drama strategies for all classes
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8/3/2019 Drama Strategies for All Classes
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Drama Strategies for P
DraPri
Still ImageAn individual or group usdrama e.g. the moment thdepict a more complex oras a sculptor to another s
Thought-TrackingThis technique involves thshoulder of some studentthen reveals publicly his/hChristopher Columbus fin
Defining SpaceAvailable furniture, objectalso represent the physicin the drama. Also they mevents have taken place.
imary Schools
a Strategiesary School
their bodies to make a frozen picture of a me bears see Goldilocks asleep in the bed. Olabstract idea (winning, fear). Similarly anudent or group.
e teacher freezing the action and tapping hi(or students) in the still image or drama. Thier private thoughts at that specific momentlly sights land!
, clothing are used to represent the bearsl scale of someone (Daddy Bear) or someth
ay be used to fix the proximity of rooms, hou
PPDS
for
oment in theder groups mayindividual can act
/her hand on thestudent-in-role
.g. the moment
ouse. They maying (the beanstalk)ses, places where
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Drama Strategies for P
MimeThe class mimes action anarrates a story. Older stu
NarrationThe teacher can narrate iproviding a link or commeinitiating a drama; movingprovide narration to accosaw that the bridge had b
Hot-SeatingThis involves students qustudents who are questioas journalists. Hot-seatingfrozen at any point and ch
ImprovisationPair, small group and whcurriculum. The childrena character(s) in a dilemimprovisations to show thbelow) helps to drive the iimprovisation by adopting
imary Schools
the teacher describes what a character isdents may develop more abstract mime seq
or out of the drama. Narration has many usntary between drama moments; creating anthe action on; creating tension. Similarly thepany or bridge their own action - we cameen destroyed, so we....
stioning a character (teacher-in-role or studing the character may be working as themscan be used to start or end a drama. Improaracters hot-seated.
le group improvisation constitute the heart oake up the story as they go along. This stora. Children plan, prepare, sequence and prir understanding of that moment in the dra
mprovisation forward. The teacher can greata role him/herself.
PPDS
oing or as he/sheuences.
es. These include:atmosphere;participants mighto the river and
ent-in-role). Thelves or in role e.g.isation may be
f the dramausually explores
sent theira. Briefing (seely enhance the
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Drama Strategies for P
BriefingBefore an improvisation, thim/them a set of instructiteacher may choose to giindividual/individuals. As ttheir own briefs. Briefing ibuild tension by suggestinstrange and mysterious h
hurry, you are all crowdechallenge.
Flashback / Flash-The children select and dand narration or improviscreating other moments incharacters and their dilem
Conscience AlleyA character who has a difone after another from eitthe character can engagebeing offered.
imary Schools
he teacher takes aside an individual or indivions that create tension. This will drive the dre another set of further conflicting instructio
he children develop their drama skills, theya key strategy in creating tension in dram
g any of the following you have a secrets happened, you are planning a surprise,
d together, you have an unusual object or t
orwardpict a moment through such strategies as sttion. They can then move backwards and fotime in the drama. This enables the childre
mas.
icult decision to reach, walks down a corridoer side, give conflicting advice about a givein conversation with the voices and thus ch
PPDS
duals, and givesama forward. Thes to differentill begin to offer. The teacher can.; somethingyou are in a
hrough a
ill image, mimerwards in timeto reflect on the
r of people who,situation. Also,
llenge the advice
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Drama Strategies for P
SoundscapingSoundscaping is an effectchildren who wish for higenvironmental sounds inVoices or instruments can
RitualRitual in Drama is a stylizthat shows that a charactmeal, saying goodbye, th
CaptionsThis strategy can be useda caption or newspaper hor another groups sceneimage in order to highligh
Teacher-in-RoleThe teacher takes on a rothe action, invite involvemchoices and ambiguity, dinteract in role.
imary Schools
ive way to conjure up a scene in the classroaction. Animal sounds in a wood, human sfactory can be created to accompany a mocreate a mood.
d activity that shows a special occasion orr is part of a community. Some rituals in dranight before a battle, praying.
at any point of action. Individuals or groupsadline to a piece of drama. They summariz
in words. Several headlines can be given topoints of view and bias.
le in the drama. This allows him/her to excitent, provoke tension, challenge superficial tvelop the narrative and create possibilities f
PPDS
m. It can satisfyounds in a battle,
ent of action.
ome daily routinema include: a
are asked to givetheir own scene
he same still
interest, controlinking, creater the group to
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Drama Strategies for Primary Schools PPDS
Some steps in going into teacher-in-role
1. Agree on a hat or object to show that you, the teacher are in role2. Ask the children to watch carefully and see what they can find out about (you) the
character.3. Go into role for less than a minute or so, adopting a pose, possibly saying
something and giving a clue about a dilemma.4. Come out of role by taking off your hat. Ask the children what they found out.
Now the class has a context from which to develop their work.
Extra information about Teacher-in-role
The teacher can take different types of roles:1. Authority...the person in ultimate charge, with responsibility2. Devils advocate...the person who argues the alternative viewpoint3. Reporter ... person requiring information4. Victim...person requiring help5. Absentee...person who arrives late and needs to be filled in on certain information
Suggested strategies for various class bands
Junior and Senior Infants: defining the space, still images, teacher-in-role, mimednarration, whole group improvisation, paired improvisation, hot seating.
First and Second Class: defining the space, still images, thought-tracking, teacher-in-role, mimed narration, briefing, small group and whole group improvisation, pairedimprovisation, briefing.
Third and Fourth Class: defining the space, still images, thought-tracking, teacher-in-role, mime and narration, briefing, small group and whole group improvisation, pairedimprovisation, ritual, flashback flash-forward, hot seating.
Fifth and Sixth Class: defining the space, still images, thought-tracking, teacher-in-role,
mimed narration, briefing, small group and whole group improvisation, pairedimprovisation, ritual, flashback flash-forward, hot seating.
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