ARTS EDUCATION 5142:
Drama
Drama offers children a way of knowing that
is not replicated elsewhere in the curriculum.
John...
Drama education
 What is the intended learning?
 Why is it important?
 What do children bring?

WHAT DO WE WANT OUR STU...
The multi-dimensional and physical
nature of drama activity means that
children’s cognitive abilities are
engaged more com...
Stage one
Drama/theatre warm up activity

WHY?

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Drama or theatre activities are used
to develop a range of skills and
competencies such as physical
movement skills, imagi...
Stage two
Knowledge in, skills and practices

that form drama education

UniSA Drama tut/workshop pt 2, 2nd years
October...
Intended learning……
1.

Voice

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Verbal expression involves using the
voice to represent different characters
and to convey moods and content
expressively ...
Reader’s Theatre
Activity: Read the script for Tacky the
Penguin by Helen Lester

www.teachingheart.net/readerstheater.htm...
Voice

Tone

Clarity
UniSA Drama tut/workshop pt 2, 2nd years
October 2013

Pace
Intended learning…….
2.

Movement/gesture

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Movement/
gesture

Consistent

Appropriate
UniSA Drama tut/workshop pt 2, 2nd years
October 2013

Enhances
character
Mime
Mime is acting without words and
focuses attention on the use of facial
expression, gesture, body language
and action...
Activity: Opening of birthday present
1) Non-verbally communicate what it is
2) Non-verbally communicate your
emotional re...
Intended learning……
3.

Text

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Text

Beginning
context

Point of
tension
UniSA Drama tut/workshop pt 2, 2nd years
October 2013

Resolution
Activity: Word prompts for
narrative
(person, place, object)
Focus: structure of the plot –
beginning, middle and end, wit...
Audience
Roles and responsibilities
Etiquette

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Audience checklist
Drama skills
 Voice
 Movement/gesture
 Maintaining character
 Story structure
 Production
(lightin...
Drama education – why???

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Research shows that children
involved in rich forms of drama
education develop greater fluency
and versatility in language...
The Practice/process

Child centered
Teacher initiated

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Child Centered
 Drama corner
 Play boxes
 Box of costumes
 Variety of props
 ……………..
UniSA Drama tut/workshop pt 2, 2...
Teacher initiated – the practice
- process drama
 Dramatic role play
 Storytelling
 Puppets

 Improvisation
 Mime

 ...
Additions to your teaching
 Windmill Theatre: www.windmill.org.au
 Patch Theatre: www.patchtheatre.org.au
 Slingsby The...
Assessment
Strategies…………….

UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Assessment
What is your assessment focus? (skills or
dispositions)
 Teacher assessment – checklist,
observation (with or ...
Drama elements
Role, character and relationships
Situation/setting
Focus
Tension
Space and time
UniSA Drama tut/works...
Drama skills and knowledge
Technical:
Voice
Body
Text
Audience
UniSA Drama tut/workshop pt 2, 2nd years
October 2013
Drama pedagogy
 Learning in:

Focus on the specific skills, knowledge and
vocabulary of drama

 Learning through:

Using...
Cross curriculum priorities
Sustainability: opportunities to explore issues through
dramatic role play
Aboriginal & Torres...
Drama is an embodied form of artistic
expression that engages children’s
emotions, intellect, imagination, spirit and
body...
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  • Teaching for Effective Learning – Learning Design
  • Revisit previous Communication activity, introduce new one:
    Where else ……dance…..
    1,2, 3 ( 3 times)
    Clap 2, 3
    Clap, 2, Bend knees
  • Where are the overlaps for other areas of learning, and the general capabilities????
    Numeracy
    Critical and creative thinking
    Personal and social capability
    Ethical understanding
    Intercultural understandings
    Literacy
    ….
  • 1. Round robin - name
  • Class in half (11 x 2)
    Additional students will be observers
  • What else????
  • In groups of 5 – Topic: Bullying – present 3 sides of the story – the bully(ies), the bullied, and the arbitrator (or teacher, or parent/s).
    Walk around in your designated space – when I call freeze – create the tableau that demonstrates the 3 aspects.
  • Five at a time – in front of the group
    Each one opens present – at the end of the 5 ‘openings’ class group offer ideas of the gift and whether the recipient was pleased or not
  • Set of cards – place, person, object
    In groups of 5 – create a narrative that highlights prop.
  • Write down 3 key reasons…….
  • What activities would be child centered?
    What will you plan as the teacher?
    What do you
  • MANTLE OF THE EXPERT – Students research topics – develop it as a role play.
    Aboriginal and Torres Strait Islander playwrights:
    Wesley Enoch
    Jack Davis
    Roger Bennett
  • Arts education 5142_pt2_october

    1. 1. ARTS EDUCATION 5142: Drama Drama offers children a way of knowing that is not replicated elsewhere in the curriculum. John O’Toole & Julie Dunn: Pretending to learn (2002) UniSA Drama tut/workshop pt 2, 2nd years October 2013
    2. 2. Drama education  What is the intended learning?  Why is it important?  What do children bring? WHAT DO WE WANT OUR STUDENTS TO LEARN IN AND THROUGH DRAMA???? UniSA Drama tut/workshop pt 2, 2nd years October 2013
    3. 3. The multi-dimensional and physical nature of drama activity means that children’s cognitive abilities are engaged more comprehensively than in sedentary learning activities (Jensen, 2001, p72, as cited in Dinham, pge 180). UniSA Drama tut/workshop pt 2, 2nd years October 2013
    4. 4. Stage one Drama/theatre warm up activity WHY? UniSA Drama tut/workshop pt 2, 2nd years October 2013
    5. 5. Drama or theatre activities are used to develop a range of skills and competencies such as physical movement skills, imagination, concentration, trust, spatial awareness and team skills. Dinham (2011) pge 187 UniSA Drama tut/workshop pt 2, 2nd years October 2013
    6. 6. Stage two Knowledge in, skills and practices that form drama education UniSA Drama tut/workshop pt 2, 2nd years October 2013
    7. 7. Intended learning…… 1. Voice UniSA Drama tut/workshop pt 2, 2nd years October 2013
    8. 8. Verbal expression involves using the voice to represent different characters and to convey moods and content expressively by using tone (timbre), intonation (pitch, volume (dynamics) and pace (tempo). Diction (clarity), pronunciation (accuracy) and improvising dialogue are other vocal skills required for dramatic performance. (Dinham 2011, pge 203) UniSA Drama tut/workshop pt 2, 2nd years October 2013
    9. 9. Reader’s Theatre Activity: Read the script for Tacky the Penguin by Helen Lester www.teachingheart.net/readerstheater.htm UniSA Drama tut/workshop pt 2, 2nd years October 2013
    10. 10. Voice Tone Clarity UniSA Drama tut/workshop pt 2, 2nd years October 2013 Pace
    11. 11. Intended learning……. 2. Movement/gesture UniSA Drama tut/workshop pt 2, 2nd years October 2013
    12. 12. Movement/ gesture Consistent Appropriate UniSA Drama tut/workshop pt 2, 2nd years October 2013 Enhances character
    13. 13. Mime Mime is acting without words and focuses attention on the use of facial expression, gesture, body language and action. Focus on non-verbal ways of communicating. Dinham (2011), pge 183-7 UniSA Drama tut/workshop pt 2, 2nd years October 2013
    14. 14. Activity: Opening of birthday present 1) Non-verbally communicate what it is 2) Non-verbally communicate your emotional response UniSA Drama tut/workshop pt 2, 2nd years October 2013
    15. 15. Intended learning…… 3. Text UniSA Drama tut/workshop pt 2, 2nd years October 2013
    16. 16. Text Beginning context Point of tension UniSA Drama tut/workshop pt 2, 2nd years October 2013 Resolution
    17. 17. Activity: Word prompts for narrative (person, place, object) Focus: structure of the plot – beginning, middle and end, with an area of conflict and resolution UniSA Drama tut/workshop pt 2, 2nd years October 2013
    18. 18. Audience Roles and responsibilities Etiquette UniSA Drama tut/workshop pt 2, 2nd years October 2013
    19. 19. Audience checklist Drama skills  Voice  Movement/gesture  Maintaining character  Story structure  Production (lighting/sound/sets..) Drama dispositions  Confidence  Team work  Risk taking  Co-operation  Issues/moral dilemmas/ character traits UniSA Drama tut/workshop pt 2, 2nd years October 2013
    20. 20. Drama education – why??? UniSA Drama tut/workshop pt 2, 2nd years October 2013
    21. 21. Research shows that children involved in rich forms of drama education develop greater fluency and versatility in language and nonverbal forms of communication than those who are not (Fiske, 1999, cited in Dinham pge 181. UniSA Drama tut/workshop pt 2, 2nd years October 2013
    22. 22. The Practice/process Child centered Teacher initiated UniSA Drama tut/workshop pt 2, 2nd years October 2013
    23. 23. Child Centered  Drama corner  Play boxes  Box of costumes  Variety of props  …………….. UniSA Drama tut/workshop pt 2, 2nd years October 2013
    24. 24. Teacher initiated – the practice - process drama  Dramatic role play  Storytelling  Puppets  Improvisation  Mime  Scripts UniSA Drama tut/workshop pt 2, 2nd years October 2013
    25. 25. Additions to your teaching  Windmill Theatre: www.windmill.org.au  Patch Theatre: www.patchtheatre.org.au  Slingsby Theatre: www.slingsby.net.au  No Strings Attached: www.nostringsattached.org.au  Carclew Youth Arts Centre: Artist in Schools Program - carclew.com.au  Outreach Education (DECD) - Adelaide Festival Centre, Art Gallery of SA, …… UniSA Drama tut/workshop pt 2, 2nd years October 2013
    26. 26. Assessment Strategies……………. UniSA Drama tut/workshop pt 2, 2nd years October 2013
    27. 27. Assessment What is your assessment focus? (skills or dispositions)  Teacher assessment – checklist, observation (with or without notes)  Peer assessment – verbal feedback on performances  Group assessment – verbal/drawn/written reviews of formal performances  Video – for teacher, students, parents UniSA Drama tut/workshop pt 2, 2nd years October 2013
    28. 28. Drama elements Role, character and relationships Situation/setting Focus Tension Space and time UniSA Drama tut/workshop pt 2, 2nd years October 2013
    29. 29. Drama skills and knowledge Technical: Voice Body Text Audience UniSA Drama tut/workshop pt 2, 2nd years October 2013
    30. 30. Drama pedagogy  Learning in: Focus on the specific skills, knowledge and vocabulary of drama  Learning through: Using the dispositions of drama to enhance other learning areas and personal and social competencies. UniSA Drama tut/workshop pt 2, 2nd years October 2013
    31. 31. Cross curriculum priorities Sustainability: opportunities to explore issues through dramatic role play Aboriginal & Torres Strait Islander histories and cultures: traditional and contemporary dance (SA – Kurruru Youth Theatre, National - Bungarra Dance Theatre), visual art Asia and Australia’s engagement with Asia:  Japan: Bunraku Puppetry, Noh Theatre, Kabuki  China: Marionette and hand puppets, Opera  Vietnam: Water Puppets  Indonesia (Bali): Topeng – mask dance-drama  Indonesia & Malaysia – Wayang Kulit (shadow puppets). UniSA Drama tut/workshop pt 2, 2nd years October 2013
    32. 32. Drama is an embodied form of artistic expression that engages children’s emotions, intellect, imagination, spirit and body. Children have a natural instinct for drama, as seen in their earliest ‘let’s pretend’ forms of play. When children enter the imaginative world of make-believe they enter the world of dramatic play. By building on these instincts, teachers can create rich and satisfying learning experiences for children. Dinham, pge 209. UniSA Drama tut/workshop pt 2, 2nd years October 2013

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