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Teaching with dramatized experiences


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Teaching with dramatized experiences

  1. 1. DRAMATICEXPERIENCES come next tocontrived experiences in theCONE. Can do these dramaticexperiences require us to bedramatic in our entrance into aclassroom and in lessonpresentation.
  2. 2. A dramatic entrance is somethingthat catches an holds our attentionand has an emotional impact.Something dramatic is somethingthat is stirring or affecting ormoving. If our teaching isdramatic, students may getattracted, interested and affectedand may leave an impact on them.
  3. 3. Dramatized experiences canrange from the formal plays,pageants to less formaltableau, pantomime,puppets and role playing.
  4. 4. 1. PLAYS Depict life, character, orculture or a combination of all three. They offer excellent opportunities to povertyvividly important ideas about life.
  5. 5. 2. PAGEANTSUsually community dramasthat are based on local history,presented by local actors.An example is a historicalpageant that traces the growthof a school.
  6. 6. 3. PANTOMIMEArt of conveying a storythrough bodily movementsonly. Its effects on theaudience depends on themovements of the actors.
  7. 7. 4. TABLEAU(a French word which meanspicture). A picture like scenecomposed of people against abackground. Often used tocelebrate Independence Day,Christmas, and United NationsDay.
  8. 8. TYPES OF PUPPETS puppets come indifferent kinds.These are the mostcommon:
  9. 9. SHADOW PUPPETS-flat black silhouette made from lightweight cardboard and shown behind a screen.ROD PUPPETS -flat cut out figures tacked to a stick, with one or more movable parts, and operated from below the stage level by wire rods or slender sticks.
  10. 10. HAND PUPPETS -the puppet’s head isoperated by the forefinger of the puppeteer, the littlefinger and thumb being used to animate the puppet.
  11. 11. GLOVE-and-FINGER PUPPET-make use of old gloves to which small costumed figures are attachedMARIONETTES-flexible, jointed puppets operated by strings or wires attached to a cross bar and maneuvered from directly above the stage.
  12. 12. Making Puppet Theaters 1. The first step is to nail sticklegs to each corner of a wooden crate that has two sides removed. 2. Drape cloth from the bottom of the box and tack it around sides and front. Operators crouch behind the theater.
  13. 13. 3. You may also use pieces ofplywood, heavy cardboard, or masonite to produce a self- standing puppet theater.
  14. 14. ROLE PLAYINGIs an unrehearsed, unpreparedand spontaneous dramatizationof a “let’s pretend” situationwhere assigned participants areabsorbed by their own roles inthe situation described by theteachers.
  15. 15. How is role-playing done?It can be done by describing asituation which would createdifferent viewpoints on an issueand then asking the students toplay the roles of the individualsinvolved.
  16. 16. How did you, as actors, feel?Would you act/think that way in real life? As observers, would you agree with agree with what the actors said or did. Any lessons learned?
  17. 17. POSTCRIPT-Dramatic Experiences for MIDramatic experiences cater to students’ multiple intelligences. Plays, pageants,pantomimes, tableaus, puppets and role playing are obviously most fir for kinesthetically intelligent. When pantomimes tableaus and puppets are accompanied by music, musical intelligence is work
  18. 18. We learn certain things quickly through an intense dramatic experience. These dramatic experiences, most especiallyrole-playing, are most effective with lessons in the affective domain.
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