The Benefits of Implementing Drama-Based Instruction into Language Arts Lessons

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dc.contributor.authord'Amours, Satya
dc.contributor.supervisorTobin, Ruthanne
dc.date.accessioned2017-08-29T16:53:43Z
dc.date.available2017-08-29T16:53:43Z
dc.date.copyright2017en_US
dc.date.issued2017-08-29
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThe purpose of this project was to explore various ways in which drama-based instruction can be implemented into language arts lessons in primary schools. Particular focus was placed on possible benefits in the areas of oral language, reading and writing skills within the context of an international school in Japan with an ethnically and culturally diverse student population. The literature reviewed included social constructivism, functions of language, multiliteracies and multimodality in order to examine the evidence supporting the implementation of such an approach to teaching and learning that meets the unique needs of the learners. In Chapter Three, I drew on my learning in Chapter Two in order to give examples of my plans to implement drama-based instruction into my language arts lessons with the goal of helping my students improve their oral language, reading and writing skills.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/8490
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectdrama
dc.subjectreading
dc.subjectwriting
dc.subjectspeaking
dc.subjectlanguage arts
dc.subjectliteracy
dc.subjectprimary school
dc.subjectelementary school
dc.subjectdrama-based learning
dc.subjectoral language
dc.subjectmultiliteracies
dc.subjectmultimodality
dc.titleThe Benefits of Implementing Drama-Based Instruction into Language Arts Lessonsen_US
dc.typeprojecten_US

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