Explore Theatre In Education And Consider It's Role Within Primary Dissertation

Explore Theatre In Education And Consider It's Role Within Primary Schools - Dissertation Example In fact, all of the research survey respondents revealed that they strongly consider theatre in education as an important strategy in terms of enhancing the learning experience of Key Stage 1 and 2 students. Although majority with 51 out of 89 or 57.30% of the research survey respondents believe that the benefit of using this teaching and learning technique outweighs the economic consequences of incorporating this strategy in the National Curriculum, some of the research survey respondents are not supporting the idea that the National Curriculum should make it compulsory for each of the state school to expose Key Stage 1 and 2 to Theatre in Education programmes because of financial issues. Table of Contents Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Table of Contents †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 I. Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 a. Purpose of this Study ................................................. 6 b. Research Objective(s) ................................................ 6 c. Research Questions .................................................. 7 d. Rationale for Choosing the Research Topic .............. 8 e. Report Plan ............................................................... 9 e.1 Introduction ................................................... ... History and Developments of Theatre in Education †¦Ã¢â‚¬ ¦ 12 b. Advantages and Disadvantages of Theatre in Education . 14 b.1 Advantages of Theatre in Education †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 b.2 Disadvantages of Theatre in Education †¦Ã¢â‚¬ ¦. 18 b.2.1 Internal and External Conflicts between the Local Primary Schools and the Government with Regards to Funding †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 18 b.2.2 Not all Primary Schools were Availing the Services of Theatre Companies †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 19 b. Views of the National Curriculums with Regards to Integrating Theatre Exposure in the Curriculum of Primary School Students †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 20 c. Existing Companies that Provides Theatre in Education Services for Primary Students in UK ..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 21 d.1 Aesop Touring Theatre Company †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 d.2 Johnny Ball Production †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 d.3 Kinetic Theatre Company †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 II. Research Methodology †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25 a. Primary Research Method ............................................... 25 a.1 Target Population and Sample Size ............. 27 a.2 Site of the Research Study ........................... 28 a.3 Evaluation Method ........................................ 29 b. Secondary Research Method ........................................... 29 c. Ethical Considerations Applied when Conducting the Actual Research Study ..................................................... 29 III. Research Findings and Discussion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 31 IV. Conclusion and Recommendations †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 35 Appendix I – National Curriculum for Primary Students †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 37 Appendix II – List of Satisfied Primary Schools

Freire as a Lens for The Bluest Eye and Enders Game Essay

Freire as a Lens for The Bluest Eye and Enders Game - Essay Example In another work of Orson Scott, Enders Game, we see characters missing their values in the futures for not considering their past events. All these pieces of literature depict characters that are not capable of comprehending and moving on without their past background or characters that are not able to lay away their own past. Paulo’s stimulating critique of the dominant education banking model leads to his autonomous proposals of problem-posing education in which men and women develop the power to observe the way they exist in their world critically with, and in which they get themselves in. They come to see later that the earth, not as a static realism but a reality of the process of transformation (Peter 201). This offers to us, and especially all of those who have experienced subordination through an obligatory assimilation policy a path in which we comprehend what it signifies to come to a cultural voice. It is a process always involving pain and hope; a process in which, as obligatory cultural jugglers, we can approach subjectivity, transcending entity positions in a society hosting us yet is alien. Paulo condemnation of oppression was not simply the intellectual exercise often found among many pseudo critical educators and facile liberals. His intellectual brilliancy and courage in denouncing the configurations of oppression got entrenched in an intensively real and material understanding, as he recounts in his letters to Cristina. Problem-posing education is a revolutionary futurity (Peter 34). Therefore, it is prophetic (and, by itself, hopeful). Hence, it matches up to the historical character of humankind. Hence, it asserts women and men as creatures who transcend themselves, for which immobility characterizes a fatal threat, creatures that move ahead and look forward. Looking at the past have only been a way of understanding further clearly who and what they are with the intention that they can more intelligently build the future. Thus, it id entifies with the faction which engages populace as beings conscious of their incompletion — a historical faction which has its point of a different approach, its objective and Subjects (Peter 59). All these views by Paulo are not looking to its present but only determined with the future of mankind. The future cannot be properly assessed without considering the present and past. The present life appears to be influenced significantly by the past, and the future influenced by the past and present. I am not sure if Orson Scott specifically wrote Ender's Game to a youth audience, or if it got colored as a book for teens due to the age of the protagonist. Often, it reads like a young adult title. There are some real tough ethical issues that present themselves, but even if they do not interest the reader, the story moves forward in a convincing way. The book works as an apparent reading, and as something heftier. In the future, aliens threaten the Earth, and though the earth won the round, it was not a quite reassuring victory. The military equipment is hard at work, trying to work out how to formulate the victory stable, how to protect the earth from the inevitable second round. In doing this, they turn to children. Their goal is to find children with the correct temperament and sufficient aptitude that they can be shaped into soldiers in a defense force that can win resolutely. Contrast to his siblings, who are