Nina Maunu

Textcompetence i NordenCopenhagen 1.12.2010

DILL - Drama-Integrated Language Learning

- More fun into learning and teaching grammar

DILL - Why?

* Learning grammar is to ”learn by rote, ”boring, mechanical and useless”

• DILL increases the students’ motivation resulting in DEEPER learning: learning grammar may even BE FUN!

DILL - Benefits

• Activation• Concentration • Increased self-knowledge and self-assurance• Skills in team work• Creativity, imagination and artistic thinking

utilized• Increased remembering and learning• Collaborative learning

DILL - Key words

• Discussion – TALKING ”GRAMMAR”• Learning by DOING and by using ONE’S BODY• MIND/BODY cooperation: writing• Improvisation, play, drama• Self-made pictures, poems, songs, fairy tales and

stories • COLLABORATIVE learning: Work in pairs and in groups • ROLE-taking• imagination and thinking skills• Facing the Other – acceptance of differences

DILL – about methods

• Atmosphere: enthusiastic, safe, comfortable and relaxed

• Overall respect – possible disturbances taken care of on the spot

• Motivation before each activity• Involving current topics or themes students

are interested in as well as other school subjects

DILL – about methods

• All activities adaptable to different forms, ie. ”the hot seat”

• Many activities involving CASE are adaptable for WORD CLASS and vice versa

• Discussion before and after each activity: What was learned? Why such activity? How did it feel?

• Text books not necessary – notebooks and pencils enough

DILL – learning grammar

BIG PICTURE!Studying CASES and WORD CLASSES

in written form: what makes a word a noun/verb etc.?.

Word Class activites 1

• Improvisation• Bean bag activities• Pantomime• Situational Accomodation• Acting out word classes

Word Class activites 2

• Creating symbols • Making songs and choreography• Writing stories and making sound plays or

sound poems• Spurring circle• Creative writing

Case activities 1

• Warming up – characterizing cases by discussion• Salad of Cases - taking roles• Sculptures• Improvisational games• Hot seat• Drama/short plays

Case activities 2

• Commedia Dell’arte in cases• Collaborative story making • Acting• Improvisational chain• Comic strips• Word and movement

Word Class activites 3

• The Trip (process drama)• Story (turning points)• Music (poem, Revision Rap)• Word class personification => improvisations

• GRAMMAR PARTY!

References:

• Hannu Heikkinen: Draamakasvatus – opetusta, taidetta, tutkimista! (2005)

• Päivi ja Timo Sinivuori: Esiripusta aplodeihin (2001)• Tapio Toivanen: Draama ja teatteri koulussa (2007)• Bolton, G.: Acting in Classroom Drama. A critical Analysis.• Allan Owens & Keith Barber: Draama suunnistus –

prosessidraaman arviointi ja reflektointi (2002)• Paolo Freire: Sorrettujen pedagogiikka (2005)• Bowell,P. & Heap, B.: Prosessidraama (2005)• Korhonen,P. & Ostern A-L (toim.): Katarsis. Draama, teatteri ja

kasvatus.