This document discusses different types of dramatized experiences that can be used for effective teaching, including formal plays, pageants, pantomime, tableaus, puppets, and role playing. It provides examples and guidelines for each type, noting that puppets and role playing are particularly well-suited for classroom use due to their simplicity. The document emphasizes that dramatized experiences can deeply engage students and promote learning if implemented properly based on principles like adapting the activities to students' ages and backgrounds.

2. Learning Objectives:
 To identify what do these dramatic experiences
include;
 To identify how they can be used for effective
teaching; and
 To state the importance of these learning
experience to the lives of the student.

3. Dramatized Experiences
 Something that is stirring or affecting or moving.
 Something that catches and holds attention and
has an emotional impact.
 Students get attracted, interested and affected.

4. Dramatized experiences can range from:
 Formal plays
 Pageants
 Tableau
 Pantomime
 Puppets
 Role playing

5.  Formal Plays
-depict life, character, or culture or a combination of all
three.
 Pageants
-usually community dramas that re based on local history
presented by local actors.
-example is a historical pageant that traces the growth of a
school.
 Pantomime
-It is the “art of conveying a story through bodily
movements only.

6.  Tableau
-It is a picture-like scene composed of people against a
background.
 Puppets
-Can present ideas with extreme simplicity – without
elaborate scenery or costume – yet effectively.
-Types are shadow puppets, rod puppets, hand puppets,
glove-and-finger puppets and marionettes puppets.

7. Principles 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 plays must be based on action rather than on
words.
 Keep the plays short.
 Do not omit the possibilities of music and dancing as part
of the puppet show.
 Adapt the puppet show to the age, background, and tastes
of the students.

8.  Role-playing
-Unrehearsed, unprepared, and spontaneous
dramatization.
-How is role playing done?
 it can be done by describing a situation which would
create different viewpoints on an issue.
 Asking the students to play the roles of the individual
involved.
 Consider situations in school, at home, on the playground,
at work and government.
 The role playing has to be followed by a discussion.

9. Summing Up:
 Some forms of dramatic experiences are play,
pageant, pantomime, tableau, puppets and role
playing.
 The last four are the most commonly used in the
classroom due to their simplicity and practicality.
 Role-playing is highly effective for lessons in the
affective domain.
 If we want results, we cannot afford to ignore the
guiding principles given by experts on the use of
puppets and role playing.

10. Any questions?

11. Thank you for listening!
Good day! 