Get Them Talking - Dramatically

Mitzi Geffen

General learning theories which support using drama to facilitate learning:

1 .Howard Gardner – Multiple Intelligences

*Using methods that involve all of the intelligences ensures that more students will learn and retain material learned.

*movement* music* cooperative learning

*visualization•

One can strengthen a weaker intelligence by working through a stronger intelligence.

We have two types of memory – spatial and rote.

We understand best when facts are embedded in natural, spatial memory.

Total Physical Response:

*A significant pathway for memory retrieval is through the physical body – We often recall what we wanted to do by simply getting up and moving.

*An optimal learning environment is rich with multi-sensory, comprehensibly contextualized input.

Reading fluency and language retention:

Research shows repeated reading of the same text contributes greatly to reading fluency in general – not only fluency in the practiced text. (L.Ranger 1995)

Studies of long-term memory in general and language acquisition in particular show that the most important factor is repetition.( R. Gairns and S. Redman 1986)

Aristotle-

“The more I want to get something done, the less I call it work.”

Motivation is a key factor in learning

Alfred Hitchcock:

Drama is life – with the dull bits left out.

The students’ reactions:The things I liked most from what we did was the readings together and the recreation of the crime, although that one I wish more acting was done.

I also liked when we read the play aloud. It made the play to be more lively and to the characters more real, and I also liked the little recreation of the murder we did. It was fun and even a little funny.

6ideas

for using drama in the classroom

1 .The “What” “Oh!” Game

A game adaptable for every level –

"What?! Oh" - Objectives:

Getting even the most reluctant, least confident students to speak.

Practicing a single basic sentence structure.

How To Play:

Students work in pairs

Prepare and practice a less-than-a minute -long dialogue

Presentation: for the class

for another pair for the teacher

The Dialogue

A: I have a pen. (no emotion )

B: What? (= I didn't hear you)

A: I have a pen. (louder)

B: What?!!!! (stunned)

A: I have a pen!

B: Oh.

Adapting for different levels

Choose the type of sentence you want them to practice

Examples: "I have a _______"

"I went to the ___________ last week"

"I think that________________")

“ If I had a _______...

More advanced students think of a suitable reaction instead of “Oh”

2.Role-plays and original skits

Students are given a situation and asked to make up a conversation

depicting the situation .

Advantages

Incorporates vocabulary learned in previous lessons.

Incorporates grammar structure learned in previous lessons.

Opportunity to practice speaking and listening

Challenges

Vocabulary is limited to words that the students know.

Success depends on creativity – not only English knowledge.

Presentations accentuate different levels in the group, which may make weaker students feel bad.

3 .Dramatic Book Reports

4 students in each group

Each student tells the other 3 (briefly) about the book he/she read.

The group decides which book to present.

The reader tells about a good scene in detail.

Using the book, the group “scripts” the scene and practices.

Presentations in front of the class

Advantages

Expands vocabulary

Provides models for grammatically correct sentences

Text provided – less creativity needed

Motivation for repeated reading

Challenges

Time may be wasted arguing about which book to choose

There may be too many or too few charactersin the scene

The “audience” is not familiar with the text and may not understand

4 .Practiced dramatic reading Students each choose one paragraph from a

library book, textbook, magazine, etc.

Each student practices reading his paragraph aloud with expression.

Student may choose to read as a character, in a certain mood, or type of person.

Students are given class time to practice so the teacher can provide feedback.

Each student presents to the class.

Members of the audience have a listening task – a. answer a general question about each passage b. list 3-4 words from each passage

Advantages Motivation for repeated reading

Increases reading fluency

Expands vocabulary

Reinforces grammar

Challenges The “audience” is not familiar with the text

and may not understand

Presentations are time consuming

Vocabulary is not necessarily re-entered after activity

5 .Dramatic test Students are told to study unit of the textbook

for a test.

Students bring textbooks on the day of the test.

The teacher directs them to re-read one of the passages.

Students are given directions to make up a skit based on the passage (pairs or small groups)

Students are required to include a certain number of words from the unit in their skit.

Directions are such that students will have to use the grammar structures learned in the unit.

Audience is given a listening task.

Students are graded according to pre-announced criteria

Advantages Great motivation to review vocabulary and

grammar structures

Motivation for repeated reading

Practices oral fluency

No papers for you to mark!!

Easier for some students to show mastery of the material in this way

Challenges

Takes more time than a written test

Harder for some students to show mastery of the material in this way

Student’s grade depends partly on the success of his teammates.

6 .After reading a play

The class reads a play as part of the literature program.

The class discusses theme, mood, plot, climax, characterization, etc.

In pairs or small groups, students choose an excerpt to memorize, practice and present

Students are given class time to practice so the teacher can provide feedback.

Each group presents excerpt to class.

Students are encouraged to bring bits of costumes and props

Advantages

Students have all read the same text, so the audience understands the presentation

Enhances fluency

Reinforces grammar

Expands vocabulary

Challenges

Some kids have stage fright and forget their lines.

Some students don’t like to perform.

Presentations are time consuming

Summing it all up

Dramatic activities are:

Motivating – Most kids find these activities very engaging and are

happy to practice reading and talking in English.

Effective – For most kids the learning is long lasting and has a

positive affect on the way students approach subsequent challenges.

Fun! – There’s nothing like sharing a laugh with a group of kids to improve the learning atmosphere!