Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Drama a booklet for you

298 views

Published on

A booklet describing the intent as well as the structure of a Drama lesson in school.

  • Be the first to comment

  • Be the first to like this

Drama a booklet for you

  1. 1. D r am a A T L - L E A R N I N G B Y D O I N G © mu 2011-2012
  2. 2. EXPRESSIVE ARTS DEPARTMENT, MARIE UMERKAJEFF, 5 T HF L O O RI think it is absolutely essential in teaching, to be aware of so-calledvalue-charged words, and stay away from them, always. Due the riskthat they arouse too complex associations or some emotions. Darebeing yourself and admit your worries, as well as theirs. © mu 2011-2012
  3. 3. © mu 2011-2012
  4. 4. Warm Ups -seems to be so plainand simplebut will be the startingpoint for visualizing:What we value as norms!The Drama lesson begins with two games,the bean bag and the sound-scapeWhole group – Bean BagsWe all stand in a circle. I start with one ball that goes fromme to a student on the other side of the circle and fromthat student to another student and in the end back to me.And after that I start over again throwing the ball to thesame student keeping the same order. The focus is tomake sure the person you pass the ball to will fetch it andthat you have eye contact with the person that throws theball to you.If you throw a ball that the other person can not catch youare out of the game. And the person who dropped the ballstays in the game. Therefore it is important to have inmind who that person was throwing to after s/he hasgotten the ball from you. © mu 2011-2012
  5. 5. Basic skills• Focus and concentration• Observation• Awareness of eye contact• Spatial awareness• Self-discipline and group ability to remain on taskOn the surface this is an ordinary warm-up,however, the fact is that with a type of contrastrule in the game for what we are used to followwithout questioning, in other situations, itmakes us frustrated and irritated. © mu 2011-2012
  6. 6. That is; those who do not manage to capture a lyre is out of the game,or...Students are outraged by this reverse rule.They are used to take the blame for the failure when not catchingthe ball. Therefore they feel uncertain and guilty when they will bekept in the game. And those who are illuminated due for notthrowing an easier ball, is not used to value their responsibility inthe situation.Why is it obvious that it is the person who does not catch the ballthat will be excluded from the game?Why do we not require the person that throws the ball to anotherthat s / he makes it in the best manner so that the other personcatches the ball. © mu 2011-2012
  7. 7. After a while a student comes up with a reflection. If you wantsomeone to be out , you can pretend you lose the ball and it hasthus eliminating someone to maybe be left as the winner in theend.This game will be played in the opposite direction as well. Thenthe students might get to experience their own method. Anyonewho was unjustly outed are now able to give back. We talk aboutrevenge and what comes with that after finishing the game.Some students are able to resist this opportunity of revenge andinstead shows how to break a bad trend and becomes a rolemodelfor something more noble.A discussion of this type arise spontaneously, and I know Imconnecting it to the IB learner profile, but not necessarily obviousfor students, who instead find it authentic and relate to their reallife experiences.Whole group - ‘sound-scape’/the soundjourneyWe all stand in a circle. I start with a sound of a vocal; Ialways start with aaaaaaaaaa, that goes from me to thestudent on my left and from that student to the studentnext on the left side and in the end back to me. And afterthat I start another sound. Then I ask for two volunteersto stand in the middle of the circle with their eyes closed.We start over and make different sounds, addingconsonants and different onomatopoetic words. The focusis to listen for the next sound and to keep it until the nextperson has it.After a minute we stop and ask the two in the circle to © mu 2011-2012
  8. 8. open their eyes and tell us if they imagined somethingfrom the sound. Without being logical, not referring andconnecting “that sound made me see”. Instead as thegame name imply tell us the landscape created withinthem. It was a jungle, ants ran by, nothing, okay, but whatdo you mean with nothing. Black, maybe dots of blue andred. Anything is all right, trying is what is asked of them.Basic skills• Imagination • Focus and concentration• Knowledge and application • Observationof group image-building • Eye contact• How to use voice/sound • Listening• Ability to overcome • Self-discipline and group self consciousness ability to remain on taskA different way of presenting yourself2 students presents themselves with fourfigures of numbers. Two students at each lessonotherwise they lose concentration. Ask thosewho want to do it today. I try to take one girland one boy. They know what to do.They write the numbers on the white board andthen have their classmates guess. As anexample:ME = 61 4 38 8 © mu 2011-2012
  9. 9. I was born 1961, I have 4 children, my shoesize is 38 (in Sweden, other figures in USA orUK once again awakening their awareness ofdifferent norms in different countries), 8 is mylucky number.Power NapWhen having a double lesson with the students I use thelast ten minutes for a power-nap. They take the mats andspread out in the room. I talk calm and go through thebody parts and make sure they do not fall asleep. Here arealso different titles of the exercise, depending on whatdiscipline presenting the action, power nap is mine since Iwas taught so in theater school. However if one is in tomartial art it could be called meditation, or yoga, or ifhaving adhd it could have been presented as mindfulnessin a cognitive therapy. © mu 2011-2012
  10. 10. When doing this power nap with the students I havedifferent kind of speeches. I always include a part where Iask them to imagine something they want to achieve, andI tell them that they are more beautiful then they thinkthey are. The first time I do it, they laugh, but after awhile do they get used to it. Sometimes it is hard for meto say it, and really mean it. Then I have to start saying,that goes for me as well, sharing my doubts with them.That I myself also struggle with self confidence.EnvironmentsI will always come back to the environmental aspect, inthe classroom as well as in the students choices for asolution. When they are making the cover of theDevelopmental Work-book (DW) they will be usingrecycled material only. Environment will also be connectedto themselves. Their inner environment needs to feel good,having fun, but in a serious way.Human ingenuityGames - a form of human ingenuity. I will make sure thestudents does the connection within the art form Dramaand games, and how it have had an impact on peoples lifethrough history.A game is a set of rules that the player stays within. Therules help the player to live within the game. The rules arenot for restrictions but for making it serious fun.Health and social educationWe will establish the idea that you and your body © mu 2011-2012
  11. 11. are the tool in drama, so you must learn to listen to it.MotivationFor short-term reward.For example, hunger, whether it is food, romance orintense desire for a new electronic device.Long term motivationFor example, wealth-fair, money and power.ReductionAs opposed to motivation, uncertainty and not daring totake risks.Motivation is driven via the avenues of dopamine in thebrain. However it can be influenced by energy as well asinformation and in addition boost the transformation toconstructive action.Introducing a GameThere are some game suggestions you can do with thestudents, or if you prefer others that is fine with me. Iwould appreciate if you leave some notes for me so I knowwhat you have done with them. Most of the games can betaught in 10 or 15 minutes. In this time period you will beable to demonstrate the game and offer turns to two orthree players. Whenever possible keep your words ofintroduction to a minimum.Responding to StudentsTry to respond with respect and pleasure. Restate the © mu 2011-2012
  12. 12. contribution with a tone of approval, trying to repeat thestudent’s exact words. This can help the group understandwhat s/he said.Here are some simple responses you can make to anystudent’s contribution:Thank you. Yes! Very good! Great! Marvelous!Wow! Good idea!Great thinking!That’s a way to solve that.That’s fascinating! (interesting... creative... )That’s a new way to think about that!Dealing with Inappropriate ResponsesIf a player’s response seems inappropriate, you can stilltreat it with respect:So you thought of...! Are you saying that...?I never thought of that! Keep going!Interesting! Then what?That’s certainly a way to do it!Remind students: Put-downs and teasing are never fun! In Drama we have fun in a serious way! “Be who you are, be a role model” © mu 2011-2012
  13. 13. Photo T. Ebbersten Good Luck with your work at SIS! © mu 2011-2012
  14. 14. © mu 2011-2012
  15. 15. DW=students developmental workbook for reflection and evaluation © mu 2011-2012

×