EDCI 517

Integrating the Arts Across the Elementary Curriculum

Shannon Foster
Module 4: Drama-Storytelling Integration
Chapter 8 and 9
Learning Journal Module 4 Due November 4, 2017

Date/Reading Quote Response

Tuesday Learning how to express How often as children did we

24 October 2017 oneself in different ways and pretend? How often as adults do
through different means, helps we pretend? Life always seemed to
Saulle, E., Papa, L., & build a strong character and be so much more fun when I
Romano, L. (2017). 12 personality. (Unnumbered) pretended when I was young. I
Fascinating Ways to Use (Saulle, Papa, & Romano, 2017) could take on any role I wanted to
Drama in the Curriculum. and be the best whatever I
Retrieved October 24, wanted to be. And, if I didnt like
2017, from something, Id change it. At least
TeacherHub.com: that is how I pretended. As adults,
http://www.teachhub.com we pretend, but not in the same
/12-fascinating-ways-use- way as when we were children.
drama-curriculum Adults often pretend because they
do not like who they have become.
It was not until the last few years
that I felt confident enough to start
pretending again, like when I was a
little girl. Not so I could deceive
someone else about who I truly am
or because I did not like who I was,
but to take on someone elses life
and again pretend to be whatever
I wanted to be. The experiences I
have had throughout my life give
me the confidence I need now to
stand up in front of other people
and invite them into my pretend
world, if only just for a few
minutes, and be someone or
somewhere else.
When children pretend, I have seen
two things happen. First, I see them
trying to create whom they want to
be, and second, I see how they are
experiencing life. When I see
children pretending, I get a glimpse
into what makes them who they
are. We as adults have learned to
express ourselves through our
trials and errors and we have
developed into who we are today
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
Tuesday,
31 October 2017
Bafile, C. (2017). Reader's
Theater: Giving Students a
Reason to Read Aloud.
Retrieved from Reading
Rockets:
http://www.readingrocket
s.org/article/readers-
theater-giving-students-
reason-read-aloud
Educational publisher Lois
Walker believes that a good
script can transcend reading
levels. She explained, "A
sensitive teacher who knows
the capabilities and reading
levels of his or her students will
be careful to assign the proper
reading parts to the proper
readers so everyone can have
fun and succeed."
(unnumbered)
because of the lessons we learned
through those trials and errors,
good or bad. As children express
themselves, their character and
personality develops based on
what they feel represents them
personally. They also learn what
acceptable expression is within the
culture, society, or group with
which they identify. Dramatic play
helps them to act out those
characteristics and try them on for
size. Storytelling gives them the
opportunity to tell about their
experiences giving voice to their
actions.
So, speaking about pretending
what are you going to pretend to
be for Halloween? I am going to be
a 62 teal blue fairy with a
sparkling crown, magic wand, and
wings. I am going walking with my
husband (who pretends to be
Darth Vader without a costume)
and my son who is going to be a
dragon T-Rex (If I get his costume
done by then).
I have heard of Readers Theatre,
but I never knew exactly what it is.
This article, as well as the others,
gives me great information.
I really appreciate this quote
because within one classroom a
teacher can have a variety of
reading levels. Choosing parts that
compliment a childs reading
ability can encourage them and
help them become better readers
without feeling they have received
the dumb part. If they are reading
all together, their part is just as
important as anothers part and all
readers can enjoy the reading and
improve their own reading abilities
at the same time. Its a win-win
situation.
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
Thursday, During drama, teachers and
26 October 2017 students, learn the essence of
fun, including taking roles,
Cornett, C.E. solving problems, pursuing
(2015). Creative meaning interests, learning new skills
through literature and the working with people, meeting
arts: Arts integration for challenges, moving around, and
classroom teachers (Fifth making discoveries a pretty
Edition). Boston, MA: healthy education menu, nest
Pearson. pas? If back to basics means a
return to fundamentals fun
plus mental work that is
engaging drama is about as
basic as it gets. (p. 313)
This quote really stood out to me.
The idea that fun includes taking
roles, solving problems, pursuing
interests, etc. gave me something
new to ponder. So often in my
classes, students are more
interested in how I can entertain
them. They have an entertainment
mentality. However, this quote
makes me think about how I can
get my students to be the
entertainment (within reason, not
just random unrelated goofing off)
and then they are learning at the
same time! Now that would solve
both of their/our problems/needs:
1.) Entertainment + 2.) Education =
Edutainment (not an original word
of mine) and meet expectations.
I also like the part where it breaks
down the word fundamental into
fun plus mental. With a slight
spelling variation, if fundamental
could be spelled fundemental
instead, it would be a clear
expectation right there in the word.
De in Spanish means of or from, so
fun of/from the mental (brain).
Is it the teachers responsibility to
entertain students in order for
them to learn? Or is it appropriate
to let the students be the
entertainment as they learn?
(Without making fun of them, of
course.)

Thursday, Independence and self- Sometimes I see students seeking

26 October 2017 discipline grow from humble the first, independence, with no
beginnings: clear expectations regard for the latter: self-discipline,
Cornett, C.E. about focus, concentration, and humility, living up to expectations
(2015). Creative meaning giving it your best. (pg. 333) (responsibility), focus,
through literature and the concentration, or giving their best.
arts: Arts integration for Independence is a crucial in child
classroom teachers (Fifth development, but without
Edition). Boston, MA: boundaries, I see students
Pearson. becoming self-serving,
opportunists that pay no attention
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
to others who are different than
they are, sometimes to the extent
that they bully, mock, and
disrespect their peers and their
teachers. Independence built on a
foundation of self-discipline,
humility, responsibility, focus,
concentration, and giving their
best, I believe, makes for a better
person and a healthier society. In
theatre and drama even though
they are independent, there are
rules that need to be followed so
everyone can be successful and
gain independence.

Thursday Theatre and drama are language This clearly defines four primary
November 02, 2017 rich and naturally engage educational goals. If theatre and
students in verbal drama can wrap communication,
Cornett, C.E. communication. Students observation (research), writing, and
(2015). Creative meaning involved in theatre and drama meaning making (interpretation)
through literature and the also spend time researching together in one neat nutshell and
arts: Arts integration for
characters and settings, writing then present information to students
classroom teachers (Fifth
scripts, and interpreting lines. (p. in a natural way without them
Edition). Boston, MA:
366) thinking they are being taught (p.
Pearson.
375), what better way for students
to learn.

Thursday Storytelling is valuable because I love storytelling! My husband may

November 02, 2017 it is rich brain food that provides say that I love to tell stories, but,
a balanced diet of cognitive, however it comes out, storytelling is
Cornett, C.E. social, and emotional knowing. a passion of mine. My favorite way
(2015). Creative meaning to tell stories is as a costumed
through literature and the (p. 375)
interpreter (p. 374). I never
arts: Arts integration for
considered myself a dramatic
classroom teachers (Fifth
person, very little drama queen in
Edition). Boston, MA:
me (I used to cry when I had to talk
Pearson.
to large groups), but as I have taken
on a first person persona, my
personality changes based on the
stories I tell. The costumes and props
I use really make the stories come
alive! I have made people laugh so
hard they cry and one time I made
some people cry because the
description was so vivid. I like the
phrase rich brain food. This food I
EDCI 517
Integrating the Arts Across the Elementary Curriculum
Shannon Foster
take to understand as feeding the
imagination or satisfying a craving
for knowledge and information. And
if I can get someone to feel deeply
when they see and hear the story,
they will experience an emotional
connection that is difficult to forget.

Works Cited

Bafile, C. (2017). Reader's Theater: Giving Students a Reason to Read Aloud. Retrieved from
Reading Rockets: http://www.readingrockets.org/article/readers-theater-giving-
students-reason-read-aloud

Cornett, C. E. (2015). Creating Meaning through Literature and the Arts. Boston: Pearson
Education, Inc.

Saulle, E., Papa, L., & Romano, L. (2017). 12 Fascinating Ways to Use Drama in the Curriculum.
Retrieved October 24, 2017, from TeacherHub.com: http://www.teachhub.com/12-
fascinating-ways-use-drama-curriculum