories and storytelling on Drama_UK recently. A useful site is CandlelightStories.com which claims to be the leading independent site for children on the Internet. They provide a safe and secure environment for children to learn and have fun. In addition to publishing online children's stories and ebooks, they produce their own line of high-quality children's audio programs that present classics like 'Snow White' and 'Puss In Boots' with voice characterizations, music and sound effects. They also produce non-violent games and activities for children. The site is currently in use at schools and libraries across the United States, Canada, Australia, New Zealand, and England. Candlelight Stories offers wide exposure for creative content and media producers who get their work published and broadcast on the site. SEPTEMBER 2003 1. FILM EDUCATION PRESENTS: NATIONAL SCHOOLS FILM WEEK Welcome back! I wish you an enjoyable and rewarding term. I am delighted to see that the Drama_UK files section has been growing. Remember this Newsletter and the Drama_UK site are brought to you at no cost. It is as good as we (collectively) make it. Make the most of it. Share files on-line with the whole group rather than ask people to post items to you individually.
1. FILM EDUCATION PRESENTS: NATIONAL SCHOOLS FILM WEEK October 9 - 17 [Scotland & Northern Ireland 27 - 31 October] The programme of the eighth National School Film Week 2003, which this year is supported by the UK Film Council, is now available. They are also screening all ten short listed films nominated for the LEGO/BAFTA Kids Vote, which gives children the chance to have their say at BAFTA‚s Children's Film & Television Awards in association with LEGO® . You do not have to attend one of the screenings to be eligible to vote so please encourage your pupils to take part in this exciting award and enter the fantastic competition at the same time. For a full list of films, locations and screening dates and times please check the National Schools Film Week Web Site. Please note the site is being re-launched in September. Teaching materials
to support film screenings will be available from the site. 2. TRESTLE THEATRE COMPANY WORKSHOPS FOR TEACHERS Teaching Mask Theatre - 15 October 2003 10:30-17:00 Workshops are £100 each and take place at the Trestle Arts Base in St Albans, Hertfordshire. Further information from 01727 850 950 or see the web site. 3. DRAMA AND THE MOVING IMAGE A one day conference lead by Marigold Ashwell and Ken Taylor on Wednesday 19 November 2003 09:00-16:30. The conference will consider the new publications produced by the Arts Council, QCA and KS3 Strategy. It will also include a practical session demonstrating how digital video can enrich classroom Drama. Organiser:
Gillian Cawley 01582 830 215 Cost: £105 The journey toward Canada hosting the 5th Congress began many years ago with discussions among drama/theatre-in-education devotees from across Canada attending previous international events. The IDEA 2004 Team is very excited about hosting the world's premier drama/theatre-in-education gathering in Ottawa between July 2 and 8, 2004. We hope that delegates will arrive by July 1 (Canada Day) to help us celebrate the country's national holiday "on the hill". Proposals to run workshops or give papers must be received by 30 September 2003. 5. ATHENS INSTITUTE FOR EDUCATION AND RESEARCH Call for papers has also gone out for the 6th INTERNATIONAL CONFERENCE
ON EDUCATION
AUGUST 2003 1. ARTS ALIVE 1. ARTS ALIVE ARTS alive! is the outcome of a QCA curriculum development project set up to identify ways in which the contribution of the arts to pupils' education can be maximised. It is designed for use by headteachers, arts subject leaders, school governing bodies and arts practitioners. The site invites schools to contribute their own work so that other schools can benefit. Schools interested in sharing their work should complete the case study template and send it to QCA with examples of their pupils' work. 2. MAPPING INTERNATIONAL ARTS ACTIVITY Visiting Arts is the national agency for promoting the flow of international arts into the UK. It develops related cultural links abroad to help build cultural awareness and positive culture relations. It also makes high quality international arts accessible to the widest possible range of practitioners and audiences in the UK. Currently Visiting Arts, in partnership with Arts Council England is carrying out a mapping international arts project in England. As part of this project, these organisations are reviewing whether any Creative Partnership projects have an international dimension and potential for international arts activity or exchange to be able to contribute to the programme. Send copies of documentation on any CP projects with an international dimension to alice.davies@visitingaarts.org.uk Arts Explorer is a new search engine for the arts, which is to enable Internet searchers find items of interest easily. The New Opportunities Fund (NOF) supported this digitisation programme. Arts: Explorer was launched on 10th July at the Archive and Visitor Centre, 60 Farringdon Road, London EC1R 3GA at 4.00pm. For further details contact Richard Harvey at Richard@metier.org.uk The e-Learning Strategy Unit's overriding objective is to achieve coherence in Government ICT initiatives which support learning and teaching and in working with our external partners. The Unit is responsible for cross cutting issues across all sectors of learning from pre-school, through school, FE and University to community-based lifelong learning. What do you think? e-Learning
Strategy web site A groundbreaking new play written entirely over the Internet by 11 writers in 11 countries has been aired on BBC World Service. The play - entitled 'We Are Water'‚ - came about as a result of a joint project between the BBC and the Royal Court Young Writers Programme, who were keen to build on a similar but smaller-scale project in 2000 to develop the next level in cyber-generated arts. After making their selections of the writers involved the two organisations brought them together into the International Young Writers Group. JULY 2003 1. FILM & CITIZENSHIP First Light is a digital short film-making scheme to help seven to 18-year-olds across the UK gain experience in film-making. More than 200 films have been made since its launch in May 2001 and some 3,500 young people are involved in First Light film-making. The scheme provides funding to enable young people from all social sectors to make short films; either fiction, animation or documentary, using a range of digital technologies. In September 2002, to coincide with the launch of the Citizenship curriculum, First Light launched a new project to encourage teachers and students to use film-making in the classroom. The initiative, Film and Citizenship, will encourage schools to use the film-making process to explore citizenship issues and provides teachers with imaginative ways to explore issues as part of the citizenship curriculum. First Light has produced a Film and Citizenship Screen-writing Kit as a teaching aid to encourage students to write their own film scripts. The kit contains classroom and video activities for teachers and students. The accompanying video contains a short film and clips of films made by young people using First Light funding. Schools can also use the Screen-writing Kit to come up with ideas for an outline of a short film drama. Five schools with the best ideas will receive First Light funding and a residency from a professional film-maker to support young people to go on to produce the film. The submissions deadline for film ideas was December 20th 2001. The films will be premiered in Summer 2003. To request copies of the kit e-mail citizenship@firstlightmovies.com. The Screen-writing Kit and more information on film-making with young people can be viewed on the web. The new PSHE (Personal, Social and Health Education) web site area on TeacherNet is a dedicated learning and development resource for teachers of PSHE and Citizenship. This interesting resource contains a flexible, interactive tool to help identify your development needs; a signpost to ‘learning pathways’ offering a wide range of learning options; a database of resources; and the opportunity to share ideas, seek advice and contribute your own good practice through the bulletin board. 3. CREATIVITY What comes to mind when you think of creativity? People being imaginative, inventive, taking risks and challenging convention? Do you think about originality and the value of what people produce? Perhaps you think you can only be creative if you are artistic. This new QCA web site investigates these questions. 4. PLAYS ON THE DRAMATIC EXCHANGE Colleagues have recommended this site to assist in the decision
on which play to select. Take a look. There are three ways of finding
plays here: Please note that all plays on the Dramatic Exchange are copyrighted by their authors . They have put them here for you to read, but before you do anything with any of them, and certainly before you put on a production of one of them, be sure to read the "Summary Information File" web page about the play describing the author's restrictions on its use, and giving information how to contact the author. It has taken me a while to notice but the English National Ballet's new website is now live! As well as making booking on-line easier with detailed information about forthcoming tours, the site provides in-depth information about the structure and life of the Company. The new navigation makes it easy to visit the Press room, read recent reviews of the Company's performances, look at 'behind the scenes' photographs in the gallery and find out about education and sponsorship activities. JUNE 2003 1. GIVING A VOICE I will be interested to hear what colleagues think of these new resources. We should start a new thread on Drama_UK. Please note the first two are already available the second two will be available soon. 'Giving a voice: Drama and Speaking & Listening resources at Key Stage 3' which has now been published by the QCA. They will cost £6 to schools, LEAs and other education users ISBN 1 85838 528 8 oder reference QCA/03/1075.They will also appear on the QCA English site in the summer. This project is designed to meet requests from teachers for further support in planning for the key speaking and listening objectives, including those for drama, in the KS 3 Framework. A joint KS 3 English strand/QCA publication offers guidance, together with a series of practical teaching sequences, which have been trialled and developed by a team of consultants and teachers. This material has been given to KS3 Strategy English consultants in their training sessions in May. There should be a launch of these materials in the Autumn. 2. ARTS ALIVE Another QCA initiative is Arts Alive! This is the outcome of a QCA curriculum development project set up to identify ways in which the contribution of the arts to pupils' education can be maximised. It is designed for use by head teachers, arts subject leaders, school governing bodies and arts practitioners. The site invites schools to contribute their own work so that other schools can benefit. Schools interested in sharing their work should complete the case study template and send it to QCA with examples of their pupils' work. A number of schools have contributed case studies already. For example, there is one on improving pupils' writing through drama. 3. DRAMA IN THE KS3 ENGLISH FRAMEWORK The KS3 Strategy will be publishing guidance on 'Drama in the KS3 English Framework'. They state: 'In each year of the Framework there are objectives within Speaking & Listening which are under the heading of Drama … but they are not the only objectives that can addressed through Drama …' Date of Issue 05/2003 ref: DfES 0322/2003 The KS3 Strategy will be publishing a 'Drama objectives bank' in a similar format to the English banks. These relate to Speaking & Listening. Date of Issue 06/2003 ref: DfES 0321/2003 MAY 2003
APRIL 2003 1. ARTS
IN EDUCATION - COOPERATION OVER BORDERS The aim is especially to find new ways to benefit and learn from the peaceful coexistence with the different artistic and cultural backgrounds and knowledge that are presented by refugees and immigrants in European countries, USA and Canada. The presenters of the congress will share their experiences and cases to all participants and work then also in small groups developing their ideas together with colleagues of other art forms as well. The conference will be held on in Helsinki and Espoo, Finland. The venue
is Hanasaari, the Swedish-Finnish Cultural Centre.
Whatever the
personal views of teachers about the war, and whether they teach
children in the Foundation stage, the primary school
or secondary school, they are all faced with the question
of what their professional responsibilities are in the current
situation. This session
will provide an opportunity for teachers to share ideas, with contributions
from: Robin Richardson
Muhammad Imran Saturday 5 April 10am =AD 1pm MARCH 2003 1. THEATRE
MUSEUM
FEBRUARY 2003
This one-day course will focus on the ways in which we can enable
young children to explore and develop their creativity and imagination.
Consider the links between expressive, aesthetic and physical
development. As this course will involve a degree of participation,
delegates
are asked to wear loose comfortable clothing and shoes. The course, for teachers, nursery nurses and any other adult
working in an early years setting, aims to understand why it
is so important
for young children to achieve basic timing and develop beat competence.
It includes:
The report's recommendations can be split into four areas:
JANUARY 2003 1. SCHOOL
DRAMA IN EDUCATION SITES 5. SHARING LESSON PLANS
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