D.russell-bowie Chapter 7, MMADD about the Arts Teaching DRAMA in the K-6 Classroom Deirdre Russell-Bowie

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Chapter 7, Chapter 7, MMADD about the MMADD about the

ArtsArts

Teaching DRAMAin the

K-6 Classroom

Deirdre Russell-Bowie

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K-6 DRAMA EducationK-6 DRAMA Education

Elements of DRAMA

Effective Drama is an integration of:

ThoughtActionEmotion

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In DRAMA

Children explore an imaginary world they create by interacting with others as they take on a role that is different from their ‘real’ life and communicate using their

EmotionsBody LanguageVocal ExpressionSymbols andGestures

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Primary Creative ArtsPrimary Creative Arts

Elements of DRAMATensionFocusMoodTimeContrastSymbolSpacePerformance elements of Drama

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K-6 DRAMA EducationK-6 DRAMA EducationTENSION

The creation and controlled use of energy throughout a dramatic experience that culminates in a climax and resolution.

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TENSIONCan be created by the use of:

The unexpectedMysteryUnresolved conflictMime instead of wordsContrasting musicLighting and actionsBy the constructing of parameters, such asSpace Pace or Time

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FOCUS

Focus is used to draw specific attention to certain themes, issues, characters or actions as portrayed in the drama.

Through the use of : Body language, Words, Actions, Vocal expression, Careful staging GesturesUse of lighting, props or costumes and so on.

If there is an audience, children should also direct the focus of the audience to specific themes, issues, characters, action, plot and so on being portrayed in the drama.

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MOOD

Children can touch people emotionally using drama

Mood can be changed or enhanced through:Vocal expression, Body language,Pace, Actions, Staging, Use of space, Sound effects, Lighting, Costumes, etc.

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TIME

Time sets the drama in its context. ie, past, present or future.

Time conveyed through: Costumes StagingProps ActionsPace of Words

Dramatic Action

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K-6 DRAMA EducationK-6 DRAMA EducationCONTRAST

Contrast can enhance dramatic meaning and enjoyment through contrasting opposites, eg.• Stillness after movement; • Sound followed by silence; • Contrasting size, shapes & levels of

movement;• Contrasting emotions portrayed through:

o Gestures, o Facial and vocal expressions, o Posture, etc.

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SYMBOLDrama can use symbols and metaphors.

• Drama uses objects or people to represent meaning beyond the literal;

• Objects can be given a specific meaning,

• A symbol can give different messages in different cultures and contexts,

• Certain gestures and movements can be symbolic.

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SPACE

Space can enhance or limit what occurs in the drama Space can significantly shape a performance.

Children need to make informed choices about:• Size and shape of the space • Use of different levels • Relationships with the audiences

within the context of the space,• Their use of common

and personal space

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AUDIENCE SKILLSChildren learn to be an actively engaged audience through:

• modelling, • observation, • discussion and • specific instruction.

Being part of an audience involves:• Listening carefully, • Analysing what is being performed in relation to the

language of drama, • Observing peers and others share themselves through

drama,• Enjoying the performance, • Encouraging the performers through clapping and

positive, constructive comments and feedback.

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PERFORMANCE ASPECTS OF DRAMA

Staging and sets

Lighting

Costumes and make-up

Masks and props

Sound effects

Music

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TYPES of DRAMADrama GamesImprovisationStorytellingReaders’ TheatreChoral reading and speakingMovement and MimePlaybuildingScripted DramasPuppets and MasksVideo-Audio Drama

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DRAMA GAMES

• Children learn interactively with

those they do not normally play

• Used for warm ups, to focus

minds and bodies at the start of

the lesson

• Introduce theme or learning

experiences

• Introduce skills to be

learned in lesson

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PROCESS DRAMA• Focuses on the PROCESSES involved in

exploring and making drama

• Teacher and children work together on

improvising dramatic events that are

created and developed over a period of

time

• ‘Allows teachers to wrok alongside

children to explore where learning may

go rather than teachers determining

wher it will go’. (Aitkin, 2007)

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IMPROVISATION/ PROCESS DRAMASpontaneous Improvisation

ｷ Where is the scene set?ｷ What is happening?ｷ When did it happen?ｷ How did it happen?ｷ Who is involved?ｷ What are they doing?ｷ What are they feeling?ｷ What motivates them?ｷ What is at stake?ｷ How will it start?ｷ How will it end?

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IMPROVISATION/ PROCESS DRAMARole Improvisation

• Children portray real or imagined people• They are encouraged to ‘become’ another

character• They talk, act, move and think like this other

person• They take on their values, attitudes and actions• They learn to ‘step into another’s shoes• They explore their real-life issues and attitudes• Can extend further into characterisation and

acting• Can lead into a performance

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DEVELOPING IMPROVISATIONThrough:

Barrier GamesSculptuesStill images / Freeze FramesHot seating Questioning in roleTapping - inLiquid picturesTeacher-in-RoleMantle of the expertVocal Collage

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STORYTELLINGChildren can tell real or imagined storiesThey can tell them individually or in a

group as a circle storyChildren can explore the roles characters

and situations they have createdStimuli for storytelling:

• Picture cards

• Graphic Score

• Storyboard

• Photos

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READERS’ THEATREAllows hesitant readers to practise text and

read it aloud with confidenceMay use:

Gestures, Facial and vocal expression, Simple movements, Props Sound effects

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CHORAL READING AND SPEAKINGUses vocal and facial expression and

gesturesRequires little spaceCan enhance children’s diction, enunciation

and creative use of voicesTechniques:

Unison (all together)Two groups in

different partsCumulative readingSolo / Chorus readings

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MOVEMENT and MIME• Exploring drama without speech or sound

effects• Children make exaggerated movements to

audiences can understand clearly the message conveyed

• Focus on clarity of detail and accuracy in depicting message, action or emotion

• Can be in response to a narrated story, poem, piece of music or theme

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PLAYBUILDINGChildren work together to create a dramatic

work about a selected topic or issue which generally develops over several weeks.

Teacher scaffolds learning through planned frameworks

Play is built on:Discussion NegotiationImprovisation RehearsalReflection Refining

Create a finished product to share

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SCRIPTED DRAMAEnsure scripts are appropriate for their

purposeAchieve drama outcomesMay be commercial or created by

childrenTime required for planning, rehearsing

and presenting play to audiencesProcess is as important

as the product

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PUPPETS and MASKSHelp children focus on and understand a

characterChildren can show what they know about

the character through their puppet’s or mask’s:• Features• Costumes• Expressions

Use a variety of types of puppets:• String Glove• Sock Finger• Shadow Rod

Use different masks• Full-face masks Half masks

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VIDEO-AUDIO DRAMA

Used when plays or other drama products are created with the intention of being recorded on video or audio equipment.

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LESSON PLANNING for DRAMA

•Warm ups, discussion and games

•Focused learning experiences

•Closure activities

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STIMULI for DRAMA

•Using themes

•Music

•Developing a skill or activity

•Artworks

•Literacy texts

•Objects

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For further information, see Chapter 7 in MMADD: About the Arts: An introduction to Primary Arts Education

by Deirdre Russell-Bowie, published by Pearson Education Australia

Documents

D.russell-bowie Chapter 7, MMADD about the Arts Teaching DRAMA in the K-6 Classroom Deirdre Russell-Bowie