By Francis Prendiville
This e-book for inservice and preservice lecturers demonstrates easy methods to use drama to advertise scholars' conversing and listening abilities, together with ideas to encourage reluctant rookies.
Read Online or Download Speaking and Listening through Drama 7-11 PDF
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Additional info for Speaking and Listening through Drama 7-11
As such we have to plan the key moments for critical decisions for the class. Decision-making – key developments in the drama which provide the class with challenges In any drama there will only be one or two main decisions that have to be taken by the pupils; by main decisions we mean where the direction and outcome of the decision is crucial. Inexperienced practitioners often think that they must give the pupils a decision at every turn, what to do next, whom to meet, where to go. This will lead to chaos, with too many possibilities to manage.
When sharing the planning so far with a group of trainee teachers and looking at the composition of Max’s room, it was suggested that Max would have a den, just like he’s making with a blanket hung over a rope in one of the pictures in the story. This not only parallels the storybook but also gives the teacher, as Max, a place to go and sulk when the class are trying to get him to see sense and gives a place for the Wild Thing, who comes to find Max, to hide and surprise the Lost & Found agents.
Tension points – risks – theatre moments Tension provides the momentum that pushes the class, demands a response, engages them. It involves taking calculated risks; for example in a recent version of a drama based on ‘Snow White’ the class, who were in role as people helping the dwarves at the mine, returned to the house to find Snow White, who appears to be dead. This is a very demanding moment, but one that the children, after initial hesitation, tackled with great commitment. They had to lift the poisoned handkerchief from her face and she would revive.