Drama as a tool for second language English acquisition
- Authors: Evert, Lorraine Susan
- Date: 2010-11-09T07:08:48Z
- Subjects: Second language acquisition , English language study and teaching , Drama in education
- Type: Mini-Dissertation
- Identifier: uj:6977 , http://hdl.handle.net/10210/3484
- Description: M.A.
- Full Text:
- Authors: Evert, Lorraine Susan
- Date: 2010-11-09T07:08:48Z
- Subjects: Second language acquisition , English language study and teaching , Drama in education
- Type: Mini-Dissertation
- Identifier: uj:6977 , http://hdl.handle.net/10210/3484
- Description: M.A.
- Full Text:
Drama in education as a method to teach Grade 1 life skills with science as integrating theme
- Authors: Sargent, Charnay
- Date: 2018
- Subjects: Drama in education , Science - Study and teaching (Primary) , Life skills - Study and teaching (Primary)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402273 , uj:33656
- Description: Abstract : When children start their engagement with science content, they lay the foundation for future learning. This study describes the views of Grade 1 teachers and learners on the use of science content to integrate the teaching of the Grade 1 Life Skills curriculum of the third term. The central premise of this study was to develop a programme that will integrate the Grade 1 Life Skills curriculum by using drama in education as an integrating tool and science content as conceptual fodder for the programme. The premise of the inquiry is that learners can benefit from an integrated curriculum as it enables learners to value the content taught and how it connects to other curriculum topics with real world implications. I argue that drama in education conventions can be used as an integrating tool as it allows for active participation and student centred learning experiences. The study proposes that using science content as the driving for the programme allows for early exposure to this neglected learning area in the foundation phase and ensures that concepts are understood before more advanced terminology is learnt in the intermediate phase. The study was conducted at a private primary school in the northern suburbs of Johannesburg. In a design based study, utilising qualitative data in three modalities, the study investigated teachers’ perspective on the way in which Life Skills is currently addressed in Grade 1 and the perceived success of the integrated program. These modes of data collection were individual interviews, observation protocol and video recordings. The unit of sampling was three Grade 1 teachers and 6 Grade 1 learners in this schools. The analysis was done using deductive coding. The pattern that was composed from the data analysis shows, in three themes, that the teachers were aware of the benefits of teaching Life Skills but due to the limited time available for teaching this subject area, they hardly focus on this learning area’s vast variety of content. With this in mind, eleven categories emerged from the analysis of the observations and post interviews with the teachers and learners that indicated that the teachers had positive attitudes towards the integration of the subject area and excitement arose from both the children and teachers when unpacking the success of each activity. The study discusses the data in the framework of third generation Cultural- Historic Activity Theory. This study recommends that FP teachers consider using science-based activities along with drama in education conventions to integrate the teaching of the v Life Skills content. The content taught in Life Skills is essential to the holistic development of learners. By using science content to integrate the teaching of Life Skills content teachers can evoke the learners’ interest in subject matter that improves the development of skills needed for learning in the 21st century. The study concludes that the integrated programme addressed most of the tensions that were identified within the activity and can possibly be used to integrate the Life Skills curriculum. , M.Ed. (Childhood Education)
- Full Text:
- Authors: Sargent, Charnay
- Date: 2018
- Subjects: Drama in education , Science - Study and teaching (Primary) , Life skills - Study and teaching (Primary)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/402273 , uj:33656
- Description: Abstract : When children start their engagement with science content, they lay the foundation for future learning. This study describes the views of Grade 1 teachers and learners on the use of science content to integrate the teaching of the Grade 1 Life Skills curriculum of the third term. The central premise of this study was to develop a programme that will integrate the Grade 1 Life Skills curriculum by using drama in education as an integrating tool and science content as conceptual fodder for the programme. The premise of the inquiry is that learners can benefit from an integrated curriculum as it enables learners to value the content taught and how it connects to other curriculum topics with real world implications. I argue that drama in education conventions can be used as an integrating tool as it allows for active participation and student centred learning experiences. The study proposes that using science content as the driving for the programme allows for early exposure to this neglected learning area in the foundation phase and ensures that concepts are understood before more advanced terminology is learnt in the intermediate phase. The study was conducted at a private primary school in the northern suburbs of Johannesburg. In a design based study, utilising qualitative data in three modalities, the study investigated teachers’ perspective on the way in which Life Skills is currently addressed in Grade 1 and the perceived success of the integrated program. These modes of data collection were individual interviews, observation protocol and video recordings. The unit of sampling was three Grade 1 teachers and 6 Grade 1 learners in this schools. The analysis was done using deductive coding. The pattern that was composed from the data analysis shows, in three themes, that the teachers were aware of the benefits of teaching Life Skills but due to the limited time available for teaching this subject area, they hardly focus on this learning area’s vast variety of content. With this in mind, eleven categories emerged from the analysis of the observations and post interviews with the teachers and learners that indicated that the teachers had positive attitudes towards the integration of the subject area and excitement arose from both the children and teachers when unpacking the success of each activity. The study discusses the data in the framework of third generation Cultural- Historic Activity Theory. This study recommends that FP teachers consider using science-based activities along with drama in education conventions to integrate the teaching of the v Life Skills content. The content taught in Life Skills is essential to the holistic development of learners. By using science content to integrate the teaching of Life Skills content teachers can evoke the learners’ interest in subject matter that improves the development of skills needed for learning in the 21st century. The study concludes that the integrated programme addressed most of the tensions that were identified within the activity and can possibly be used to integrate the Life Skills curriculum. , M.Ed. (Childhood Education)
- Full Text:
Fostering resilience in primary educators: resilient women and their ability to endure, recover and grow through trauma
- Authors: Clarke, Norah
- Date: 2011-06-22T10:35:10Z
- Subjects: Traumatic neuroses , Women psychology , Drama in education , Resilience (Personality trait) , Counseling of post-traumatic stress disorder patients
- Type: Thesis
- Identifier: uj:7100 , http://hdl.handle.net/10210/3695
- Description: D. Ed. , Trauma can be described as the emotional shock response to a physical or emotional injury that is overwhelming and has a lasting effect on a person. Based on this definition, trauma can be considered an integral part of life in South Africa. The consequences and effects of trauma are severe, both on individual and society levels. Nobody escapes the effects of trauma, but women and children are particularly vulnerable. Unfortunately the vast majority of South Africans have little or no access to mental health services. Some people, however, seem to be resilient in response to trauma and hardship. Although various definitions of resilience can be found in the literature, resilience is defined in this thesis as the ability and characteristics that enable a person to endure, recover from, and be strengthened to grow personally, regardless of exposure to traumatic life events. Women are generally the primary educators of children in the South African society, whether it be their own children, grandchildren or others. If South African women were equipped with skills that could enable them to deal more effectively with trauma, they would – as primary educators – naturally transfer their skills and knowledge to the children in their care. There exists a need for preventative interventions that may equip women to cope effectively with trauma. Certain educational interventions may provide avenues through which this may be achieved. Educational drama is one such avenue through which women of diverse educational, socio-economical, and cultural backgrounds may be reached in a comprehensible, accessible and non-discriminatory way. In this study a number of issues pertaining to the prevalence of resilience in South African women have been explored and described. The purpose of this study was to create an interactive educational play aimed at facilitating mental health in women exposed to traumatic life events.
- Full Text:
- Authors: Clarke, Norah
- Date: 2011-06-22T10:35:10Z
- Subjects: Traumatic neuroses , Women psychology , Drama in education , Resilience (Personality trait) , Counseling of post-traumatic stress disorder patients
- Type: Thesis
- Identifier: uj:7100 , http://hdl.handle.net/10210/3695
- Description: D. Ed. , Trauma can be described as the emotional shock response to a physical or emotional injury that is overwhelming and has a lasting effect on a person. Based on this definition, trauma can be considered an integral part of life in South Africa. The consequences and effects of trauma are severe, both on individual and society levels. Nobody escapes the effects of trauma, but women and children are particularly vulnerable. Unfortunately the vast majority of South Africans have little or no access to mental health services. Some people, however, seem to be resilient in response to trauma and hardship. Although various definitions of resilience can be found in the literature, resilience is defined in this thesis as the ability and characteristics that enable a person to endure, recover from, and be strengthened to grow personally, regardless of exposure to traumatic life events. Women are generally the primary educators of children in the South African society, whether it be their own children, grandchildren or others. If South African women were equipped with skills that could enable them to deal more effectively with trauma, they would – as primary educators – naturally transfer their skills and knowledge to the children in their care. There exists a need for preventative interventions that may equip women to cope effectively with trauma. Certain educational interventions may provide avenues through which this may be achieved. Educational drama is one such avenue through which women of diverse educational, socio-economical, and cultural backgrounds may be reached in a comprehensible, accessible and non-discriminatory way. In this study a number of issues pertaining to the prevalence of resilience in South African women have been explored and described. The purpose of this study was to create an interactive educational play aimed at facilitating mental health in women exposed to traumatic life events.
- Full Text:
- «
- ‹
- 1
- ›
- »