Reflection My designed intention was to enhance students’ comprehension of the story by drama. Thereby when I planned the lesson, I followed Bredikyte’s model of play: narrative play pedagogy. Bredikyte (2011) identified three fundamental elements in the narrative play pedagogy: one chosen narrative, dialogical form of activities and dramatization of the chosen narrative. Initially, I provided support in helping students to understand the narrative – within students’ zone of proximal development. The zone of proximal development refers to a boundary area where on one side children can cope independently with particular knowledge and skills but beyond that boundary they need adult assistance (Marsh, Clarke & Pittaway, 2015). Later on students
…show more content…
Baxter wanted to create a new story but he gave up because the other three girls wanted to follow the book. However, later on they created a new character especially for Baxter to keep him engage. Sienna complained that she could not hear her voice and felt left out. Phoebe noticed and promised to lower her voice. Students bravely expressed their ideas and effectively communicated with each other to ensure every one in the group understand what they should do in the drama. The art of reciprocity in play was put into action when students exchanged ideas and were aware of other’s perspectives. The art of reciprocity involves having an awareness of perspective of others, actively responding to others in their particular situation and giving respect and value to others (Ridgway, Quiñones, & Li, 2015). Through students’ awareness of reciprocal exchange, they found a way to communicate and interact wholeheartedly with each …show more content…
Sienna’s perception of the right attitudes to treat an old lady is culturally formed. The cultural formation of using polite manners in conversation with elders is generally encouraged in Australian society. There was one scene when Phoebe suddenly added a plot of using a phone to call Baxter. Baxter rejected her invitation, saying that he was in a traffic jam. It was interesting to hear them respond to each other in that way. Clearly, ‘the phone’ and ‘the traffic jam’ are the historical and cultural construct product. Children’s imagination and creativity originally comes from the reality of their everyday experience (Ridgway, Quiñones, & Li, 2015). They might have used a phone before or they might have seen a traffic jam so they could bring these elements into the
Baxter wanted to create a new story but he gave up because the other three girls wanted to follow the book. However, later on they created a new character especially for Baxter to keep him engage. Sienna complained that she could not hear her voice and felt left out. Phoebe noticed and promised to lower her voice. Students bravely expressed their ideas and effectively communicated with each other to ensure every one in the group understand what they should do in the drama. The art of reciprocity in play was put into action when students exchanged ideas and were aware of other’s perspectives. The art of reciprocity involves having an awareness of perspective of others, actively responding to others in their particular situation and giving respect and value to others (Ridgway, Quiñones, & Li, 2015). Through students’ awareness of reciprocal exchange, they found a way to communicate and interact wholeheartedly with each …show more content…
Sienna’s perception of the right attitudes to treat an old lady is culturally formed. The cultural formation of using polite manners in conversation with elders is generally encouraged in Australian society. There was one scene when Phoebe suddenly added a plot of using a phone to call Baxter. Baxter rejected her invitation, saying that he was in a traffic jam. It was interesting to hear them respond to each other in that way. Clearly, ‘the phone’ and ‘the traffic jam’ are the historical and cultural construct product. Children’s imagination and creativity originally comes from the reality of their everyday experience (Ridgway, Quiñones, & Li, 2015). They might have used a phone before or they might have seen a traffic jam so they could bring these elements into the