This document summarizes a drama workshop for teachers. The workshop shows how drama can be used as a cross-curricular teaching tool to engage students and help them develop communication skills. The workshop follows a process with main aspects: setting rules, warm-up activities, establishing a topic, developing ideas, visualization, creating soundscapes and bodyscapes, performing scenes, and evaluation. Implementing drama tools in this structured way helps teachers gain confidence in using drama to teach different subjects in a motivating manner.

1. DRAMA CLASS
The principal aim of this report is presenting drama as a cross curricular tool, that
is to say, it can be used by teachers in different subjects which allows the children not
only to learn new content but also to develop communicative skills as well as values in
a more engaged and appealing way.
This video shows a model the teachers can use to implement drama tools in class
thanks to a workshop directed by two drama facilitators in which a few teachers
participate.
Hence, the model provided contains the following main aspects which cover a whole
process whose importance is the same as the relevance of the final product. That´s why it
is worthwhile detailing its structure:
Firstly, as the video shows, there is an agreement where teachers and children set
rules and the process starts to be guided from the perspective of the 3 C´s which
stands for concentration, cooperation and communication.
Secondly, it is necessary to implement at least a warm up activity so that the
children´s minds and bodies are prepared. For instance, it is a good idea to
implement warm up activities to make groups easily and quickly.
Thirdly, it is time to establish the main focus or topic of the drama by giving the
students some pictures with the aims of making the children talk about it and get
into the subject.
Then, as the teachers do in the video, children should develop their ideas about
the topic given. For this reason, in this moment creativity is becoming more
important.
Subsequently, the next step is called visualisation as the drama facilitator tells a
story while the students have to close their eyes and imagine what the teacher is
saying, and then, say what they hear, smell or whatever if the teacher, who is
walking around the children, touches them.
Sixthly, the workshop focus on creating a soundscape, which means that every
child tells what he heard in the previous stage and then, all the children together
make those noises with their body.

2. After that, the children have to create bodyscape by using their bodies to represent
visual pictures of the places they could visualise. Then, they put the sounds on the
scene they have created.
Eighthly, as the video shows, the teachers who assisted with the workshop act out
a small perfomance as the children should do. Thus, they perform in groups a
situation given by the drama facilitator with which they have to create frozen
scenes that get defrosted by the touch of the drama facilitator who decides to make
the children say what they feel or to perform the scene for a few seconds.
Last but not least, the teachers should evaluate both what the children have done
in order to improve different aspects next time and what the children have learnt.
Finally, the workshop finishes when the teachers discuss how they could use the
tools they have just acquired in their classrooms. In doing so, they learn and share
different opinions and proposals while they get enough confidence to implement
drama tools.
In conclusion, this workshop offers a clear structure that helps a lot to achieve self
confidence in order to put into practice drama tools in class. What´s more, is an
unusual and a motivating way to learn or acquire knowledge of different subjects and
cross curricular contents.