EDTECH chapter 9 Teaching with dramatized experience

1. LESSON 9
TEACHING with
DRAMATIZED
EXPERIENCES

2. "All dramatization is essentially
a process of communication, in
which both participants and
spectators are engaged. A creative
interaction takes place, a sharing
of ideas."

3. ABSTRACTION
Something dramatic is something
that is stirring or affecting or
moving. A dramatic entrance is
something that catches and holds
our attention and has an
emotional impact. If our teaching is
dramatic, our students get
attracted, interested, and
affected. If they are affected and
moved by what we taught, we will
most likely leave an impact on
them.

4. Dramatized experiences can
range from formal plays,
pageants to less formal
tableu, pantomime, puppets
and role playing.
Plays depict life, character, or
culture or a combination of
all three. They offer
excellent opportunities to
portray vividly important
ideas about life.

5. Pageants are usually
community dramas that are
based on local history,
presented by local actors. An
example is a historical
pageant that traces the
growth of school.
Play and pantomime require
much time for preparation
and so cannot be part of
everyday classroom program.

6. Pantomime and tableu, when compared to a
play and a pageant, are less demanding in
terms of labor, time and preparation.
A pantomime is the "Art of conveying a
story through bodily movements only."
A tableu (French word means picture) is a
picture like scene composed of people
against a background. A tableu is often used
to celebrate independence day, christmas
and UN Day

7. Dale (1996) claims
that puppets, unlike the
regular stage play, can
present ideas with
extreme simplicity -
without elaborate
scenery or costume -
yet effective.
A puppet show can also
be an instructional
device.

8. TYPES OF PUPPET
• Shadow Puppets
• Rod Puppets
• Hand Puppets
• Glove-and-finger-puppets
• Marionettes

9. SHADOW PUPPET

10. ROD PUPPETS

11. Hand Puppets

12. Glove-and-finger-puppets

13. Marionettes

14. Principles that must be observed in
choosing a puppet play for teaching
 Do not use puppets for plays
that can be done just as well or
better by other dramatic means.
 Puppet play must be based on
action rather than on words.
 Keep the play short.
 Do not omit the possibilities of
music and dancing as part of the
puppet show.
 Adapt the puppet show to the
age, background, tastes of
students.

15. ROLE PLAYING
Is an unrehearsed,
unprepared and
spontaneous
dramatization of a
"Lets Pretend"
situation where
assigned
participants are
absorbed by their
own roles in the
situation described
by the teachers.

16. HOW IS ROLE PLAYING DONE?
It can be done by describing a situation which would
create different viewpoints on an issue and then asking
the students to play the roles of the individuals
involved. Any kind of conflict situation, rea or potential,
is useful for role-playing or any situations in which real
feelings are concealed. Consider
situations in school,home, on the
playground, at work, in
government. it should be
followed by a discussion

17. QUESTIONS TO ASK AFTER THE ROLE
PLAY
• How did you, as
actors, feel? Would
you act or think
that way in real life?
• As observers, would
you agree with what
the actors said or
did?
• Any lesson learned?