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I n c i t e /I ns i ght
Experiencing differentiation in
drama classrooms, activating
both the “imagination network”
and the “attention network,”
and utilizing the strengths of
short axon connections for
precise work and longer axon
connections for broader work,
students are supported in their
strengths while developing in
areas where they struggle.
In theatre and drama
classrooms, a combination
of environmental structure,
mindfulness practice, warm-
up games, and improvisation
will not only provide support
and access for those students
diagnosed with cognitive
impairments, it also stimulates
deeper learning for all
students. These strategies of
differentiated instruction in
drama classrooms are certainly
not exhaustive. Additional
interdisciplinary lessons and
activities for community
engagement provide a host of
new and meaningful learning
experiences. Engaging in
this work with students and
colleagues is not simply
recommended, but necessary
to ensure the students’ success.
“As inclusion becomes more
of a reality in classrooms
and school districts across
the country, finding positive
ways to openly discuss and
successfully accommodate
a range of abilities is vital”. 8
By stimulating creativity
and engaging different
networks in the brain through
differentiated instruction,
theatre educators and
8
Grady 135
W i n te r 201 8
teaching artists provide deeper
learning experiences for their
students, prompting greater
reading comprehension,
problem solving, and social
cognition. Through the learning
experiences and inclusive
community provided in drama
education, these students gain
confidence and skills that serve
them in their future academic
and personal pursuits.
RUTH TAYLOR teaches drama,
technical theatre, and speech
competition at St. Andrew’s
Episcopal School in Ridgeland,
Mississippi, where she also
serves as chair of the Fine Arts
Department. She received
her Bachelor’s Degree with
Honors in Theatre Studies from
Wellesley College and holds
a Master’s Degree in Theatre
Education from the University
of Northern Colorado. After
seven years teaching drama
to young people, Taylor has
witnessed time and again the
transformative power of theatre
and hopes to increase its
benefits for the students at her
school through increased drama
integration across curricula.
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In c it e / In sig h t
W int e r 2 018
AATE Events
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March 1, 2018
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