Civic Literacy Through Curriculum Drama, Grades 6-12
- Catherine A. Franklin - City University of New York (CUNY), USA
Learning Styles | Teaching Methods & Learning Styles
"Armed with a belief in the power of the imagination and the human drive for inquiry, Franklin transforms American civics from a stale and static subject into a compelling, student-driven civic discourse. This book is a mix of constructivist philosophy, dramatic technique, and letting the world into the classroom."
"The author’s approach to curriculum drama supports students gaining a true understanding of the subject matter rather than a limited understanding that may or may not lead to good test scores. Students are encouraged to think and work together to solve problems. These are the skills they will need for a brighter future."
"Rooted in a deep understanding of development and the complexities of curriculum planning, Franklin's book presents with clarity and detail a dynamic view of classroom life that supports students' imagination and creativity, the importance of questioning and critical thinking, and the responsibilities and participation of citizens in a democratic society."
"Offers educators a powerful method for making learning essential to students’ experience. Once they enter a curriculum drama, students become actors in a dynamic world that engages them intellectually, emotionally, and intuitively. They must sharpen their thinking, communicate effectively, and write and speak persuasively to be part of the action. Franklin is an imaginative and thoughtful guide taking teachers and students into the fertile territory of history brought to life."
“Curriculum drama engages students by activating their imagination on a variety of topics. Through inquiry-based learning, students actively participate as researchers and actors while the teacher serves as the facilitator."
"Curriculum drama positions students to take up important civic concepts on their own terms through authentic, participatory activities. Catherine Franklin offers a step-by-step process for engaging adolescents in drama."
"Using vivid examples from her own teaching, Franklin details the thinking behind the multiple decisions a constructivist teacher has to make prior to, during, and after teaching to maximize the potential of curriculum drama."