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Abstract: This paper shows what the writers have seen in drama classes in Canada, what they have done in teaching and what the students have learned from drama to prove that drama is helpful in teaching English. Drama is a student-centered activity. In a way it can lead to chaos if not well organized, but it is one of the best teaching methods to help realize the ultimate purpose of teaching English—effective communication.
Key words: drama, English teaching, role
［CLC number］H319
［Document code］A
［Article ID］1006-2831(2007)02-0012-6
1. Introduction
There is a Chinese saying: “兴趣是最好的老师”——Interest is the best teacher.
As an English teacher, one should create an appropriate environment for the learners to practice listening, speaking and exploring their thoughts and feelings. Drama is one of the best teaching methodologies to help realize the ultimate purpose of teaching English —effective communication.
Drama is a student-centered activity. In a way it can lead to chaos if not well organized. Nevertheless, the role drama plays is a real and fun environment for the students to learn languages. It is not isolated, but integral to the lessons in which they learn and use.
We had been using drama in my English teaching practice for nearly seven years before we came to the University College of the Cariboo, in Kamloops. In our own practice, all the contents of drama are from the Chinese National Curriculum and the real life that the students can observe or that the students are familiar with. In this way, students enjoy learning in a comfortable atmosphere. Their creative thinking and critical thinking are well developed. However, though we personally found such an approach to be very effective, our colleagues doubted that the success of students resulted from such practice. Nevertheless, after more than four months of study in the University College of the Cariboo, we have come to have a clearer understanding of drama in English teaching. Especially, after we have observed Jane Powell’s drama class and the drama showed by education students studying in the University College of the Cariboo, we are quite sure that drama is a motivated power to stimulate the students to develop a variety of skills.
2. Drama in Teaching English
2.1 Teaching Outlines of Practice (Prior to Study in Canada)
The following are teaching procedures typically followed in our class in China
● Resources: Chinese National Curriculum
● Setting: high school (public and private school)
● Contents: 22 units per semester, containing vocabulary, grammar, dialogues and stories
● Purpose: effective communication
2.2 Procedures We Used before Coming to UCC
2.2.1 Vocabulary Preview
"It takes about two weeks to fulfill the vocabulary study. The teacher’s role is to help students learn the words, focus on the pronunciation, remember the spelling rules, and notice the high-frequency words. Students"building up of their skills of making sentences cannot be neglected in this process. If necessary, the teachers may require the students to make sentences or write short passages, according to the different levels of the students. Then teachers collect the errors that all the students have made, and as a whole, classes make the students aware of why they have made the mistakes and how to avoid making them again. Finally, the teacher should provide necessary remedial exercises to help students strengthen what they have done right.
2.2.2 Grammar Study
In China, grammar teaching is traditionally the most important part of the process of English teaching in middle school. The teachers lecture, while the students listen and make notes. In our opinions, grammar is, of course, very important, but it is not worth spending so much time on it. We insist on the proverbs “Let’s learn by doing.”and “Practice makes perfect.”Thus, we devote only two weeks to grammar study. First, we make the students know the grammar rules. For example: the attributive clause is the most important and the most difficult session for high school students. In order to help students understand and master the attributive clause, we first wrote some sentences on the blackboard. Then we asked students to figure out the basic rule that an attributive clause usually follows a noun or a pronoun. Third, we arranged appropriate exercises related to what has been learned to facilitate the students further understanding of the rules, and help them to use them more accurately. It is possible for the students to remember the grammar rules for a short time, but it might not last long. As a result, if we expect to have the students reach the aim of remembering grammar rules and using English not only fluently but also correctly, the vital way is to create a real atmosphere for them, where their listening, speaking, reading and writing can be involved. Drama can achieve this.
2.2.3 Dialogues and Stories Learning
In the Chinese national curriculum, the textbook for English is mostly made up of dialogues and stories, covering three-fourths of the whole contents. Thus, drama class is the main core of our English teaching, taking up over three-fourths of the time schedule. In this process, we firstly organized the students to comprehend the stories. Next, we divide them into groups to have discussions of the text. Then the students make up dramas based on what they have learned. Drama can be explored or added through the students?experience and their study levels. The modes can be in varied ways, such as narration, short plays, mimes, dialogues and poems as well. Students enjoy such teaching methods and the special atmosphere. They can learn knowledge in an enjoyable atmosphere without any pressure. In drama class, students?feelings, touch, motivation, thinking and verbal skills are all involved.
2.3 Drama Instruction Practice Observed in Canada
2.3.1 Class 1 — Drama for Learning
Time: October 5.
Place: Room 127, International Building
Teacher: Jane Powell, a drama teacher of the University College of the Cariboo
First, she narrated a story, which happened in Chinatown in Vancouver more than 100 years ago. Moy, a Chinese-Canadian, was the main character of the story. He was a successful and serious businessman, but he didn’t live a happy life, for his wife gave birth to twin daughters, not sons. He was sad. One day he returned to China with his servant carrying his two baby daughters. Instead of going back directly to see his parents, he first went to a remote village. He then left the village with a mixed mood. One month later, he came back to Chinatown with two baby sons. Looking at the two babies, his wife sobbed loudly.
During Jane Powell’s class, we were listeners, producers, directors, actors, observers and players. First, we concentrated on listening to Jane Powell and held our breath while she was narrating the story. Then we had a lively discussion about the story in groups of four. We assigned ourselves roles according to the story. After being well prepared, we presented our mime performances. While one group was performing, the other groups were watching. We 16 students were divided into four groups. Though our performances were not perfect, in a way, it revealed our imagination and our thinking. We all shared the same sense that drama is one of the best ways to develop the students?stimulation and the students?interest in learning English.
Following the presentation, students were required to write something about their most favourite character, in five minutes. When we all had finished writing, we sat in a circle reading our sentences, which we thought were wonderfully written, describing the character we had chosen. Before the end of the class, Jane Powell asked the four groups to design a statue of Moy. Each group designed a different Moy statue and chose a person to act as the statue of Moy. At last, Jane Powell asked us how we felt about the drama class. We all said that we felt quite emotional, motivated, comfortable, and enthusiastic.
Through the whole class, all of us showed great interest in Jane Powell’s narration and the drama play as well. We all took an active part in participation, full of passion and motivation. We pretended to take the roles of Moy and Moy’s family, which seemed to have brought us back to the remote village in China and the city of Vancouver more than 100 years ago. It seemed that we had had a true life. We felt emotions of success, pride, sadness and misfortune. Our feelings and our emotions were in conflict. By performing, we further understand the meaning of the story.
2.3.2 Class 2—Learning Skills
Time: October 29, 1:00pm—3:30pm
Place: Room 362 AE Building, UCC
Participants: 25 education students of the University College of the Cariboo
Teachers: Jane Powell and Joi Freed-Garrod, one of UCC assistant professors
On the afternoon of October 29, all the education students were dressed up. They looked very fancy. Each group presented a different performance in the mode of drama. Because of the time limit, we could enjoy only three of five performances. Among them, there were appropriate communication, silent bullying and collaborative learning. After each performance, the observers raised questions and the players gave their opinion. If necessary, Joi and Jane asked the players questions too. After watching the performances, the observers were quite clear what should be done and how things are done well. They were concentrated and motivated. Not only the players, but also the observers engaged themselves in challenging and constructive discussion.
3. Reflecting on Drama
3.1 Students Benefit a lot from Drama
3.1.1Listening, Speaking, Writing, Reading and Acting Participation.
From the above two observations, we know well that drama class creates a real environment for language study. Students learn the vocabulary, make sentences, negotiate with each other and write compositions. In this case they can practice their listening, speaking, writing and reading. Basically, their English skills can be promoted. Of course, their acting is developed well during the practice and performances.
3.1.2Spiritual, Moral, Social and Collective Skills Are Developed.
Unlike other school activities, for example painting, writing and reading, a student can not do drama on his or her own. They will have to listen to each other, hold on to an idea, share each other’s ideas, discuss, compromise, co-operate, present and enjoy their successes together. During the process, each will have to take the responsibility individually and collectively. If all the teaching methods, drama is often cited as the one which is the most effective to develop the skillsofspirit, moral and society”(Drama and Traditional Story for the Early Years: 78).
“Moral development is concerned with the extent to which the school teaches the principles which distinguish right from wrong, including respect for other people, truth, justice and property”OFSTED, 1996:3). For example, there is an article in the Chinese national curriculum about a journalist who would like to know about how the store owners deal with their business. She dressed up as a lower class lady with her coat unfastened. First, she went into a clothing shop. The owner looked her up and down for a while and then sneered at her “The items in our shop are all expensive. No touching.”She went away to another shop, which dealt with shoes. The owner served her kindly and patiently. There she tried on many pairs of shoes, but bought none. At last she came to a wine shop where the owner wouldn’t return her ￥9 back. After learning the text, I asked the students to make up a drama in groups, based on the text, or on their experience in real life. The students would present their performances the following day.
As an educator, one needs to lead his/her students towards a moral life, to lead them towards asking the prime moral question. “what sort of person am I to become??(MacIntyre, 1984). To think about how we areand what we need to be, we have to think about what happens to us and how we handle it.
3.1.3 Emotional Learning
As everybody knows, drama “contains a myriad of images and ideas.”Thus, in the fiction of drama, students, both actors and observers, will experience all kinds of emotions of different characters, such as love, hatred, depression, sadness, joy, success, etc. For example, the story, “All These Things Are to Be Answered for”(The Tale of Two Cities) describes the story of what a doctor saw and heard. The story happened just before the French Revolution. One night, Doctor Monet was walking by the River Seine when he was kidnapped and thrown into a dark room, where he met a peasant boy who was dying. He was badly wounded under his arm. The boy told him the terrible wrong done to him and to his sister. He had a sister who had been engaged. Unfortunately, a noble man saw her and was stuck by her beauty and then took her away by force. The boy’s father was very sad and fell ill. In order to save her sister, the little boy stole into the nobleman’s room. First the noble man threw him some money, but the boy refused it. The nobleman’s younger brother drew out his sword and hurt him badly under his arm. Her sister was whipped badly and kept in another room upstairs. The boy was telling what had happened when the nobleman’s younger brother came in. At the sight of him, the boy stood up suddenly, gathering all his strength without the doctor’s supporting him. He pointed to the nobleman’s brother and swore: it was he, the bad family’s race who should answer for all they have done ...? The boy’s hand dropped down and then he died, with his teeth clenched and his fists on his chest, his glaring eyes still fixed open. The doctor was shown to the room upstairs. There he met the boy’s sister, who kept shouting crazily. The doctor tried to calm her, but failed. She was obviously mad. A week later the girl died too. At last the doctor was sent into prison. After comprehension of the text, the students were asked to compare the old China with the case in context, and make up their own dramas. It could be based on the text or could be explored through the history of China. The students showed their performances in their formed groups. The performances were realistic. It seemed like it was yesterday. Some students were moved to tears while watching the performances. All the students felt pity for the sister and brother, and at the same time they had the feeling of hatred for the nobleman.
3.1.4Creative Thinking and Critical Thinking
“Drama provides a wide range of experiences in story making and imaginative play. These will help to develop students”ability to express ideas and feelings in creative and critical ways?(Nigel & Francis, 2000: 154). Firstly, students respond in a variety of ways to what they see, hear, smell, touch and feel. Then they will have to explore their thoughts, face issues, solve problems, analyze situation and characters, extend their language and make judgment. Lastly, they will have to draw a conclusion, and talk and write in a variety of styles. All these verbal exercises are of great help to the students?creative and critical thinking.
3.1.5 Drama Helps Further Understand the Texts andImprove TheirEnglish
In our past experience we could complete the Chinese NC at least two weeks ahead of time. Meanwhile, we provided the students many of the latest resources from the Internet, newspapers, and magazines, including stories, scientific readings, historical events and so on. Not only did the students have a range of input, but they also did a very good job in examinations.
● From 1999-June, 2004, 9 students were rewarded first prize in national English competitions.
● In March, 2004, 31 students got an A in English standard graduation tests, and the total average scores reached 87.68.
● 1 student was honoured Number One both in the National Entrance Examination and in the National Lucky 54 Stars this year.
4. Discussion about Drama
Like any of the other teaching methods, drama is not absolutely perfect. It contains two sides: advantages and disadvantages.
4.1 Advantages
● Drama helps students explore and further understand the NC( National Curriculum).
● It helps enhance the students?skills for using English involving listening, speaking, reading and writing. What’s more, it contributes to the development of the students?mixed qualities, such as personalities, social skills, morals, interaction, and negotiations.
● Using the mode of drama in class can also promote self-esteem, confidence andteam spirit as well.
● Role Drama provides motivation, mastery and a sense of achievement. Every student and every teacher needs the feeling of pride in a job well done.
4.2 Disadvantages
Firstly the stories are all from NC (National Curriculum). We all know what is going on, and there is somehow a lack of mystery, which makes it impossible to predict the result.
● Secondly, in part, the number of the students are so great; as well, the time is pressed, so the number of roles that the students can take on are limited.
● Thirdly, the students are less disciplined. Sometimes they make so much noise, disturbing and annoying neighbour classes.
5. Conclusion
Although the drama teaching mode has its own drawbacks, of course, it has its own advantages which any other teaching methods can never take the place of. “Drama helps build up students?knowledge of skills, and attitudes.”Moreover, it creates a real environment for language learning, and stimulates the students to use English. Drama class is vivid, lively and funny. The students enjoy it very much. Thus, it helps to develop and realize the ultimate objective of effective language communication. In addition, it goes with the pace of the educational reform in China and meets the purpose of language teaching.
In a word, drama becomes a strong motivating force for language work (Patrick & Tarlington, 1991:91). It has proved to be a most effective means of education in the English language. It is a powerful method that aims at promoting a change of understanding or insight for the participants. Students can benefit a great deal from drama teaching in their career development.
References
Gavin M. Bolton. Drama as Education: An Argument for Placing Drama at the Center of the Curriculum[M]. Longman House, 1984.
Gillian P. Ladousse. Role Play. Oxford University Press Seventh Impression, 1992.
Nigel T. & Francis P. Drama and Traditional Story for the Early Years. Routledge Falmer, 2000.
OFSTED, 1996: 3.
MacIntyre, After Virtue. University of Notre Dame Press, 1984 .
Patrick Verriour & Carole Tarlington. Role Drama.Heinemann Drama,1991:91.
Key words: drama, English teaching, role
［CLC number］H319
［Document code］A
［Article ID］1006-2831(2007)02-0012-6
1. Introduction
There is a Chinese saying: “兴趣是最好的老师”——Interest is the best teacher.
As an English teacher, one should create an appropriate environment for the learners to practice listening, speaking and exploring their thoughts and feelings. Drama is one of the best teaching methodologies to help realize the ultimate purpose of teaching English —effective communication.
Drama is a student-centered activity. In a way it can lead to chaos if not well organized. Nevertheless, the role drama plays is a real and fun environment for the students to learn languages. It is not isolated, but integral to the lessons in which they learn and use.
We had been using drama in my English teaching practice for nearly seven years before we came to the University College of the Cariboo, in Kamloops. In our own practice, all the contents of drama are from the Chinese National Curriculum and the real life that the students can observe or that the students are familiar with. In this way, students enjoy learning in a comfortable atmosphere. Their creative thinking and critical thinking are well developed. However, though we personally found such an approach to be very effective, our colleagues doubted that the success of students resulted from such practice. Nevertheless, after more than four months of study in the University College of the Cariboo, we have come to have a clearer understanding of drama in English teaching. Especially, after we have observed Jane Powell’s drama class and the drama showed by education students studying in the University College of the Cariboo, we are quite sure that drama is a motivated power to stimulate the students to develop a variety of skills.
2. Drama in Teaching English
2.1 Teaching Outlines of Practice (Prior to Study in Canada)
The following are teaching procedures typically followed in our class in China
● Resources: Chinese National Curriculum
● Setting: high school (public and private school)
● Contents: 22 units per semester, containing vocabulary, grammar, dialogues and stories
● Purpose: effective communication
2.2 Procedures We Used before Coming to UCC
2.2.1 Vocabulary Preview
"It takes about two weeks to fulfill the vocabulary study. The teacher’s role is to help students learn the words, focus on the pronunciation, remember the spelling rules, and notice the high-frequency words. Students"building up of their skills of making sentences cannot be neglected in this process. If necessary, the teachers may require the students to make sentences or write short passages, according to the different levels of the students. Then teachers collect the errors that all the students have made, and as a whole, classes make the students aware of why they have made the mistakes and how to avoid making them again. Finally, the teacher should provide necessary remedial exercises to help students strengthen what they have done right.
2.2.2 Grammar Study
In China, grammar teaching is traditionally the most important part of the process of English teaching in middle school. The teachers lecture, while the students listen and make notes. In our opinions, grammar is, of course, very important, but it is not worth spending so much time on it. We insist on the proverbs “Let’s learn by doing.”and “Practice makes perfect.”Thus, we devote only two weeks to grammar study. First, we make the students know the grammar rules. For example: the attributive clause is the most important and the most difficult session for high school students. In order to help students understand and master the attributive clause, we first wrote some sentences on the blackboard. Then we asked students to figure out the basic rule that an attributive clause usually follows a noun or a pronoun. Third, we arranged appropriate exercises related to what has been learned to facilitate the students further understanding of the rules, and help them to use them more accurately. It is possible for the students to remember the grammar rules for a short time, but it might not last long. As a result, if we expect to have the students reach the aim of remembering grammar rules and using English not only fluently but also correctly, the vital way is to create a real atmosphere for them, where their listening, speaking, reading and writing can be involved. Drama can achieve this.
2.2.3 Dialogues and Stories Learning
In the Chinese national curriculum, the textbook for English is mostly made up of dialogues and stories, covering three-fourths of the whole contents. Thus, drama class is the main core of our English teaching, taking up over three-fourths of the time schedule. In this process, we firstly organized the students to comprehend the stories. Next, we divide them into groups to have discussions of the text. Then the students make up dramas based on what they have learned. Drama can be explored or added through the students?experience and their study levels. The modes can be in varied ways, such as narration, short plays, mimes, dialogues and poems as well. Students enjoy such teaching methods and the special atmosphere. They can learn knowledge in an enjoyable atmosphere without any pressure. In drama class, students?feelings, touch, motivation, thinking and verbal skills are all involved.
2.3 Drama Instruction Practice Observed in Canada
2.3.1 Class 1 — Drama for Learning
Time: October 5.
Place: Room 127, International Building
Teacher: Jane Powell, a drama teacher of the University College of the Cariboo
First, she narrated a story, which happened in Chinatown in Vancouver more than 100 years ago. Moy, a Chinese-Canadian, was the main character of the story. He was a successful and serious businessman, but he didn’t live a happy life, for his wife gave birth to twin daughters, not sons. He was sad. One day he returned to China with his servant carrying his two baby daughters. Instead of going back directly to see his parents, he first went to a remote village. He then left the village with a mixed mood. One month later, he came back to Chinatown with two baby sons. Looking at the two babies, his wife sobbed loudly.
During Jane Powell’s class, we were listeners, producers, directors, actors, observers and players. First, we concentrated on listening to Jane Powell and held our breath while she was narrating the story. Then we had a lively discussion about the story in groups of four. We assigned ourselves roles according to the story. After being well prepared, we presented our mime performances. While one group was performing, the other groups were watching. We 16 students were divided into four groups. Though our performances were not perfect, in a way, it revealed our imagination and our thinking. We all shared the same sense that drama is one of the best ways to develop the students?stimulation and the students?interest in learning English.
Following the presentation, students were required to write something about their most favourite character, in five minutes. When we all had finished writing, we sat in a circle reading our sentences, which we thought were wonderfully written, describing the character we had chosen. Before the end of the class, Jane Powell asked the four groups to design a statue of Moy. Each group designed a different Moy statue and chose a person to act as the statue of Moy. At last, Jane Powell asked us how we felt about the drama class. We all said that we felt quite emotional, motivated, comfortable, and enthusiastic.
Through the whole class, all of us showed great interest in Jane Powell’s narration and the drama play as well. We all took an active part in participation, full of passion and motivation. We pretended to take the roles of Moy and Moy’s family, which seemed to have brought us back to the remote village in China and the city of Vancouver more than 100 years ago. It seemed that we had had a true life. We felt emotions of success, pride, sadness and misfortune. Our feelings and our emotions were in conflict. By performing, we further understand the meaning of the story.
2.3.2 Class 2—Learning Skills
Time: October 29, 1:00pm—3:30pm
Place: Room 362 AE Building, UCC
Participants: 25 education students of the University College of the Cariboo
Teachers: Jane Powell and Joi Freed-Garrod, one of UCC assistant professors
On the afternoon of October 29, all the education students were dressed up. They looked very fancy. Each group presented a different performance in the mode of drama. Because of the time limit, we could enjoy only three of five performances. Among them, there were appropriate communication, silent bullying and collaborative learning. After each performance, the observers raised questions and the players gave their opinion. If necessary, Joi and Jane asked the players questions too. After watching the performances, the observers were quite clear what should be done and how things are done well. They were concentrated and motivated. Not only the players, but also the observers engaged themselves in challenging and constructive discussion.
3. Reflecting on Drama
3.1 Students Benefit a lot from Drama
3.1.1Listening, Speaking, Writing, Reading and Acting Participation.
From the above two observations, we know well that drama class creates a real environment for language study. Students learn the vocabulary, make sentences, negotiate with each other and write compositions. In this case they can practice their listening, speaking, writing and reading. Basically, their English skills can be promoted. Of course, their acting is developed well during the practice and performances.
3.1.2Spiritual, Moral, Social and Collective Skills Are Developed.
Unlike other school activities, for example painting, writing and reading, a student can not do drama on his or her own. They will have to listen to each other, hold on to an idea, share each other’s ideas, discuss, compromise, co-operate, present and enjoy their successes together. During the process, each will have to take the responsibility individually and collectively. If all the teaching methods, drama is often cited as the one which is the most effective to develop the skillsofspirit, moral and society”(Drama and Traditional Story for the Early Years: 78).
“Moral development is concerned with the extent to which the school teaches the principles which distinguish right from wrong, including respect for other people, truth, justice and property”OFSTED, 1996:3). For example, there is an article in the Chinese national curriculum about a journalist who would like to know about how the store owners deal with their business. She dressed up as a lower class lady with her coat unfastened. First, she went into a clothing shop. The owner looked her up and down for a while and then sneered at her “The items in our shop are all expensive. No touching.”She went away to another shop, which dealt with shoes. The owner served her kindly and patiently. There she tried on many pairs of shoes, but bought none. At last she came to a wine shop where the owner wouldn’t return her ￥9 back. After learning the text, I asked the students to make up a drama in groups, based on the text, or on their experience in real life. The students would present their performances the following day.
As an educator, one needs to lead his/her students towards a moral life, to lead them towards asking the prime moral question. “what sort of person am I to become??(MacIntyre, 1984). To think about how we areand what we need to be, we have to think about what happens to us and how we handle it.
3.1.3 Emotional Learning
As everybody knows, drama “contains a myriad of images and ideas.”Thus, in the fiction of drama, students, both actors and observers, will experience all kinds of emotions of different characters, such as love, hatred, depression, sadness, joy, success, etc. For example, the story, “All These Things Are to Be Answered for”(The Tale of Two Cities) describes the story of what a doctor saw and heard. The story happened just before the French Revolution. One night, Doctor Monet was walking by the River Seine when he was kidnapped and thrown into a dark room, where he met a peasant boy who was dying. He was badly wounded under his arm. The boy told him the terrible wrong done to him and to his sister. He had a sister who had been engaged. Unfortunately, a noble man saw her and was stuck by her beauty and then took her away by force. The boy’s father was very sad and fell ill. In order to save her sister, the little boy stole into the nobleman’s room. First the noble man threw him some money, but the boy refused it. The nobleman’s younger brother drew out his sword and hurt him badly under his arm. Her sister was whipped badly and kept in another room upstairs. The boy was telling what had happened when the nobleman’s younger brother came in. At the sight of him, the boy stood up suddenly, gathering all his strength without the doctor’s supporting him. He pointed to the nobleman’s brother and swore: it was he, the bad family’s race who should answer for all they have done ...? The boy’s hand dropped down and then he died, with his teeth clenched and his fists on his chest, his glaring eyes still fixed open. The doctor was shown to the room upstairs. There he met the boy’s sister, who kept shouting crazily. The doctor tried to calm her, but failed. She was obviously mad. A week later the girl died too. At last the doctor was sent into prison. After comprehension of the text, the students were asked to compare the old China with the case in context, and make up their own dramas. It could be based on the text or could be explored through the history of China. The students showed their performances in their formed groups. The performances were realistic. It seemed like it was yesterday. Some students were moved to tears while watching the performances. All the students felt pity for the sister and brother, and at the same time they had the feeling of hatred for the nobleman.
3.1.4Creative Thinking and Critical Thinking
“Drama provides a wide range of experiences in story making and imaginative play. These will help to develop students”ability to express ideas and feelings in creative and critical ways?(Nigel & Francis, 2000: 154). Firstly, students respond in a variety of ways to what they see, hear, smell, touch and feel. Then they will have to explore their thoughts, face issues, solve problems, analyze situation and characters, extend their language and make judgment. Lastly, they will have to draw a conclusion, and talk and write in a variety of styles. All these verbal exercises are of great help to the students?creative and critical thinking.
3.1.5 Drama Helps Further Understand the Texts andImprove TheirEnglish
In our past experience we could complete the Chinese NC at least two weeks ahead of time. Meanwhile, we provided the students many of the latest resources from the Internet, newspapers, and magazines, including stories, scientific readings, historical events and so on. Not only did the students have a range of input, but they also did a very good job in examinations.
● From 1999-June, 2004, 9 students were rewarded first prize in national English competitions.
● In March, 2004, 31 students got an A in English standard graduation tests, and the total average scores reached 87.68.
● 1 student was honoured Number One both in the National Entrance Examination and in the National Lucky 54 Stars this year.
4. Discussion about Drama
Like any of the other teaching methods, drama is not absolutely perfect. It contains two sides: advantages and disadvantages.
4.1 Advantages
● Drama helps students explore and further understand the NC( National Curriculum).
● It helps enhance the students?skills for using English involving listening, speaking, reading and writing. What’s more, it contributes to the development of the students?mixed qualities, such as personalities, social skills, morals, interaction, and negotiations.
● Using the mode of drama in class can also promote self-esteem, confidence andteam spirit as well.
● Role Drama provides motivation, mastery and a sense of achievement. Every student and every teacher needs the feeling of pride in a job well done.
4.2 Disadvantages
Firstly the stories are all from NC (National Curriculum). We all know what is going on, and there is somehow a lack of mystery, which makes it impossible to predict the result.
● Secondly, in part, the number of the students are so great; as well, the time is pressed, so the number of roles that the students can take on are limited.
● Thirdly, the students are less disciplined. Sometimes they make so much noise, disturbing and annoying neighbour classes.
5. Conclusion
Although the drama teaching mode has its own drawbacks, of course, it has its own advantages which any other teaching methods can never take the place of. “Drama helps build up students?knowledge of skills, and attitudes.”Moreover, it creates a real environment for language learning, and stimulates the students to use English. Drama class is vivid, lively and funny. The students enjoy it very much. Thus, it helps to develop and realize the ultimate objective of effective language communication. In addition, it goes with the pace of the educational reform in China and meets the purpose of language teaching.
In a word, drama becomes a strong motivating force for language work (Patrick & Tarlington, 1991:91). It has proved to be a most effective means of education in the English language. It is a powerful method that aims at promoting a change of understanding or insight for the participants. Students can benefit a great deal from drama teaching in their career development.
References
Gavin M. Bolton. Drama as Education: An Argument for Placing Drama at the Center of the Curriculum[M]. Longman House, 1984.
Gillian P. Ladousse. Role Play. Oxford University Press Seventh Impression, 1992.
Nigel T. & Francis P. Drama and Traditional Story for the Early Years. Routledge Falmer, 2000.
OFSTED, 1996: 3.
MacIntyre, After Virtue. University of Notre Dame Press, 1984 .
Patrick Verriour & Carole Tarlington. Role Drama.Heinemann Drama,1991:91.