The drama project: a whole-person approach

Conference keynote

Almond, M. 2019. The drama project: a whole-person approach.
AuthorsAlmond, M.
TypeConference keynote
ContributorsAlmond, M.
Description

This plenary paper provided an overview and a detailed analysis of process drama and preparing and equipping students for public performance. Aspects of sociolinguistics, pragmatics, group cohesion and creative self-expression were covered with concomitant practical classroom application.

Year2019
ConferenceFederacion Argentina de Asociaciones de Profesores de Ingles Conference 2019
Related URLhttp://aspisalta.org/faapisalta2019.html
FunderTheatrEd, Buenos Aires
Publication process dates
Deposited10 Oct 2019
Completed20 Sep 2019
Output statusUnpublished
Permalink -

https://repository.canterbury.ac.uk/item/89115/the-drama-project-a-whole-person-approach

  • 196
    total views
  • 0
    total downloads
  • 4
    views this month
  • 0
    downloads this month

Export as

Related outputs

A performative approach to teaching poetry for language development
Almond, M. 2019. A performative approach to teaching poetry for language development.
Putting the human centre stage: practical theatre techniques to develop teacher presence, rapport and a positive classroom community
Almond, M. 2019. Putting the human centre stage: practical theatre techniques to develop teacher presence, rapport and a positive classroom community. United Kingdom Pavilion Publishing Ltd.
Lessons from the actor: developing teacher presence and classroom as community
Almond, M. 2018. Lessons from the actor: developing teacher presence and classroom as community.
Doing Shakespeare: from page to stage
Almond, M. 2018. Doing Shakespeare: from page to stage.
Lessons from the actor: developing teacher presence and classroom as community
Almond, M. 2018. Lessons from the actor: developing teacher presence and classroom as community.
From classroom presence to classroom as Ccommunity
Almond, M. 2017. From classroom presence to classroom as Ccommunity.
Improvisation in foreign language teaching: bringing Stanislavski and Johnstone into the classroom
Almond, M. 2017. Improvisation in foreign language teaching: bringing Stanislavski and Johnstone into the classroom.
Language teaching as a performing art
Almond, M. 2016. Language teaching as a performing art.
The art of teaching and the power of rapport
Almond, M. 2017. The art of teaching and the power of rapport.
A process approach to drama in language teaching
Almond, M. 2015. A process approach to drama in language teaching.
The art of language teaching: are teacher identity and performative teaching mutually exclusive?
Almond, M. 2014. The art of language teaching: are teacher identity and performative teaching mutually exclusive?
Teacher identity – putting the human centre stage: socio-psychological considerations in English language teaching
Almond, M. 2013. Teacher identity – putting the human centre stage: socio-psychological considerations in English language teaching. Humanising Language Teaching. 15 (4).
Is language teaching performance art?
Almond, M. 2013. Is language teaching performance art? The Teacher Trainer. 27 (3).
The use of drama in English language teaching
Almond, M. 2010. The use of drama in English language teaching.
Towards interpersonal and socio-psychological harmony in the language classroom
Almond, M. 2011. Towards interpersonal and socio-psychological harmony in the language classroom.
Engage and activate: English through drama with young learners
Almond, M. 2012. Engage and activate: English through drama with young learners.
Lessons from the actor: developing teacher presence in the English language classroom
Almond, M. 2012. Lessons from the actor: developing teacher presence in the English language classroom.
Teaching as a performing art
Almond, M. 2011. Teaching as a performing art.
Just who do you think you are? Teacher identity in ELT
Almond, M. 2010. Just who do you think you are? Teacher identity in ELT.
Affect and performance skills in the language classroom
Almond, M. 2010. Affect and performance skills in the language classroom. in: Lal, C. (ed.) Towards a Student-Centred Pedagogy in English Language Teaching Kerala, India Centre for English Language Learning and Teaching. pp. 21-26
Drama
Almond, M. 2004. Drama. English Teaching Professional. 35, p. 7.
La Actuacion en la Ensenanza de los Idiomas: el Arte del Actor Condensado para el Salon de Clases in Didactica de las Lenguasculturas
Almond, M. 2011. La Actuacion en la Ensenanza de los Idiomas: el Arte del Actor Condensado para el Salon de Clases in Didactica de las Lenguasculturas. in: Derosas, M. and Torresan, P. (ed.) Didactica de las Lenguasculturas Argentina SB/Alma. pp. 177-185
Movement in ELT: Laban and Stanislavski – an actor’s approach
Almond, M. 2008. Movement in ELT: Laban and Stanislavski – an actor’s approach.
Teaching English with drama: how to use drama and plays when teaching - for the professional English language teacher
Almond, M. 2005. Teaching English with drama: how to use drama and plays when teaching - for the professional English language teacher. London Modern English Publishing.
Going the whole hog: putting on a play with your students
Almond, M. 2007. Going the whole hog: putting on a play with your students.
Tackling the bard in the English language classroom - why we should and how we can
Almond, M. 2007. Tackling the bard in the English language classroom - why we should and how we can.
Acting skills for teachers to develop classroom presence
Almond, M. 2007. Acting skills for teachers to develop classroom presence.
Drama in language teaching
Almond, M. 2009. Drama in language teaching.
An actor's approach to teaching language and communication
Almond, M. 2009. An actor's approach to teaching language and communication.
Affect in language teaching: a perfomance approach
Almond, M. 2009. Affect in language teaching: a perfomance approach. TESOL. Madrid, Spain Mar 2009
Teacher identity and performance teaching
Almond, M. 2009. Teacher identity and performance teaching.
Bridging the gap: raising cultural awareness and developing communicative skills through drama on immersion programmes
Almond, M. 2001. Bridging the gap: raising cultural awareness and developing communicative skills through drama on immersion programmes. in: Bodycott, P. and Crew, V. (ed.) Language and Cultural Immersion: perspectives on short term study and residence abroad Hong Kong Hong Kong Institute of Education.
Curtain up on drama - putting on a play with EFL learners
Almond, M. 2002. Curtain up on drama - putting on a play with EFL learners. English Teaching Professional. 22.
Let's get theatrical with our students
Almond, M. 2006. Let's get theatrical with our students. The Teacher. 10 (42), pp. 36-39.
Teachers acting up - from stage presence to classroom presence
Almond, M. 2006. Teachers acting up - from stage presence to classroom presence. English Teaching Professional. 45, pp. 53-55.
The funny side of phonology - a physical approach to teaching pronunciation
Almond, M. 2007. The funny side of phonology - a physical approach to teaching pronunciation. English Teaching Professional. 50, pp. 25-27.
Acting skills for language teachers
Almond, M. 2007. Acting skills for language teachers. IATEFL Voices. 198, pp. 8-9.
Creative writing: getting students to rap
Almond, M. 2009. Creative writing: getting students to rap. English Teaching Professional. 60, pp. 15-17.
Is the Bard barred?
Almond, M. 2010. Is the Bard barred? English Teaching Professional. 72.