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role, tension, symbol, focus |
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adopting attitudes of another person. Can be specific, general, stereotypical, three-dimensional |
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prevention of a resolution. May be created by using space, time, motivation, conflict, contrast, etc. |
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anything that stands for something else (eg for an object, person, concept, emotion, or state of mind) |
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students are themselves in an imaginary situation |
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students become 'the ones who know'' |
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students adopt attitudes which are not necessarily their own |
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students adopt the characteristics of a particular individual |
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students rehearse and present to an audience |
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studeints in small groups design an image together |
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the role/character walks slowly between two lines of students facing each other, who comment in role or tell the character what s/he should do |
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furniture and material used to represent a place |
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still image or frozen moment; use of bodies to crystallize an interaction |
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childhood games put into a particular context |
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particular dramatic moment that has been frozen to allow close study. Also known as tableau |
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questioning selected student/s, in role, by seating them in front of the class group. Aimed at building roles, not interrogating. Also known as questioning in role |
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unscripted drama; spontaneous |
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students are given high-status roles as experts in drama |
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expressive gesture with no words |
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narrative scripting; emphasis on voice and limited gesture |
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stylised enactment with rules and codes |
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an important role is drawn on paper; individuals write words or longer comments to define it. They may then each speak for it. |
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participants use the body of another as "thinking clay", shaping it to represent a significant moment, negotiating things like expressions |
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teacher takes on a role and manages interactions and direction from within the drama |
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one-way conversations with an imagined other |
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'tapping in' to reveal what is being thought at a point in time. Often used in combination with depiction |
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objects introduced as a starting point for role creation |
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