The drama playing a role in education and it also helpful for teachers and students in teaching and learning. drama is mainly helpful for interacting to others

1. VARIOUS FORMS OF DRAMA
(DRAMA-DEFINITION, SIGNIFICANCE
AND METHODS)

2. DRAMA
Meaning:
 The term "drama" comes from a Greek word meaning
"action", which is derived from "I do".
Definition:
 Drama is a mode of fictional representation
through dialogue and performance. It is one of the
literary genres, which is an imitation of some action.
Drama is also a type of a play written for theater,
television, radio, and film.

3. SIGNIFICANCE
Self-Confidence
 Performing for an audience teaches students to trust
their ideas and abilities. The confidence gained in
drama applies to school, university, careers, and life in
general.
Imagination
 Being creative and learning to make creative choices
helps students to be better at thinking of new
ideas, allowing them to view the world around them in
new ways.
 Einstein said, “Imagination is more important than
knowledge.”

4. Empathy
 Understanding characters, roles and the subtext of
plays and musicals allows students to relate better to
different situations, backgrounds, and cultures.
 It encourages them to show compassion and tolerance
for others.
Cooperation & Collaboration
 Theatre is a collaboration of different players and in
many cases the quality of any performance reliance on
an ensemble performance.
 Combining the creative ideas and the abilities of all
participants is required for the best outcomes.

5. Concentration Skills
 Drama enhances verbal and nonverbal expression of
ideas.
 Listening and observation skills develop by playing
drama games, being an audience, rehearsing, and
performing.
 Playing, practicing, and performing develop a sustained
focus of mind, body, and voice.
Fun
 Drama brings play, humor, and laughter to learning.
Relaxation
 Many drama activities reduce stress by releasing
mental, physical, and emotional tension.

6. Problem solving
 Students learn how to communicate the who, what,
where, and why to the audience.
 Improvisation fosters quick-thinking solutions, which
leads to greater adaptability in life.
Emotional Outlet
 Acting and drama games allow students to express a
range of emotions
 Aggression and tension are released in a safe,
controlled environment.

7. Self-discipline
 The process of moving from ideas to actions to
performances teaches the value of practice and
perseverance.
 Drama games and creative movement improve self-
control.
Trust
 The social interaction and risk taking in drama develop
trust in self, others, and the process.
Physical Fitness
 Many performing arts exercises improve flexibility,
coordination, balance, and control.

8. Memory
 Rehearsing and performing lines and movements will
improve memory. Your memory requires exercise, just
like a muscle.
Social Awareness
 Legends, myths, poems, stories, and plays used in
drama teach students about social issues and
conflicts from.
Aesthetic Appreciation
 Participating in and viewing theatre raises the
appreciation for the art form.
 It is important to raise a generation that understands,
values, and supports a theatre’s place in society.

9. Drama improves academic performances
 Several studies have demonstrated a correlation
between drama involvement and academic
achievement.
 Students who participate in drama often
improve reading comprehension, maintain better
attendance records, and stay generally more engaged
in class.

10. METHODS FOR ENACTING DRAMA:
1. Act out the Dialogue
 One of the easiest ways to incorporate drama in the
classroom is to have students act out the dialogue from their
textbooks.
 Simply pair them up, have them choose roles, then work
together to act out the dialogue, figuring out for themselves
the “blocking,” or stage movements.
2. Perform Reader’s Theater
 Another good beginning exercise is to do Reader’s Theater.
 Hand out copies of a short or one-act play, have students
choose roles, and then read the play from their seats without
acting it out.
 However, do encourage them to read dramatically, modeling
as necessary.

11. 3. Act out the Story
 Have students act out the story or part of the story,
working in groups and assigning roles and
determining the blocking.
4. Write the Dialogue for a Scene
 Watch a brief clip of a movie without the sound on.
Have students write the dialogue for it and act it out.
5. Act out and Put Words to an Emotion
 Give students an emotion, such as “anger” or “fear”.
Have students, either singly or in groups, first act out
that emotion then put words to the emotion.

12. 6. Give “Voice” to an Inanimate Object
 Have students write monologues with inanimate
objects as the character.
 A monologue is a short scene with just one character
talking, either addressing the audience.
 After writing them, students can read the monologues
aloud.
7. Create a Character
 Have students develop a character, writing a one-page
profile on the character’s background, appearance,
personality, etc.
 Have them introduce the character to the class,
explaining what interests them about their character.

13. 8. Write a Monologue
 Using the character they’ve already developed, have
students write a monologue for that character then
perform it.
9. Mime and Dubbing
 Have students act out short scenes without dialogue.
 The rest of the class then supplies the dialogue,
developing the “script.”

14. 10. Improvise
 Put students in groups of two or three, and assign the
characters and the situation to the groups.
 Give a time limit of two to three minutes per scene.
 Students go from there, extemporaneously creating
the dialogue and movement themselves.

15. CONCLUSION:
 Drama can be a valuable teaching tool.
 It gets students up and moving around and interacting
with each other.
 It’s particularly appealing to kinesthetic learners but can
be used successfully for all learners.
 It also contextualizes language, making real and three-
dimensional that which is on the printed page.
 Students will improve the speaking and listening skills in
performing scenes and also their writing skills through
such activities as dialogue writing.
 Drama promotes class bonding