This two-part drama lesson aims to help students understand and address bullying from multiple perspectives. In the first part, students role-play oppressive scenarios and discuss different responses to bullying. They then devise short performances exploring bullying situations and potential solutions. In the second part, students reflect on their reflections, create tableaux depicting bullying and solutions, and discuss how to prevent bullying and respond if they witness it. The lesson encourages empathy, critical thinking about oppression, and collaborative problem-solving through drama activities.

1. Subject: Drama Term / Week: 2 /1
Level: Secondary 2 express Time Frame: 60 minutes (10 minutes for travelling)
Curriculum Topic: Bullying
LEARNING OBJECTIVES OF LESSON
Students will be able to,
- Identify an oppressive situation
- Explore different perspective of a bullying situation. (e.g. the bully, the one being bullied and the bystander)
- Devise a piece of theatre that explores different aspects of a situation
Time Activity Strategy Rationale Questions Materials and
-mins Resources
10 Trigger activity Drama In this activity, students
In two circles, and every convention: are given the choice to
circle has two layers, one role play decide whether to follow
inner and the other outer suit or to oppose against
Students are grouped into 4 the other, or even to try to
groups of 10. negotiate their way out.
(Teachers try not to inform
Students will be tasked students of the various
different roles and scenario to choices so as to allow
play. students to discover for
E.g. Inner circle – A themselves)
Outer circle – B
(Roles are interchangeable) Students would be able to
Scenario: experience a certain kind
1. A wants B to go to the of authority from the
library with A. activity.
2. A wants to eat This introduces the idea of
chicken rice but B wants to oppression/bully, which
eat noodle soup will lead into the main
Task: Students A and B activity.
engage in a conversation and
try to convince the other to
follow their suggestion.
While students carry out the

2. activity, teacher could either
walk around the circles to Guiding questions:
listen to how each student Reflection/Di · Did all the
5 negotiate with the other or to scussion As manage to get Bs
stand on the outside and to follow them?
observe is everyone is · If no, what
participating. happened?
· If yes, why
Students gather around and did you follow?
share their experience while · Is there any
carrying out the activity. pair that manages to
come to an
agreement?
Main Activity Improvisatio Through the reading Script on
10 - Students will be gathered in n/ Devising activity, students are “Special” by
readin the space, seated. developing oral skills and Kenneth Kwok.
g Script on “Special” would be confidence as they are
handed out to the class. tasked to read out loud to Studio
Ask for 4 volunteers to read the class. resources:
the monologue of Ian in scene There is also some element Chairs, tables,
for the class. of improvisation because boxes…
As a class, discuss the issue students are putting on the
surfaced from the script. role of the character as
(Bullying) they read.
10 -
prepa In 4 groups of 10, read With the reading activity,
ration through scene two to four and students would have a
devise a short performance of general idea of the topic.
5 minutes.
(Students are given the choice In the devising activity,
to select any section) students are encouraged to
work collaboratively and
Characters: learn by doing as students
Mr Wong improvise on the spot.
Mr Choo Students would be tasked
Ian to improvise on the script
Dewi that is given to them.
Saiful
Norman Students are engaging
(5 other classmates) their imagination to look

3. into others perspective and
Teacher monitors students’ experience how it is like to
progress by approaching embody someone else.
each group to listen to their Hence, students are able to
discussions and observe their emphasize with their
improvisation. characters.
Teacher would also manage
the class, making sure no one
is misbehaving.
20 Groups take turns to perform. Performance As Neelands (1998)
The rest of the class would be mentioned, "students
the audience. should be assessed on
Teacher reminds the audience what they make rather than
to respect their classmates by on what they claim".
watching attentively and Hence, through
keeping their comments till performing, teachers are
the end of the performance. able to assess students
based on their devised
At the end of the performance.
performance, students are
tasked to write a short
reflection of 50—100 words
on the possible ways Ian
could have responded.

4. Subject: Drama Term / Week: 2 /2
Level: Secondary 2 express Time Frame: 60 minutes (10 minutes travelling)
Curriculum Topic: Bullying
LEARNING OBJECTIVES OF LESSON
Students will be able to:
- Empathize with people dealing with an oppressive situation
- Identify the different ways of handling situations of oppression
- Devise a piece of theatre that explores different aspects of a situation
Time Activity Strategy Rationale Questions Materials and
mins Resources
10 Recap Discussion Teachers need to briefly
Students hand in their short go through what was
reflection. done in the previous
Students gather in groups of 5 to lesson in order to make
discuss what they have written. links to the previous and
Students appoint someone to current activities.
present their solutions
10 - Main Activity Devising In order to further
Students gather in their groups develop the theme of
from last week. bullying, students are
Based on the script, try to apply tasked to explore beyond
the possible ways to the scenes. recognizing the theme
but also to think of
Instructions: possible ways to
In the same groups from last encounter the situation.
week, students create 2 frames.
1. The scene where Ian is being
oppressed
2. The scene with the solution
10 Presentation Drama Students work Teacher asks students
Students present their tableaux. convention: collaboratively to what they see and
Tableaux produce two tableaux. understand from

5. Students will be given time to tableaux.
observe the tableaux and discuss Students use imagination
what they understand from the to enter into another
tableaux. world to discover the
Teacher may try spotlighting on possible solutions.
the statues to give students better (Problem-solving)
understanding of the frame.
Students use their
imagination to create
different symbolic
statues that tells a story.
10 Conclusion Reflection/ Students make links to Guiding questions:
Discussion all the activities that had How was it like being
Ask students how they felt about been done and reflect in the position of the
the theme of bullying in the past upon their actions and oppressed?
two sessions. discussions.
How does it feel like to
Ask students what they have Students learn to view a be the oppressor?
learnt from playing the different situation from different
characters. perspective with the How does it feel like to
guiding questions. be the bystander?
Students apply What are the possible
knowledge into their ways to prevent
lives and think about bullying?
themselves as
responsible individuals. What can they do as an
individual if they
witness a bullying
scene in the future?