This experiential workshop outlines the methodology for teaching English using personalised ActionSacks, designed and constructed by English language teachers. The basic philosophy of a story sacks project used in the regular literacy programme in the UK will be outlined in order to clarify the theory. This methodology can be applied at all levels and for all abilities. An authentic, original ActionSack will be presented with the contents displayed and practical activities will be explored for participants to enjoy and understand the developmental aspects of Storydrama. The participants should leave the session with some new creative ideas for teaching English with ActionSacks.
3. Order of the day
a peep at some real ActionSacks/StorySacks
storytelling and reading techniques for
teachers
voice and body work
language in action
drama conventions
some project ideas
some videos of real work with ActionSacks
5. “(the child) actively tries to make
sense of the world……asks
questions……wants to
know…..Also from a very early
stage, the child has purposes and
intention: he wants to do”
(Donaldson, 1978:86).
6. An ActionSack
….. needs a container with:
a good quality
story/trigger
a ball/CDs/films
activities for language
development
puppets/soft toys
realia
8. Why Stories ?
whole imaginary world
natural extension of
childhood L1
outside world
art, poetry and literature
metaphors for society and
human psyche
rich and intimate events
10. Typical Features
formulaic opening
introduction of characters
description of setting
introduction of problem
a series of events>>>>>
the resolution of a problem
often with a surprise ending
a formulaic closing
a moral, stated or unstated
11. The requirements for the teaching
and learning of the art of self
control vis a vis other people
cannot be met in the conventional
classroom with traditional teaching
and learning styles.
Hillyard S ( 2010)
13. “Children bring to language learning
their curiosity and eagerness to make
sense of the world. They will tackle the
most demanding tasks with enthusiasm
and willingness. Too often these early
gifts are turned to fear and failure”
(Cameron, 2001:246).
31. Penny the Penguin from Patagonia
story: Little Penguin’s Stories
ball, binoculars, soft toys
cloth
three more stories: Penguin, Penguin Small, Lost
and Found
factual book: Penguins
flashcards
jigsaw
where’s Penny? PPT
original songs, chants and a play script
43. “The most significant kind of
learning which is attributable to
experiences in drama is a
growth in the pupils’
understanding about human
behaviour, themselves and the
world they live in”
(O’Neill & Lambert, 1982:13)
45. Great Sites
Commercially produced Story Sacks to purchase on-line
http://www.storysack.com/
Guidelines on how to make your own story sack
http://www.literacytrust.org.uk/assets/0000/3210/Story_sack_guide.pdf
On-line resources from BritLit
http://www.teachingenglish.org.uk/try/britlit/little-red-riding-hood
Process Drama
http://www.tki.org.nz/r/arts/drama/posters/3/key/miners_wedding_e.php
EVO Drama
http://www.google.com/#hl=es&xhr=t&q=Process+Drama+Conventions&cp=25&pf=p&scli
ent=psy&rlz=1R2ADRA_enAR377&source=hp&aq=f&aqi=&aql=&oq=Process+Drama+Con
ventions&pbx=1&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9
What is Process drama?
http://esldrama.weebly.com/process-drama.html
Videos on Process Drama
http://www.google.com/#q=process+drama&start=10&hl=es&sa=N&rlz=1R2ADRA_enAR3
77&prmd=ivnsb&source=univ&tbm=vid&tbo=u&ei=FcW5TcqzGsjEgQeBioFR&ved=0CDA
QqwQ4Cg&bav=on.2,or.r_gc.r_pw.&fp=35e26099eaba80a9