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What are the benefits of using DRAMA as an arts integration teaching tool (PK-6) according to current research?

Arts integration as defined by the Kennedy Center is an approach to teaching in which students construct and demonstrate understanding through an art form (Silverstein & Layne, 2010.) Art integration encompasses music, drama/theatre, dance/creative movement, and visual arts. The arts have been used in several different forms in classrooms by teachers of young children for quite some time. Including the arts in classroom instruction provides many benefits for young children. Teachers can tap into the imaginative characteristics young children have to build on content that could be viewed as uninteresting to children. Dr. Howard Gardner’s theory of multiple intelligences explains that individuals learn in numerous ways. As Benjamin Franklin once said, Tell me and I forget, teach me and I remember, involve me and I learn. When children are provided with a wide range of opportunities to learn in different ways the teacher is likely to reach each student. Gardner emphasizes regardless of what subject a teacher is teaching whether it be the arts, history, or math the teacher should present learning materials in multiple ways (NIUCITL, 2020). Drama is the act of using the imagination to become someone or something other than yourself (Moore, 2004). Young children are very creative and imaginative. Drama used in the classroom as a teaching strategy is a great way to build on the creative and imaginative skills many children have innately. Indications have shown through research that using drama in the classroom helps students learn academically, socially, and developmentally. Research indicates children in pre-kindergarten through elementary are obtaining and assimilating new knowledge about literacy that can be enhanced by their exposure to theatre processes (College Board,2012). According to Peláez Falla and Segura Fernández (2008), the use of drama in the classroom, such as role-play, improvisation, and physical theater improve students’ oral performance. Drama can help improve students’ communicative competences, especially for students who are learning English as a second language (Pelaez Falla & Segura Fernández, 2008). Incorporating drama techniques into the language arts enriches children’s social interactions and also provides the teacher with tools related to the construction of characters, scenes, and contexts for communication to take place (Rodriguez-Bones, 2017).

Benefits Drama brings to the classroom:


 * Empowers students
 * Provides opportunities for students to take pride in their work
 * New vocabulary and structure
 * A sense of confidence in his or her ability to learn target language (ESL students)
 * Teacher becomes the supporter of the learning process students take responsibility for their own learning
 * Exploration of the practical aspects of the English language
 * Drama brings literature to life
 * Students are able to flex and build emotional muscles while learning

Classroom Instructional Strategies

'''Arts Integration Research/Theories

Howard Gardner Theory of Multiple Intelligences'''

'''Approaches to Arts and Education

How to approach drama in the classroom

Arts Integration Framework'''

http://www.artsintegrationpd.org/

Arts as Curriculum

The primary focus of the learning experience will revolve around the arts. Students use drama to learn, investigate and work collaboratively together.

Arts-Enhanced Curriculum

Drama will be used to teach other skills. For example when learning about how the sun and water impacts plants the students will perform a skit to act out the process.

Arts-Integrated Curriculum

In this model students engage in a creative process which connects drama to another subject/skill. Arts integrated curriculum is defined by the Kennedy Center as “an approach to teaching in which students construct and demonstrate understanding through an art form” (Silverstein & Layne, 2010).

What does integrating DRAMA into the PK-6 Classroom look like in ELA? (class lesson plans, team teaching, grade-level projects, school-wide projects, etc.?

Integrating drama into preschool through sixth grade classes can be done in many ways. According to Rodriguez-Bounces (2017), drama could include role-playing, the use of puppets, improvisation, imitation, and many more. Early childhood education also uses dramatic play, such as a home living center, pretend market or business, and props to allow students to use their imagination and language skills to interact with one another (Wright, 1990).Drama is a powerful tool to use in the classroom, it can greatly enhance students speaking and listening skills (Gidcumb 2020). Theatre games can be used to increase and stretch kids’ imagination, through role play students get to analyze different perspectives by reflecting on behaviors, situations, and personalities (Gidcumb, 2020). Activities such as readers’ theater can help to improve automaticity and fluency skills in students, especially for students with reading difficulties (Lewis & Feng, 2014). Reader’s theater requires multiple readings, therefore increasing the ease and speed of readers. This also can positively affect the reader’s comprehension of the text (Lewis & Feng, 2014). Readers’ Theater allows students to develop social, fluency, and comprehension skills. Also, the strategy can be integrated with science, social studies, and/or other content-related topics and subjects. When implemented correctly, Readers’ theater provides students with many opportunities for growth in all areas. During readers’ theatre, students practice reading aloud. Supporters claim that Readers’ Theatre is innovating, entertaining, and gets students excited about reading (Rasinski, 2003). Readers’ Theatre gives the students the opportunity to have fun by bringing characters to life in the classroom. Some of the best classroom experiences are when students are moving around and actively engaged with the learning process.

One of the activities that can be used in the ELA classroom is called tapping in. This is a great activity to use in upper elementary grades (3-5) to access a student’s comprehension of a character or story plot. In this activity the teacher walks around and taps a student shoulder in which they give a performance sharing their perspective on the character (Gidcumb, 2020). Another great activity to use is biography drama. This would be something refreshing and exciting to replace the standard black history poster board project. Students plan a scene using an historical event that happened in the past to display how they interpreted the characters' situation. This would be amazing to use when discussing icons in historical movements (Gidcumb 2020). Studies show that team teaching can enhance student outcomes. When integrating drama into the classroom, both teachers do not have to be skilled in drama. One teacher can simply prepare students physically and mentally while the other teacher focuses on the performance (Wee, 2011). Because media is all around us, students are already extremely familiar with television, film and recording. Incorporating media literacy into the classroom can enhance student engagement. A popular genre for students to experiment drama with is parody. Teachers can find lesson plans and resources on www.readwritethink.org (Jacobs, 2010). Group and school wide projects could include students creating a short film or commercial advertising an event at their school.

Ideas for Implementing Drama in the Classroom

Rodríguez-Bonces (2017)
 * Games
 * Improvisation
 * Mimesis
 * Physical theater
 * Sound and movement
 * Props and costumes
 * Immediate reaction
 * Imitation
 * Gesture and emotional interaction
 * Non-verbal representations
 * Narrative skills
 * Dramatic composition
 * Scenic recreation
 * Role-playing
 * Staging
 * Caricature
 * Sketch
 * Future drama
 * Mimicry
 * Comic strip
 * Puppets
 * Acting

Drama Resources:

The below website has links to multiple activities, resources, and ways to incorporate drama into schools.

http://www.proteacher.com/080010.shtml

The below website has links to multiple drama lesson plans, grouped by age and/or topic.

https://www.childdrama.com/lessons.html

The link below is a blog post discussing the importance of drama in the classroom and different ideas to teach drama.

https://brainninjas.ca/ways-to-teach-drama/

The link below is a blog post regarding reader’s theater and tips and tricks for using it in a classroom.

https://www.lauracandler.com/5-readers-theater-myths-debunked/

The link below is a blog post discussing using puppets in the classroom. There are great suggestions and tips about how to use puppets.

https://minds-in-bloom.com/puppets-in-classroo/

The below website is a blog post primarily aimed at preschool (and kindergarten). It discusses seventy different ideas to incorporate dramatic play.

https://stayathomeeducator.com/70-ideas-for-pretend-play/

The link below is different games that can be used with upper elementary students to incorporate drama into the language classroom.

https://teachnouvelle.com/drama-in-the-ela-classroom-improv-games/

Drama Integration Videos

Journeys of Discovery HTY 2016 - Honolulu theatre for youth drama

Drama integration experience with Language Art- Grade Level PK-3-Professional Development workshops Context and Establishing Purpose:

https://www.youtube.com/watch?v=HF_g-YQCBS4#action=share

First Experience Drama Strategy:

https://www.youtube.com/watch?v=2ePmOnmE5IU#action=share

Drama Integration Lesson Plan- Grade 2

Standards:

Standard 2.T.CR.3: Learn roles and responsibilities and participate in group decision making.

Standard 2.T.CR.4: Create character through physical movement, gesture, sound and/or speech and facial expression.

Standard 2.T.P.4: Communicate meaning using the body through space, shape, energy, and gesture.

Standard 2.T.P.1: Identify the character, setting, and essential events (plot) in a story that make up the dramatic structure, and use choices to shape believable and sustainable drama/theatre work.

Standard 2.T.P.2: Demonstrate the ability to work effectively alone and cooperatively, with a partner or in an ensemble.

Standard 2.T.P.9: Share dramatic play and guided drama experiences within the classroom or with invited guests.

Reading, Literature Standard 1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Reading, Literature Standard 3: Describe how characters in a story respond to major events and challenges.

Reading, Literature Standard 4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Reading, Literature Standard 5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Reading, Literature Standard 9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

Grade 2 Drama

Reading, Foundational Skills Standard 4.b: Read grade-level text orally with accuracy, appropriate rate, and expression. Learning Objectives:

Demonstrate understanding of key details in a text. Describe how text supplies rhythm and meaning in a story/song. Describe the overall structure of a story. Compare and contrast multiple versions of the same story. Read orally with appropriate expression and accuracy. Demonstrate understanding of English grammar when writing and speaking. Develop imagination. Learn roles and work in a group. Communicate character through physicality and voice. Identify elements of dramatic structure. Perform for classmates or another audience. Supplies: Lined paper

Crayons/colored pencils of each color in the books

Envelopes and fake stamps

Student and school addresses

Scissors

Glue

Pencils

Daywalt, Drew. The Day the Crayons Quit. Philomel Books, 2013. ISBN: 9780399255373 Daywalt, Drew. The Day the Crayons Came Home. Philamel Books, 2015. ISBN: 9780399172755

https://education.byu.edu/arts/lessons/the-day-the-crayons-quit-and-came-home 9/10

Two simpler versions of the books are The Crayons’ Book of Colors and The Crayons’ Book of Numbers. These are meant for early childhood ages and are not sequels to the books. They do not contain letters like the original books do.

To save time, here is a typed version of The Day the Crayons Quit: https://texasbluebonnetaward2015.les.wordpress.com/2014/02/rtdaythecrayonsquit.pdf

Script for both books in PDF format

For more fun ideas, worksheets, and activities based on the books, visit their website: http://www.crayonspicturebooks.com/ Here is a PDF of an educator’s guide to the books: http://www.penguin.com/static/images/yr/pdf/CrayonsGuide.pdf

Reference

Images 1–10: Haley Flanders

Image 11: https://rhapsodyinbooks.wordpress.com/2016/01/16/kid-lit-review-of-the-day-the-crayons-came-home-by- drew-daywalt/ Activity:

Create a reader’s theatre version of the books The Day the Crayons Quit and The Day the Crayons Came Home by Drew Daywalt. Write out a crayon’s letter and learn to address an envelope. Grade(s):

2, 3 Preparation:

This lesson can be extended into multiple days and weeks. Make sure you have the books and other materials. Type up the books’ text and cut it into separate roles. (The Day the Crayons Quit has a typed script available in a PDF under “Additional Resources.”) Subject(s): Drama, English Language Arts Duration of lesson: 90 minutes, split over several days Author(s): Haley Flanders Read both these books to your class: The Day the Crayons Quit and The Day the Crayons Came Home, written by Drew Daywalt and illustrated by Oliver Jeffers. Teacher:

Let’s talk about the two books we just read. Which color of crayons did you like best? Why? How did they feel towards Duncan? Why did they feel that way? How do the two books differ from one another? How are they similar? Take note of what characters the children liked for future casting purposes. Then introduce the concepts of plot, conflict, and comparison. Teacher:

The plot of a story is the sequence of events that happen. It answers questions like who, what, when, where, why, and how. Let’s discuss the book by answering these questions: Who is the book about? Where are the crayons? What do they want from Duncan? When did these events happen? Why are they upset? How do they try to x their problems? Have the students share their answers. Perhaps write down what they say on the board. Then summarize the plot again, as shown below. Teacher:

The crayons are upset at the way their owner has been treating them, and they are writing him letters, asking him to treat them better. Their letters are also examples of persuasive writing. They are working together to try and persuade, or convince, Duncan to take better care of them and look out for their safety. In stories, not everything is always happy. They have conflicts, problems, and challenges. Then the characters have to respond to these challenges. Most of the crayons are upset with Duncan. Can you name one crayon and describe the conflict that crayon has towards Duncan? As we share, let us compare the different conflicts in the plot that the crayons face. Introduction

Teacher:

We are going to be putting together a reader’s theatre performance of these two books. Each of you will be assigned a crayon or a narrator role. You will write out your letter or narration from the book in the color of your character’s crayon. Then you will learn how to properly ll out an envelope, as if you are mailing your letter to the school from your home. Finally we will dress up in the color of your crayon and perform the book for an audience. Let’s figure out what our roles will be. Assign each student a crayon or narrator role (one narrator per book). If you do not have enough students, you can skip crayons. If you have more, you can assign more than one student the same crayon, and they will each read it. You can consider the role of narrator to be the character Duncan, if you like. The books have the following 25 roles: The Day the Crayons Quit: Narrator, Red, Purple, Beige, Gray, White, Black, Green, Yellow, Orange, Blue, Pink, Peach https://education.byu.edu/arts/lessons/the-day-the-crayons-quit-and-came-home 3/10 The Day the Crayons Came Home: Narrator, Maroon, Pea Green (Esteban the Magnificent), Neon Red, Yellow, Orange, Tan (Burnt Sienna), Glow in the Dark, Gold, Turquoise, Big Chunky Toddler, Brown Teacher:

Now you are going to write your part from the books, using your own paper and the color of crayon that matches your character. Narrators, you may use a pencil or pick any color you like. I want you to notice that many of you have the same words or phrases in your letters, even the same methods of persuasion. This helps to give the book a theme, a pattern, and even a rhythm. What words or subjects do you see in your letter that you also see in others’ letters? Why do you think the author (Drew Daywalt) chose to create this type of repetition throughout his book? Give each student a typed version of his or her letter or narration (so they do not all have to share the book), based on the roles you assigned. Have them copy it on a piece of paper, using the color of their crayon. Note: Lighter crayons (White, Yellow, Glow in the Dark) may need to write on black paper for the writing to show up. Teacher:

Now, just as the crayons wrote, compiled, and sometimes even mailed these letters to Duncan, we are going to learn how to fill out the outside of an envelope so that we can mail letters to people in the future. Hand each student a copy of the school’s name and address and their own name and home address. Hand them an envelope and a fake stamp outline (proper size) to design. Hand them coloring materials, scissors, and glue. https://education.byu.edu/arts/lessons/the-day-the-crayons-quit-and-came-home 4/10 Instruction/Rehearsal

Teacher:

To fill out an envelope, we must put a stamp in the top right corner because that is how we pay the mailman for the shipment. We buy stamps and then stick them on the envelope. Now write the school’s address in the center of the envelope, nice and big, so that the mailman can easily tell who is receiving this letter and where that person lives. Let’s ship it to the school. Now let’s look at our own addresses on the paper I passed out. Write your name and address in the top left corner, so the mailman and the receiver know who is sending the letter. This is also important so that the mailman can send it back if the school address is written incorrectly. Now let’s fold up our letter and put it inside. Let’s seal up the envelope and take our letter home. Provide them with wet paper towels to seal their envelopes, or help them pull off the labels of any sticker envelopes. Addresses are private information, so do not display these in your classroom. Yet you can choose to have the children take their envelopes home after the play and use them as props or set dressing for the reader’s theatre. You can also choose to have them put their written letters in a binder as a book for the classroom, instead of having them put it in the envelope. Teacher:

Now, with the typed version of your script, I want you to practice reading your lines. You can take this home and memorize it, or you can read from it on the day of the performance. Give the children days or weeks to practice. To help them develop their characters through body movement, gesture, voice, and facial expression, have them move around to characterized music and act like their characters. They can focus on changing their posture by leading with one body part, taking up a little or a lot of space as they walk and talk, using their hands to emote, etc. Have them watch cartoons and study the voices (pitch, intonation, and speed) of similar characters. https://education.byu.edu/arts/lessons/the-day-the-crayons-quit-and-came-home 5/10 Activity/Performance:

Ask them to show anger, frustration, or happiness in their faces while looking in the mirror or copying a friend. Have them come to class in costume before the performance day to see if that helps them get into character. On an assigned day, have the students dress in the color of their crayons and perform the story in order in front of an audience, with the narrator sitting in a chair at the front and holding up the book to the correct page as the pages are read. Teacher: Now that you have told the story in front of an audience, let’s review the plot. What happened at the beginning of each of these books? What happened at the end? How did they work together to solve their problems? Now let’s talk about the activities. What did you like about them? What was challenging? What was it like to portray a character in a book and convey the conflict and the rest of the plot? How were your characters different? What did you learn from this activity? Conclusion:

Have the students design and paint the cardboard box castle featured at the end of The Day the Crayons Came Home (refer to image 11 and the background in image 8). https://education.byu.edu/arts/lessons/the-day-the-crayons-quit-and-came-home 7/10 Grade 2 English Language Arts

References

Arts Integration Framework (2020). What is Arts Integration? Retrieved July 11, 2020 from http://www.artsintegrationpd.org/wp-content/uploads/2018/08/What-is-Arts-Integration.pdf

Center for Innovation Teaching and Learning. (2020). Howard Gardner’s theory of multiple intelligences in Instructional guide for university faculty and teaching assistants. Retrieved July 11, 2020, from https://www.niu.edu/citl/resources/guides/instructional-guide/gardners-theory-of-multiple-intelligences.shtml

Child Development and Arts Education: A review of Current Research and Best Practices. (2012, January) National Standards. Retrieved July 11, 2020 from https://www.nationalartsstandards.org/sites/default/files/College%20Board%20Research%20-%20 Child%20Development%20Report.pdf

Gidcumb, B. (2020, April 02). Integrating Drama in the Classroom With Theatre Games: EdCloset. Retrieved July 15, 2020, from https://educationcloset.com/2014/08/01/integrating-drama-in-the-elementary-classroom-where-do-i-start/

Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.

Lewis, M., & Feng, J. (2014). The Effect of Readers’ Theatre on the Reading Ability of Elementary Special Education Students. In Online Submission. Online Submission.

Moore, M.M.(2004). Using Drama as an Effective Method to Teach Elementary Students (Publication No. 113) [Senior Honors Thesis, Eastern Michigan University]. Digital Commons

Peláez Falla, M. N, & Segura Fernández, M. A. (2008). Las técnicas escénicas y las técnicas corporales del actor como herramienta metodológica para cualificar el desempeño comunicativo del docente en el aula de clase [The actor’s stage and body techniques as a methodological tool to assess the teacher’s communicative performance in the classroom] (Undergraduate thesis). Pontificia Universidad Javeriana, Bogotá, Colombia.

Pitman, M. (1997). Cracking the Code: Literacy through Creative Drama.

Rasinski, T. (2003). The fluent reader. New York, Nt: Scholastic

Rodríguez-Bonces, M. (2017). A Basis for the Design of a Curriculum Incorporating Music and Drama in Children’s English Language Instruction. PROFILE: Issues in Teachers’ Professional Development, 19(2), 203–223.

Wee, S. (2011). A Case Study of Collaboration between a Drama Specialist and Early Childhood Classroom Teachers in an Early Childhood Drama Program. International Research in Early Childhood Education, 2(1), 45-49. doi:https://files.eric.ed.gov/fulltext/EJ1151156.pdf

Wright, L. (1990). Making and Appreciating Drama: Pretend Play Developed for the Primary Grade Child.