1 7 th ELTAM IATEFLTESOL INTERNATIONAL BIANNUAL CONFERENCE

1. 7 th ELTAM - IATEFL-TESOL INTERNATIONAL BIANNUAL CONFERENCE Continuing Professional Development - Opportunities and challenges Young learners, ICT, ESP. . . ? Where do we go? What do we do? 27 -28 October 2012 Pedagogical Faculty “St. Kliment Ohridski” Skopje «Theater in class as an educational tool in teaching English in Primary and Secondary schools» Metaxeni Symeonidou: School Advisor of English for Primary and Secondary Education: Thrace, Greece

2. “Drama can reinforce a child’s soul with imagination and it can touch its heart forever” Brian Way (1953) (Stage director whose passion launched a worldwide movement for educational theatre in schools) “Each student is an individual who learns through playing” Jean Piaget “Children…have a wonderful faculty for teaching other children and learning from them ” Harriet Finlay-Johnson “Education deals with each individual, Drama deals with the individuality of the people, with the uniqueness of each human being” Peter Slade

“The Ss are always full of energy and through their action they understand the world around them and they build their cognitive and intellectual skills”. 3. Jean Piaget

4. “All the world's a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts, His acts being seven ages”. As You Like It Act 2, scene 7, 139– 143 William Shakespeare

5. ØI ØI Innovations in ELT teaching learn how how to to learn act live exist with the others v “UNESCO” for the 21 st century Education

6. MODERN SCHOOL Ø FOREIGN LANGUAGES Ø COMPUTER COURSES Ø ARTS

7. “Drama is a unique educational tool which contributes to the development of the language, because it scarves reality and develops personal expression” Gavin Bolton (1987)

8. OUTLINE OF THE PRESENTATION v. Benefits of Using “Theater in class” v. The role of the teacher in “Theater in class” v. The most common difficulties v Types of educational theater in an ELT class v. How to create “Theater in class” v. Video samples with various performances

9 • • . Why using “Theater in class” Benefits: Tr achieves “reality” in class Ss use only the target language in class It is an enjoyable meaning-based experience Ss come in contact with the foreign culture/literature Learning becomes fun, creative and memorable Ss learn new vocabulary and build confidence Ss work in groups and the focus shifts from the Tr to the Ss

10. Benefits: Drama in class can foster: Ø Student-centered education Ø Development of Ss’s emotional, linguistic intellectual, imaginative and creative skills Ø Full development of Ss’ personality Ø Group sensitivity, cooperation and reflection Ø Self-expression and improvement of all language skills Ø Responsibility, decision-making and negotiation

11. “Theater in class” can be determined as: • Autonomous /independent educational tool • A teaching methodology • A Pedagogical learning process • An educational treatment

12. • • • Teacher’s role in “Theater in class”: “Fellow-worker” “Friend” Member of the “theater group” “A guide by the side” “Assistant and collaborator” “A creative artist” “Motivator” “Supporter” a provider/facilitator of the language

13. • • Some difficulties Trs may encounter: Administrative staff Financial difficulties Long hours of rehearsal Extra time for students. Stress and anxiety of Ss Disinterest and skepticism of colleagues Lack of space

14. Types of “Theater in an ELT class” Role-play Play-game Imitations Simulation Dramatic exploration of texts Reading/narration of a story in class and writing dialogues Writing a theatrical play by Ss working in groups and narration in class /preparation for a performance at the school theater • Readers theater • •

15. Types of “Theater in an ELT class” • A performance in class/ at the school Hall • Dramatization of a literary text and • production of a theatrical play • A story theater and Story telling

16. What to do before a school performance ü A Needs Analysis questionnaire : § Oral interviews with the Ss § Written reports of the Ss § Class discussion

17. What to do before a school performance • Encourage your Ss to attend a theatrical performance /to read theatrical plays • Ask your Ss to write a review of a play they have seen/discuss with them about it • Prepare a careful lesson plan before each session • Dramatize the daily lesson • Create a pleasant class environment (music relaxes) • Present an open rehearsal in front of all the Ss of the school, Trs and parents

18. How to start a school performance • At the end of a thematic unit ask your Ss to write their own dialogues (working in pairs/groups)using the vocabulary taught • Choose important texts either from your course book or bring supplementary materials in class (bring in class a theatrical play Ss like and give them KEY WORDS • Narrate the plot of the play or ask Ss to read the lines and talk about it • Adjust the vocabulary of the play according to the needs and knowledge of the Ss • Simplify the language according to the Ss language level • Start with words-letters-phrases-sentences-texts • Involve all Ss (especially the shy ones) in the procedure and give roles to ALL Ss

19. How to start a school performance: • Prepare a careful lesson plan for each session • Distribute roles to all Ss • Ask Ss to talk about their roles, their characters in the play, and their emotions and feelings for their roles • Discuss with Ss about the music, the costumes, the poster, where and when the play will be on • Start the rehearsals • The performance will be no more than 40 minutes • The performance can be given in class or in the school Hall

“Only what is seen sideways sinks deep. Drama teaches language thusly”. E. M. Forster 20.

«When something comes from a child’s soul, nothing is lost …. . » 21. Antonis Samarakis

22. “When Arts celebrate, then theater is born” Gkaite

23. KEY WORDS: DRAMA - LANGUAGE COMMUNICATION - ELT LEARNING

“You must love life to live your life, and you must live your life to have life ” 24. Thornton Wilder

Thank you! Metaxeni Symeonidou

BIBLIOGRAPHY: • Drama Techniques in Language Learning: Alan Maley, Alan Duff: Cambridge University Press, 1982 – • Blatchford, Roy [Ed] (1986). The English Teacher's Handbook. London: Hutchinson • Byram, M & Fleming, M [Eds] (1998). Language Learning in Inter-cultural Perspective: Approaches through Drama and Ethnography. London: CUP • Davison, J. & Dawson, J (1998). Learning to Teach English in the Secondary School: A companion to School Experience. London : Routledge • Dougill, John (1987). Drama Activities for Language Learning. London: Macmillan

BIBLIOGRAPHY: • Fleming, Michael (1994). Starting Drama Teaching. London: David Fulton • Johnson, K. & Morrow K. [Ed] (1981). Communication in the Classroom. London: Longman • Maley, A. & Duff A (1982). Drama Teaching in Language Learning. London: CUP • O' Neill, C. & Lambert, A (1982). Drama Structures: A Practical Handlook for Teachers. Portsmouth: Heinemann • Peacock, Colin (1990). Classroom Skills in English Teaching: A Self. Appraisal Framework. London: Routledge • Wessels, Charlyn (1987). Drama. Oxford: OUP • Case D. , and K. Wilson, 2003. English sketches. Oxford: Macmillan Heinemann. • Philips, S. 200. Drama with children. Oxford: Oxford University Press. • Galina Zalta, 2006 Using Drama with children. English Teaching Forum, vol. 44, No 2

BIBLIOGRAPHY: • Wessels, Ch. , ed. by Maley, a. , Drama, Oxford university Press, 1991 • Berry C (1973) Voice and the Actor London: Harrap Hodgson J (ed) (1972) The Uses of Drama London: Methuen Johnstone K (1981) Impro London: Methuen Pisk L (1975) The Actor and his Body London: Harrap • Holden, Susan (1981): Drama in Language Teaching. Essex: Longman • Wessels, Charlyn (1987). Drama. Oxford, Oxford University Press. • 21. Sam, Wan Yee (1990) Drama in Teaching English as a Second Language- a Communicative Approach. The English Teacher, vol. 9, July 1990. Malaya. • Spolin, Viola (1986). Theatre Games For the Classroom. Northwestern University Press, Evanston, Illinois

THANK YOU! Metaxeni Symeonidou 27/10/2012