In the essay “The integration of Drama” the author examines the integration of Drama into the curriculum of behaviourally and emotionally disturbed children. It has been confirmed by researchers that the traditional modes of instruction is inappropriate to diverse range students…
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A separate stream of education called Theatre in Education (TIE) came up after the Second World War (Farrell, 2002). Drama has been established as successful as a correction tool (Okhakhu, & Usrwoma, 2006) and as an educational tool(James, 2009).The basic philosophy behind using drama as a process based tool in education is that children tend to use experiences and experiments to learn than reading and listening (Booth, 1994). This basic understanding has been further researched and developed into pedagogies catering specifically to the various learning outcomes. The specific learning requirements of behaviourally and emotionally disturbed children also demand a free platform to do and experience. Research on curriculum catering for the special needs of children with emotional and behavioural disabilities have suggested that such programmes must mandatorily include “provision of coursework and educational activities relevant to students’ real-world experiences and goals that include a variety of non traditional curriculum,” and, “provision of effective programming that facilitates students’ social, emotional, and behavioural growth” (Hughes & Adera, 2006).Drama can ideally include these two criteria. Drama has been found by the educational and physiological as an ideal platform for children to have a free environment to enhance learning. The basic strategy in using drama in the curriculum of behaviourally and emotionally disturbed children....
gested that such programmes must mandatorily include “provision of coursework and educational activities relevant to students’ real-world experiences and goals that include a variety of non traditional curriculum,” and, “provision of effective programming that facilitates students’ social, emotional, and behavioural growth” (Hughes & Adera, 2006).Drama can ideally include these two criteria. Drama has been found by the educational and physiological as an ideal platform for children to have a free environment to enhance learning. The basic strategy in using drama in the curriculum of behaviourally and emotionally disturbed children is to make learners engage in the learning process. The objective of this essay is to analyse the scope of drama as an effective learning tool to be incorporated in the curriculum of behaviourally and emotionally disturbed children. Drama as cooperative activity Children with behavioural and emotional disabilities or issues find it difficult to cope with their peers. They also find it very difficult to place themselves in a classroom environment. Thus the basic problem that behaviourally and emotionally disturbed children face in a classroom is that they encounter with a learning environment which they find difficult to cope up with. In the case of behaviourally and emotionally disturbed children, it is a general observation that apart from class room settings, they find it difficult to social gatherings and avenues of cooperative activities. Researches in Psychotherapy have suggested engaging these students in positive environments involving cooperative activities as one of the remedial measures in tacking behavioural issues. Drama serves as an ideal platform for this. It involves wide varieties of cooperative activities
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