Audio Recording Techniques
There are lots of different ways people can use audio to tell a story. This handout will give you some
top tips and techniques that you might want to use to make sure that your audio stories and clips are
clear, communicate the story well and keep the listener playing them!
The Democracy through Drama project investigates the use of Drama and Mimesis in Education in facilitating democratic classrooms. The workshop was led by Chris Bolton (Birmingham City University) as part of the Democracy through Drama Summer School in Budapest in July 2019, organised by InSite Drama.
Video recording and editing: Tamás Benkó
Evaluation results of C2 training event, organised in the framework of the European School Innovation Academy
Christopher Bolton of Birmingham City University offering a short intro to Process Drama and its role in the Democracy through Drama Erasmus+ project
This is a DemoDram template to support the developing of workshop ideas by teachers, facilitators, etc. Headings of categories are suggestive and may not apply to all ideas tried and produced.
This document aims to explain the methodological groundings of the approaches used in the Democracy through Drama project. In line with the conceptual and pedagogical framework (see also in the resources section), our intention is to make this work of practical use to teachers and educators.
The following thirty pages focus on the central concepts and theoretical groundings of the pedagogies used in the project. Following this introduction, the second section discusses the concept of democracy and connections are made between democracy and education, reflecting on the question of how democracy can be taught. This is followed in the third section by a discussion of the possible role of Drama in Education and Mimesis in democracy education, and the approaches advocated in the project will be contextualised within the wider field of drama education.
The Open Education Resources of the Democracy through Drama project offer examples of how drama
has been used to support teaching in the humanities, languages and the arts through practical explorations
of curricula within the classroom. It is intended that this document provides a usable resource
for teachers so that they can implement drama in their classrooms to enhance their practice.
The workshop aims to explore a short part of a classic text from the Metamorphoses by Ovid. Participants
create depictions based on the text and then turn these into contemporary situations. The aim is to find
the contemporary connections to a classic text through working with image and situation.
This workshop plays with the idea of using a lesser known text from an iconic Hungarian poet and placing it
at the centre of a completely new situation. The drama develops around a graffiti appearing in the schoolyard
during the night. It looks at the text from different perspectives and explores responsibilities of teachers,
students and those who might have written such a text. The poem titled Crossroads touches on the subject
of choices and also mentions suicide, so it raises questions of mental health and teenage life choices.
This workshop has been designed and implemented in the framework of teaching Homer’s Iliad to Year
2, Junior High School pupils in Ellinogermaniki Agogi. Students worked extensively with the device of
still images.
The focus is the conflict between Achilles and Agamemnon, concerning Chryseis’ return to her father.
During their English class students read texts relevant to current affairs, more specifically they read
a text on the topic of immigrants and refugees. This particular extract is taken from Unit 13 (Crossing
Borders) in The New Outsiders by A. Kane (2009). The intended level of lexical difficulty of the text
is C1, according to the Common European Framework for Languages. On this text and the ideas
expressed, drama techniques will be applied. Students will select three moments/images of the text