Dramaturg In 'Fear The Walking Dead'

How is the material being researched and developed at significant stages during the process of creating drama?

Today 's lesson objective is: students will be able to use evidence from a text to determine what inferences or generalizations can be made from the text.

The hit TV series, The Walking Dead is about a small group of people trying to survive the apocalypse. Along with trying to survive the undead, the main characters also encounter many conflicts with other survivors. These encounters change the main characters drastically; we see many personality changes because of the horrific events that happen along their journey. This story is not all about fighting the undead, it also shows how the main characters adapt to their surroundings, by making a shelter, finding food, and try to live as closely as they can to a normal life. The director throws in so many plot twists, it keeps me wanting to watch more. This show is so interesting, it has been my favorite TV show since it came out in 2010.

The timeline of the drama program is it would start in October and end in May. The program will include teachers and community members as volunteers. Ideally, the people who volunteer would be interested in the arts such as: music, art, dance and acting. But, experience in those fields is not required. The students will have the opportunity to learn reading comprehension skills such as: sequence of events, vocabulary and summarization. The students will choose one book to read and study per month, and the activities will coordinate with those books. The books the children will choose from will vary in topic and difficulty, but will be on the 2nd grade reading level. The drama techniques that will be used are: hotseating, role-play and tableaux.

Start with the word _________________ and call on students to share what they thought was this word meant and how they figured it out using the context clues. Mention the importance of the words around the unknown word; stressing a don’t-give-up attitude.

Directions: Develop an educational series proposal for your community using one of the following four topics:

Day 1 Hook: Read Hamlets death scene, forwards and backwards working on triggers and heaps.

Directions: Develop an educational series proposal for your community using one of the following four topics:

The TV series from fanforum.com that I intend to discuss in today discussion board is “the Walking Dead” originated from HBO. The show is gaining its popularity right now after the cliff-hanging ending of season six in April 2016. The growing fandom and another media revolving around the series tend to provide question and discussion about the survivability as well as the capability of the group of the main character. Even though the backbone of the show includes gore, violent and somewhat strong language, the general overview of fan and discussion threads appear to be respectful and contents. The key components of the show that attract a huge amount of fan are that the producer implies the popular culture concept of a zombie apocalypse, alternating

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

I will grab my audience’s attention by asking them questions such as: is it too difficult to find parking around campus, how much do you pay for parking permit, how many hours do you work weekly or how many hours do you use on assignments?

1. In your own words summarise the major learning points from the whole of the programme with particular reference to :

When I first started to think about what the theme of my lesson was going to be, I immediately thought about my preschool and pre-k students that I work with on a daily basis. What are they learning now? What are some important concepts in life that haven’t been taught in depth? What concept can be difficult to comprehend without implementing drama? These were just some of the many questions that were going through my head. When I first came across the book The Most Magnificent Thing by Ashley Speirs, I immediately was captured by the theme of perseverance in the book. The week that I found the book, I had been working with a student who was trying to complete a puzzle and she was getting frustrated. I sat down with her and encouraged her to continue trying and with a little help she completed the puzzle. The look on her face when she completed that puzzle was electrifying. She was so excited and so proud of herself when she finally fit that last piece into the puzzle. This experience helped me when choosing the topic of my monologue because when I came across the book, I realized that the concept of perseverance would be a perfect concept to teach through the integration of drama. One reason, I felt like the integration of drama would be so useful in teaching this concept was that many students are probably able to comprehend the definition of perseverance, but what does perseverance look like? How does it feel when you persevere? That is where I thought integrating drama

It is the action of positioning students as experts of a particular discipline to explore what “they do not know they know” (p. 1). In addition to Drama for learning and Inquiry, expert framing is one of the three essential, inseparable structures of Heathcote’s most phenomenal approach in drama in education, Mantle of the Expert ( Aitken, 2013 in Fraser, Aitken, and Whyte, 2013). In the Theater / Drama in Education (TIE/DIE) literature, there are some variations of expert framing procedure, such as Character Interview ( Flynn and Kelner, 2006; Macy, 2004), Panel Discussion ( Beach, Appleman, Hynds, and Wilhelm, 2011 ), Group role (Flynn and Kelner, 2006), and Hot Seating ( Booth, 1994).

I would start with the narrative of the learning moment, a not - so learning moment and