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Essentials of Childrens Literature3 Poetry and
PlaysContents:Section One: Poetry Poetry in the Classroom Choral
Poetry Students Reading and Writing PoemsSection Two: Play
Definition and Description Evaluation and Selection of Plays
Historical Overview Of Plays Types of PlaysInstructor: Presenter:
20978L020
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Choral Poetry
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How to select poems and teach them to students?1. Selection2.
Memorization3. Arrangement4. Performance
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Selectionshort, humorous narrativelongerThe loser Mama said Id
lose my head It if wasnt fastened on. Today I guess it wasnt Cause
while playing with my cousin It fell off and rolled away And now
its gone.From Where the Side walk Ends
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Selectionshort, humorous narrativelongerAnd I cant look for it
Cause my eyes are in it, And I cant call to it Cause my mouth is on
it (Couldnt hear me anyway Cause my ears are on it), Cant even
think about it Cause my brain is in it. So I guess Ill sit down On
this rock And rest for just a minute The LoserFrom Where the Side
walk Ends
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Memorization1. The teacher select and read aloud a poem that is
well liked by the students. Then students repeat each line or pair
of lines after the teacher until they know them.2. Variations can
be added for performing the poem.3. Some longer poems with older
students who read well will not be memorized but will be practiced
and read together as a group.
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Arrangement-- Learn the poem and recite it together as a group
-- Achieve different effects Two-part or three-party choral poetry
is usually based on arranging students into voice types (e.g. high,
medium, low) and by selecting lines of the poem for each group to
recite or read.solocumulativesimultaneousdramaticunison
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ArrangementSolo can be added to either of these presentations
and are sometimes used for asking a question or making an
exclamation.solocumulativesimultaneousdramaticunison
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ArrangementA cumulative buildup is effected by having, for
example, only two voices say the first line, then two more join in
on the second, and then two more, gradually building to a crescendo
until the entire class says the last line or
stanza.solocumulativesimultaneousdramaticunison
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ArrangementSimultaneous recitationIn this case, group one begin
the poem and recite it all the way through. When group begins the
third line, for example, then group two starts the first line, and
the two groups recite simultaneously until the end. Other groups
can, of course, be
added.solocumulativesimultaneousdramaticunison
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Arrangement.simultaneousdramaticsolocumulativeunisonPaul
Fleichmans Joyful Noise: Poems for Two Voices and I Am Phoenix:
Poems for Two Voices are written to be read aloud by two readers at
once, one reading the left half of the page and one reading the
right half, as well as certin lines simultaneously
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ArrangementLet be your guide. As soon as children learn that
poems do not have to be read sedately through exactly as written,
they will begin to find excitement and deeper meaning in
poetry.simultaneousdramaticsolocumulativeunisonimagination
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PerformanceAction, gestures, body movements, and finger
playsRemember the best audiences are close by the class next door,
the principal, the librarian, the custodian, or a visiting
parent.
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Poetry in the ClassroomConclusionIn addition to the group
activity, teachers can encourage an individual student to learn
poetry by heart, voluntarily, and then to recite a poem in a small
group or as a part of a group performance, perhaps around a theme.
Jane Yolens collection of weather poems, Weather Report, could be a
resource for this activity.
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Students Reading and Writing PoemsLearning to Write PoetryRead
SilentlyThe Classroom Library1.Comprehensive poetry anthologies 2.
Specialized collections by a single poet. 3. Books of poem on a
single topicStudents Activities1. Making copies of their favorite
Poems 2. Illustrating and arranging the poems in new and inventive
ways. 3. Rotating the poetry booksLearning to Read Poetry
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Students Reading and Writing PoemsLearning to Write
PoetryLearning to Read PoetryOther activities:Pair reading / making
videotapes or audiotapes of their readings Selecting three poems by
one poet and finding something out about the poet; group discussing
and reading three poems aloud.Finding three poems on the same
topic; then reading them aloud in small groups.Finding poems of the
same poetic form/similar poetic elements/slow or fast rhythms.
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Students Reading and Writing PoemsLearning to Read
PoetryLearning to Write PoetrySuggestive books to start with: Poems
on Poetry, Sunrises and Songs, Reading and Writing Poetry in an
Elementary Classroom
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Students Reading and Writing PoemsLearning to Read
PoetryLearning to Write PoetryChildren should be reminded:1. Poetry
is a form of communication. 2. Children should think of an idea,
feeling, or event to write about in their poems. 3. Poetry does not
have to rhyme. Children may write something of interest to
them.
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Students Reading and Writing PoemsOther suggestions:1. Personal
and class anthologies 2. Bulletin board 3. Modeling the works of
professional poets 4. Reading aloud many poems of one poetic form;
analyzing the form with the students to reveal the characteristics
of its structureLearning to Read PoetryLearning to Write Poetry
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Section Two: Plays
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Section Two: PlaysReasons to include plays in school
curriculum6. Students enjoy reading plays and are able to
experience a story vicariously quite readily through the play form.
7. Reading plays aloud and performing plays are natural ways to
develop and demonstrate a childs oral reading fluency.
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Section Two: PlaysDefinition and DescriptionPlays refers to
written, dramatic compositions or scripts intended to be acted.The
script usually has set, costume, and stage directions noted, as
well as dialogue provided for each actor.
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Section Two: Plays
Definition and Description
Readers theatreCreative dramaRecreational dramaChildrens
theatre
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Section Two: Plays
Definition and Description
Readers theatreCreative dramaRecreational dramaChildrens
theatre
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Section Two: Plays
Definition and Description
Readers theatreCreative dramaRecreational dramaChildrens
theatre
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Section Two: Plays
Definition and Description
Readers theatreCreative dramaRecreational dramaChildrens
theatre
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Section Two: Plays
Definition and DescriptionElementary school years: informal
reading of plays Middle school or older students: recreational and
formal plays
The dramatic processes of creative drama and readers theatre,
discussed in Chapter 12, are also suitable for elementary grade
students.
Readers theatreCreative dramaRecreational dramaChildrens
theatre
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Section Two: PlaysEvaluation and Selection of PlaysSubject
appealing to childrenAn interesting character or twoA problem that
thickens or worsens, but gets resolved satisfactorily in the
endHumorConflict between charactersNatural dialogue reflecting the
personality of the character speakingOne or more of child-appealing
characters childlike figures, a personified animal,
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Section Two: PlaysEvaluation and Selection of PlaysChildrens
Book and Play Review: reviews of ten or twelve childrens plays as
well as feature articles occasionally about the publication status
of childrens plays.The International Association of Theatre for
Children and Young People: bibliographies of plays as well as
synopsis of each play, length, typesAnthologies: a good source of
plays for childrens reading enjoymentEleven publishers: see page
63
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Section Two: PlaysEvaluation and Selection of PlaysThe American
Alliance for Theatre and Education (AATE)
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Section Two: PlaysHistorical Overview of PlaysCatholic church: a
means of educating general audiencesThe most acknowledged classic
of the genre of plays for children
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Section Two: PlaysHistorical Overview of PlaysChildrens theatre
in the United States has generally independent of the adult
professional theatre, is community based with substantial
contributions by amateurs, has suffered from limited budgets, and
yet has tenaciously survived.Childrens Educational Theatre was
founded in 1903 in New York.
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Section Two: PlaysHistorical Overview of PlaysWith the spread of
childrens theatre groups there was an increase in the number of
published script: 1. 1921 A Treasure of Plays for Children by
Montrose J. Moses
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Section Two: PlaysHistorical Overview of Plays2. Exceptional
note: Charlotte B. Chorpenning (1872-1955) Anchorage Press Plays
The Artistic director of the Goodman Childrens Theatre of the Art
Institute of Chicago from 1931 until her death. Her contributions
to juvenile dramatic literature were outstanding for both quality
and quantity. Her observations of childrens interests at each age
level are still useful to playwrights (McCaslin, 1971)
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Section Two: PlaysHistorical Overview of PlaysDuring the 1960s
and 1970s professional theatre companies for young audiences began
to appear.Extremely limited body of childrens plays suitable to
their needsA rapid increase in childrens play publishing (Oaks,
1997)
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Section Two: PlaysHistorical Overview of PlaysAurand Harris, an
outstanding childrens playwright, 1945-1996, left behind a rich
legacy of published plays that include original works as well as
adaptations of folktales and modern literature. He is particularly
noted for exploring different styles for childrens theatre.A
vaudevillian show ( The Toby Show) A melodrama ( Rags to Riches), A
serious drama that treats the topic of death (The Arkansaw Bear)The
first winner of the Charlotte B. Chorpenning Award and the only
playwright to win it twice, in 1967 and in 1985.
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Section Two: PlaysTypes of PlaysTraditional: drama, comedy,
farce, melodrama, and tragedyParticipation plays a drama with an
established story line constructed to involve structured
opportunities for active involvement by the audience.Adaptation
plays traditional literature, folktales, fables, Bibles stories,
and modern childrens literature are available from most of the
childrens play publishers.
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Section Two: PlaysTypes of PlaysOriginal plays, stories
originating in play form fewer than one third of the new plays
published annually.
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Section Two: PlaysTypes of PlaysThe natural play of children and
the theatre are To make concrete the intangible To make explicable
the inexplicable To make accessible the incomprehensible To make
memorable the significant(Davis, 1981, p.14)
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Section Two: PlaysTypes of PlaysPlays help children come to
terms with the unknown and the threatening and help to heighten
their appreciation of the actual and enjoyment of the human
comedy.