drama strategies for all classes

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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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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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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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.

drama strategies for all classes

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