Project english through drama

Balneario Hurtado Vía a Patillal. PBX (57) (5) 5736203 EXT. 1020Valledupar Cesar Colombia

www.unicesar.edu.co

VICERRECTORÌA DE INVESTIGACIÒN Y EXTENSIÒN

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FICHA RESUMEN DE PROYECTO1. Información general del proyecto

Título: Teaching English through Drama to Preschoolers at Gimnasio Creciendo Juntos

Investigador principal: Carol Miranda

Total de Investigadores (número): 10

Nombre del Grupo de Investigación: (Asignatura) Intermediate English

Línea de Investigación: Innovative Pedagogy

Facultad: Ciencias Básicas y de la Educación

Programa: Licenciatura en Lengua Castellana e Inglés

Duración del proyecto (meses): open

Tipo de proyecto: Action Research

Costo estimado: open

Descriptores/Palabras claves: drama, theatre, ludic, role play, English, teaching.

Línea de investigación en el cual se enmarca su proyecto: Innovative Pedagogy

Fecha de presentación del proyecto: open

1. Needs AnalysisThe English Program at Gimnasio Creciendo Juntos involves more subjects

to work on instructions from different areas of knowledge: Language Arts

(Reading, Writing, Oral Skills), Science and Pedagogical Project. Those areas

are approached in English by more than one teachers. There is a strong

emphasys on the content. It aims to develop not only language skills but also

thinking and social skills through the use of the English in context.


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QUESTION: What is the best strategy to apply so that our classes can be more

dynamic and the students can be more motivated?

2. JusificationThe teachers have been working with different activities to reinforce the topics

seen: songs, games, tongue twisters, story telling time, role plays, among

others. The one the students enjoy the most is the ROLE PLAY, because it

includes costumes, fantastic characters, new voices and faces, chats, nice

esceneries, etc. No matter what the teacher brings to the class to teach, the

most important thing is the way he/she teaches it through, so that the children

enjoy the activity whithout thinking they are having a class. So it is planned to

implement the ludic or playful work in the everyday classes.

Also it has been chosen a special day on the week, THURSDAY, to work with

role plays and dramas, so that English can be taught in a communicative

context through these educational activities called Magic Adventure Day. But in

theory, the researchers ask theirselves the question: How can drama or role

play be used to teach English as a foreign language? And this is the reserch

question.

3. RationaleReal communication involves ideas, emotions, feelings, appropriateness and

adaptability. The conventional English class hardly gives the learners an

opportunity to use language in this manner and develop fluency in it. So, as

Wilga Rivers (1983) states, "the drama approach enables learners to use what

they are learning with pragmatic intent, something that is most difficult to learn

through explanation“, the teachers want their students to get an opportunity to

use the language in operation.


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4. ObjectivesTo teach English through drama/role plays in a Magic Adventure Day on a

week, as an attractive alternative for our students to:

Develop their skills in communication.

Use what they are learning with pragmatic intent in a context for listening

and meaningful language production.

Gain the confidence of using the language embedded in a context and a

situation, in and outside the class.

5. Materials, methods and procedures Submit the pedagogical proposal to the General Director of the

Preschool.

Once accepted, it should be known by the rest of the school community:

teachers, parents and students. Set a meeting in which the school

community is invited to hear about the Project to develop.

Organize the Magic Adventure Day Program which must consist on the

reinforcement of the topics seen in the whole English Program worked

from the other areas through playful activities such as role plays.

Prepare each day by following the general structure of a lesson plan, as

follows:

Warming up (Greeting and welcome)

Presentation (the moment in which it is instroduced the topic).

Practice (the moment of the class to work on activities oriented by

the teacher).

Production or wrapping up (the moment for the students to show

what they have learned).

Use a lot of creativity, energy, happiness and love. Children will learn

more!


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6. Expected resultsIt is required that the preschool students improve their English, practice and

reinforce the themes worked from their conventional English classes, but

especially enjoy learning English in a funny and meaningful way by creating

environments, dialogues and characters in a communicative context that can

only be generated by the work through drama and role plays.

7. CostsProject costs focus on the cost of the materials that dramas and role plays carry

out such as scripts, elements of the scenarios: decoration, lighting and electric

sound, also costumes, advertising, transportation, among others. It has not

been determined yet.

8. Timetable


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9. Bibliografía

American Psychiatric Association. (2009). Introducción al Estilo APA. (6a. ed.). Washington, DC.

Chauhan, Vani. Drama Techniques for Teaching English. Introduction: Benefits of using drama in the Language Classroom. The Internet TESL Journal, vol. X, No. 10, Oxford, October 2004. Consultado en Mayo 2015.

Early Childhood Learning Knowledge Centre. (2006). Let the children play: Nature's answer to early learning. Retrieved 1 April 2015 from www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20061010

Johnson, K. & Morrow K. [Ed] (1981). Communication in the Classroom. London: Longman

Lumsden, L.S. (1994). Student motivation to learn. EricDigest 92. Retrieved 2 April 2015 from www.kidsource.com/kidsource/content2/Student_Motivation.html

Maley, A. & Duff A (1982). Drama Teaching in Language Learning. London: CUP

O' Neill, C. & Lambert, A (1982). Drama Structures: A Practical Handlook for Teachers. Portsmouth: Heinemann

Peacock, Colin (1990). Classroom Skills in English Teaching: A Self-Appraisal Framework. London: Routledge

ROLE PLAY. Wikipedia, La enciclopedia Libre. Consultado el: 13-Octubre_2015.

http://www.kidsource.com/kidsource/content2/Student_Motivation.html

http://www.cclcca.ca/CCL/Reports/LessonsInLearning/LinL20061010

Education

Project english through drama