My groups annotated bibliography for our end of semester presentation.
Drama Annotated Bibliography
Alber, Sheila R. & Foil, Carolyn R. (2003). Drama Activities That Promote and Extend Your Students’ vocabulary Efficiency. Intervention in School and Clinic, 39, 22-29.
Alber and Foil state that an understanding of vocabulary words increases reading comprehension. Students with more advanced vocabularies will be better readers. They believe drama activities should be used to help vocabulary learning. Many different drama activities and exercises are presented that can be used to further vocabulary learning. This article gives us ideas for potential drama activities that can be used during our presentation.
Colbert, David. (2004). The Magical World of Harry Potter. A Treasury of Myths, Legends, and Fascinating Facts. Berkeley: New York.
J.K. Rowling inserts references to mythology, obvious and hidden, into the prose of her Harry Potter book series. Colbert provides a guide to reveal and explain those references, intending to make readings of the books informative along with being enjoyable. It is intended for use by Harry Potter fans, as it begins with the novels and works backwards through time tracing the origins of the related mythology. Those origins are placed within context of the mythology and they relate to the story and characters of the Harry Potter book series. Colbert’s guide will aid our presentation by presenting a connection between mythology and modern literature. It will gives us a way of justifying how learning mythology vocabulary will benefit modern readers
Dickerson, Matthew & O’Hara, David. (2006). From Homer to Harry Potter. A Handbook on Myth and Fantasy. Brazos: Grand Rapids.
Modern fantasy literature is examined as a literary genre, to which the authors quote J.R.R. Tolkein as saying is the “dominant” literary genre of the twentieth century. Tolkein grouped together myth, fairy tale, romance and fantasy into a category he called Faerie. Dickerson and O’Hara focus on the origin and evolution of Faerie as it evolved to form modern fantasy literature. They begin with the works of Homer and continue through to the tales of the Brother’s Grimm, then finish by looking at modern fantasy literature and how it fits into the genre of Faerie. This handbook will further our examination into the connection between modern literature and ancient mythology. We will use it gain a deeper understanding of mythological vocabulary, providing us with a tool to facilitate learning by our students.
Evans, Bergen. (1970). Dictionary of Mythology. Dell: New York.
Evans alphabetizes the names, terminology and places associated with mythology and provides definitions and origins for each entry. The dictionary covers Western, Egyptian and Babylonian mythology with a primary focus on Western myth. This dictionary will provide us with definitions for the vocabulary words we choose to use as the focus of our presentation.
Moffat, James. (1992). Student-Centered Language Arts. Boynton/Cook: Portsmouth.
Moffat’s position is that Language Arts teachers should make their students the focus of the class’ curriculum, taking it away from the teacher. Moffat believes a mistake is made in middle schools and high schools in that students are moved around from room to room, and have different teachers and classmates every period. This practice is differs from elementary school in which teachers have the same students for every period, allowing them to make connections between students and teachers as well as between subjects. Because older students move around more Moffat believes his ideas are better suited to the lower grades, though they can also be applied at the higher grade levels.
Moffat’s exceptionally detailed book has activities and exercises that can be used to teach reading, writing, vocabulary, speaking and other Language Arts skills. These activities include many aspects of performance and drama than can be utilized to facilitate learning. We will use Student-Centered Language Arts for ideas on how to incorporate process drama into vocabulary lessons. Several sections of the text deal with the practicality of using drama and performance. Moffat argues that keeping students personally involved and actively using texts to create their own meaning increases learning capabilities. We will take this into account when lesson planning for our presentation.
Rowling, J.K., (1998). Harry Potter and the Sorcerers Stone. Scholastic: New York.
Eleven year old Harry Potter Hogwarts School of Witchcraft and Wizardry t begin his training as a wizard. While there he is learns that he is called the “Boy Who Lived” because as an infant he defeated the evil wizard known as Lord Voldemort who had just murdered Harry’s parents. During the school year Harry makes friends with classmates Ron and Hermoine, defeats a mountain troll, becomes enemies with Professor Snape, learns how to fly on a broom and plays Quidditch. Voldemort, who was not killed but has been in hiding, comes to Hogwarts in search of a magical stone that he believes will make him immortal. Harry confronts Voldemort and defeats him once again.
Young readers may be exposed to the Harry Potter books before they will be to other works of literature. While reading the books they will encounter many names and terms related to mythology. Our research will show the connection between the Harry Potter books and mythology, aiding comprehension of the themes and ideas presented in the text.
Tripp, Edward. (2007). The Meridian Handbook of Classical Mythology. A Classical Guide. Penguin: New York.
Tripp’s handbook is an alphabetical guide to the names, places, themes, ideas, and concepts found in mythology. Its focus is on the stories of Roman and Greek mythology, presenting summaries of the stories in a detailed manner. When disparate accounts exist Tripp either presents both or all versions of the story, or attempts to subjectively present the most likely version. This will be a resource fo finding the origins and meanings of the vocabulary words we choose to use in our presentation.