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TASK 2 : Designing Teaching-Learning Activities

(b) Describe a suitable activity that you can carry out based on each of the drama

techniques identified above. Provide clear explanation on the purpose of the

activity and how it can achieve the learning outcomes.

Activity One: Questioning in Role or Hot Seating

The two drama activities/techniques that we are going to describe now are hot

seating technique and ..We have taken literary texts as the

take-off points. The first technique is hot seating technique. Hot seating/questioning in

role involves one of the learners (the teacher could also take on the hot seat in case

there aren't any student volunteers)"... being questioned in a role about their motives,character and attitude to a situation or other people and so on."(Fleming, M. 1994)

A character is questioned by the group about his or her background, behaviour

and motivation. The method may be used for developing a role in the drama lesson or

rehearsals, or analysing a play post-performance. Even done without preparation, it is

an excellent way of fleshing out a character. Characters may be hot-seated individually,

in pairs or small groups. The technique is additionally useful for developing questioning

skills with the rest of the group.

The traditional approach is for the pupil playing the character to sit on a chair in

front of the group (arranged in a semi-circle), although characters may be hot-seated in

pairs or groups. It is helpful if the teacher takes on the role of facilitator to guide the

questioning in constructive directions. To help students begin you can try hot-seating

children in pairs (e.g. a pair of street urchins) or in groups (e.g. environmental

protesters, refugees).

The class is told that they are newspaper reporters at a press conference to

interview the character after his/her adventures. The 'character' (a learner who has

volunteered to take on the role) sits in the front, facing the rest of the class and answers

questions posed by the reporters. He is interviewed for no more than 10 minutes. The

reporters ask not just questions, but, also take notes in order to write a news story or a

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more descriptive feature article for the next edition of their paper. In case of a large

number of learners in the class, about three learners can team together and pose as

reporters from the same newspapers.

The whole activity can be made more dramatic by asking the learners to make

their nameplates with newspaper names and display them on their desks. A student can

be given the role of a moderator who introduces the "character" and ensures a smooth

functioning of the conference. After the interview is over, the teams of "reporters" work

together for the write-up. The student who has been questioned in the role of the

character can join one of the teams of the reporters.

As a follow up activity, teacher will ask the students to read aloud the reports in

class and the students will discuss with the teacher which are the good ones and why.

Good reports are put up on the class wall magazine.

Using hot seating technique in the classroom allows the class (working as

themselves) to question or interview people in role. This can help the group learn more

about a characters point of view. In literary texts, it can be used to deepen

characterization. In case the level of the learners' questions remains literal, or barely

relevant, the teacher should intervene and give lead.

Hot seating helps other people get a better understanding of the chosen

character. It also helps the person representing the character to gain a better

understanding and idea of how to portray the chosen character. Hot seating can also

help develop a character by answering personal questions and 'putting yourself in their

shoes'. Hot seating helps students get a better way to practice in report writing. This

technique operates in a controlled manner and is, therefore, very useful for the teacher

who is new to drama. Texts about characters who have done heroic feats, lived an

adventurous life or been in the news for some reason or the other, can be used for hot

seating or questioning in a role.

In addition, the activity is good for group dynamics and student confidence. It

also shows that the teacher is prepared to take risks to provide a stimulating lesson,

something that students do respond well to. And, of course, it can engage students

emotions, creating better motivation and thus the likelihood that they will learn more.

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Finally, hot-seating technique can be used to achieve many different purposes,

such as understanding different interpretations, discussing significance, analysing

motivations and attitudes, developing a sense of period, and the last one is

understanding evidence as well.