By Bradley Berke
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Extra info for Tragic Thought and the Grammar of Tragic Myth
Teacher in Role Gradually the young child gains an increasing and necessary sense of separateness from the model adult. They begin to pretend to be their role models at times of their own choosing and become increasingly able to sustain their dramatic play. Adult coparticipation is not necessary but is often welcomed as long as the adult does not hijack the fiction and move it too far away from areas of interest to the child. Sensitive adults will get a sense of, and respect, the child's imagined world before entering it.
With Drama in Mind DRAMA AND THE DRAIN Good process-drama teaching involves willingness on the part of the teacher to shift from the most common and familiar styles of teaching and to relinquish a significant degree of lesson ownership and even content to the children. It does not require teachers to let go of their learning objectives or be unsafe. It requires the teacher to become a co-participant and facilitator of learning rather than a giver of knowledge. It asks that the teacher alters the traditional teacher/pupil relationship, often through working as a teacher in role, and that the teacher accepts the often relatively lower status shift, for a while, that Teacher in Role can involve.
The child can do the task safely/ Steve Bowkett (2003) The make-believe world of dramatic play is a fictitious world and it is important that children recognize this. As long as children know that they are pretending, and that the members of the group within which they are operating are also pretending, then they can feel safe. This 'willing suspension of disbelief underpins both dramatic play and drama. Boundaries between make-believe and reality must be recognized and maintained by the group for the well-being of participants.