DRAMA AND THEATRE PRACTICE AS EFFECTIVE MEANS FOR CHILDREN’S DEVELOPMENT A CASE STUDY OF UNIVERSITY DEMONSTRATION SECONDARY SCHOOL
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DRAMA
AND THEATRE PRACTICE AS EFFECTIVE MEANS FOR CHILDREN’S DEVELOPMENT
A CASE
STUDY OF UNIVERSITY DEMONSTRATION SECONDARY SCHOOL
TABLE OF
CONTENT
Title
page
Certification
Dedication
Acknowledgement
Table of
content
Abstract
Justification
of study
Scope and
limitation of study
Research
method
Introduction
Chapter one
1.1 definition of Terms
1.1.1 theatre
1.1.2 development
1.1.3 developing the whole child
1.2 drama and education
1.3 stages to drama and education
References
Chapter two
2.1 using drama and theatre to promote child’s development
Reference
Chapter three
3.1 the background information of University demonstration secondary
school
3.2 the
philosophy of drama and theatre in activities in U.D.S.S
3.2.1
entertainment
3.2.2
cultural influence
3.2.3
language
3.2.4
competition
3.2.5 to
widen the scope of the student
3.3 the
basic facilities for drama and theatre in U.D.S.S
3.3.1
space
3.3.2
play selection
3.3.3.
costume and make-up
3.3.4
directing techniques
3.3.5
acting techniques
3.3.6
fund
3.3.7
parent Negative attitude
References:
Chapter four
4.1
drama and theatre as a tool for children’s development
4.2 the
practice of drama and theatre in U.D.S.S
4.3 the
problems of drama and theatre in U.D.S.S
Reference:
Chapter five
5.1
conclusion
Bibliography
ABSTRACT
This research work examines the
effects of drama and theatre practice for children’s development, using the
study of University Demonstration Secondary school programme, as a case study.
Chapter one largely introduces the
Genesis of children’s theatre, definition of terms, and the stages of drama and
education.
Chapter two will examine effects of
drama and theatre practice or activities for children’s development.
Chapter
three focuses on the historical survey of U.D.S.S the philosophy of drama and
theatre in U.D.S.S and also basic facilities available for the practice of
drama.
Chapter
four deals with the tools of drama and theatre also the problems of drama and
theatre in U.D.S.S
Chapter
five looks at the way forward, conclusion and bibliography.
JUSTIFICATION
OF STUDY
My
major reason and intension of writing this project, is to draw the attention of
our leaders today to know the effectives and importance of drama and theatre
activities in the lives of our young ones and its contributions to the growth
and development in society.
Also to know the usefulness of theatre for
young people in child’s development. Using the University Demonstration
Secondary School as a case study.
I
wish to inspire the use of this method and system of child development and
education in other schools.
This
project will go a long way to inspire the spirit of professionalism and the
relationship between teachers and student in child oriented activities. This
work will be a contribution to the purpose of Drama and theatre practice as a
tool from children development.
PURPOSE
OF STUDY
For
meaning development to take place in any given society the education of the
citizenry is considered to be of immense significance. This is particularly
important with regards to the youth who as usually considered the leaders of
tomorrow. It is against this back of drop that this study sets out to examine
the effects of drama and theatre practice for children’s development using
university Demonstration secondary school as a case study.
This
study among other consideration, shall examine how and why drama and theatre
are used for child’s upbringing and in the Nigeria secondary school system with
a viewed to determining the benefits derived from such an undertaking.
SCOPE
AND LIMITATION
This
study concern essentially with the benefit that can be derived from the
practice of drama and theatre in the secondary school system.
In
this regards, this research shall focus on the potency and effectiveness of
using drama and theatre practice in bringing up children to be responsible
members of the society.
Whereas,
this work shall attempt a general over view of drama and theatre in the Nigeria
school system, University Demonstration Secondary School University of
Port-Harcourt shall constituted our point of particular references.
RESEARCH
METHOD
The
materials used for this project work haven been gathered through collection of
ideas, filed work, library method of research and through the use of internet.
With
regards to field work, this study has an oral interview with persons closely
associated with drama and theatre programme in University Demonstration
Secondary School (U.D.S.S) University of Port-Harcourt; also from my own pasted
experience during my teaching practice with some student in the school. Apart
from interviewing student and teachers alike this researcher has also depended
on empirical research methodology through direct personal observation of the
student in their participation in theatrical activities.
INTRODUCTION
Child – drama and theatre practices is based on sincerity,
concentration, observation, imagination and absorpted participation of child in
the various activities. The preoccupation of teachers or instructor in child;
this includes not only the physical but this mental and emotions responses. One
of the approaches to grooming the child in child – drama and theatre activities
is through engendering the concept of sincerity and absorption in the
activities carried out.
If
these qualities mentioned above are developed in child – drama activities he or
she is more likely to grow to become a personality who takes care of himself
and job seriously. It may also lead to habits of honesty and frankness and job
seriously. It may also lead to habits of honesty and frankness wrapped up in
what is being done or what one is doing to exclusion of all other thought
including the awareness of or desire of an audience.
Unlike
creative drama for children, this kind of theatre for children requires the
audience. Again this kind of creative dramatic children could be asked to enact
a story that they just been told whereas in children theatre there has to be a
script learnt through rehearsal co-ordinated by a leader. Also children theatre
is defined as an improvisational drama in which children are guided to imagine,
enact reflect upon human experience. They are guided to explore express and
communicate ideas concert and feeling through dramatic experiences.
CHAPTER
ONE
1.1 DEFINITION OF TERMS
Drama according to Oxford dictionary
is a play for stage or broadcasting or an art of writing, acting or presenting
plays.
Term
‘’Drama’’ is derived from the Greek word ‘’Dremenon’’ which means ‘’To Act’’ or
To Do’’. It can apply to any mime action but it commonly refers to stage
presentation.
Indeed
drama is used as a medium for effective education and the development of
creativity. Drama is unique tool to explore and express human feeling, and
drama is also defined as essential forms of behaviour in all cultures, it is a
fundamental human activity. Drama is a discrete skill in itself.
Definition
of Drama from Aristotelian perspective
Aristotelian declared drama as
Any imitation of an action of high magnitude
complete and of some amplitude in language as well as enhanced by district and
varying beauty acted not narrated which invokes emotional pity and tears with
intent to effect the purgation these emotions.
1.1.1 THEATRE
The word ‘’Theatre’’ from Oxford dictionary is a building or
outdoor area for dramatic performance, or writing and production of plays.
The
term theatre is a word derived from Greek word ‘’theatron’’ meaning a place of
seeing.
The
word theatre initially means or describes as an architectural structure
selected or built to house dramatic offering, though it could also accommodate
any type of presentation.
Theatre
also suggest a certain type of social and aesthetic experience recognizable
more by it specific purpose. It differs from education in the sense that it
does not by itself suggest, rather is a method, a way of doing something.
Therefore theatre and education simply mean or refers to an attempt to apply to
techniques and convention which characterized theatre to pursuit of education
benefits or objectives.
1.1.2 DEVELOPMENT
Development is the study of growth and change of behaviour across
the life span.
Development
of many behaviour proceeds according to orderly sequences usually begins with
simple behaviours and progress to more complex behaviours.
One
of the sequences involves the unfolding of moter development and locomotion in
infants.
1.1.3
DEVELOPING THE WHOLE CHILD
Child development as an integrated process. The early childhood
teacher is aware that a young child’s development is a complex continuous and
uneven process involving all facets of the child’s experience, the teachers
understanding of how children learn include a recognition that all development
is emerging and related to the situational factors of heredity, background,
experience, and that is less than optional conditions in one area of
development to another (e.g. recognizing the effects of self-esteem on social
and incoherent development). The teacher know how to create a learning
environment based on child choice in which activities that takes advantage of
children strength and interest are used to enhance development.
1.2
DRAMA AND EDUCAITON
The
man who started drama in education is called (Jeorge Baker). He teaches English
and a lecturer in Harvard University. He left English class and stated with
playwriting work, and he called it (47 workshop), it was a practical course and
it has the technique of playwriting. The purpose of this practical workshop was
to encourage the student to write plays and use them for plays production, from
this playwriting exercise, Baker added criticism (playwriting production and
critism).
When
play has been produced, he added what is called literally appreciation.
Through
this experiment, they incorporated what they have done to curriculum of the
school. This is how drama in education was formed by George Baker, in America.
This
course became very popular and spread to many America Universities and many
America Universities adopted drama in education to teach.
From
America, this idea in drama in education spread to other countries in the
world, like English and other parts of Europe and as a result of these, many
Europeans Universities adopted drama in education.
One
of these universities that started drama in English is called Bristol. The idea
of drama spread to oxford University in England, and one of those who embraced
drama in Nigeria is a man called Geoffrey Asworthy in (Ibadan), Groffrey is the
first man to establish drama in Ibadan and they started it with diploma in
Ibadan; it was a course for 2 years and his purpose of introducing this system
of drama in education is to raise fund for the less privileged and the
handicap.
1.3
STAGES TO DRAMA AND EDUCATION
There are two basic modes of education
– formal and informal education, and drama has a part to play in both.
Informal
education takes place accidentally before school begins, outside the influence
of school, and when schooling has been completed. Perharps its most important
element for a very young child is play: the mother plays with the child and the
child plays alone. It is within play that the roots of drama lie. As
psychologists have pointed out, play is a vital part of the learning process.
Play plunges the child into the exploration of things through touching, testing
smelling, looking, listening and manipulating.
Thus
the learns the nature of the material with world e.g. children develop their
physical skills by crouching, walking, running, jumping, dancing etc. they
learn to develop the ability to understand and use language through listening
to stories, talking to themselves, their parents and toys. Etc. a play is an
inborn and vial part of young life. Peter Slade in his book Child drama talks
about ‘’personal and projected’’ play.
In
personal play, children begin to learn their future roles by watching and
imitating parents and other people they come in contact with e.g. Assuming the
role of mother, father, king, policeman etc. in ‘’projected’’ play the use
object and symbols, a pebble becomes a motor car, a stick becomes gun etc.
REFERNECES
Paul Henry Musen, (1972) Child Development
and Personality: 3rd Ed. Harper and Row Publishers New York
Peter, R.S. (1981) Essays on Education:
George Allen and Uniwin Ltd London.
Dr. Obuh S. (2002): Children Theatre Note
Book Nigeria. Theatre Arts University of Port Harcourt.
Rosemary Birbeck, et al, ‘’Theatre in Education’’
John Russell, (ed)…Music Drama in Schools. Cambridge University press
1971 (pg, 150)
A. S. Hormby (1948:226): Oxford Advanced
Dictionary: Oxford University press.
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