“Dramatic playing is essential for children’s learning empathy and self-control. Children learn to empathize as they view the world from other people’s perspectives including those of peers, adults, and people in stories.” (UNKNOWN)
Drama Elements Drama Processes
- Role and Characterisation - Dramatic playing
- Relationships - Role-playing
- Situation - Improvisation
- Focus - Process drama
- Tension - Play-building
- Symbol (Phillips, L, 2015)
My views and experiences
Drama provides stimulating environment that challenges students perceptions about themselves and the world, it encourages students to explore and experiment by taking on new roles and dispositions. According to Buchanan (n.d.) , he states, 'like all art forms drama allows students to communicate with and understand others in new ways'. Drama requires and develops many of the 5 creative process, drama participation requires self-displine which can be carried throughout life, through drama activities students develop tolerance of ambiguity and empathy as when taking on a new role, the students have to become that particular character and take all all the motives and views of that character. I am fairly experienced with drama having studied it throughout school and also participating in many school productions and plays, making myself comfortable with teaching drama to students. However, drama can be a daunting subject for students as they are encourage to come out of their shells and perform in front of other people, therefore I need to create a safe atmosphere that can feel welcoming and inviting for students to explore the elements of drama.
Drama provides stimulating environment that challenges students perceptions about themselves and the world, it encourages students to explore and experiment by taking on new roles and dispositions. According to Buchanan (n.d.) , he states, 'like all art forms drama allows students to communicate with and understand others in new ways'. Drama requires and develops many of the 5 creative process, drama participation requires self-displine which can be carried throughout life, through drama activities students develop tolerance of ambiguity and empathy as when taking on a new role, the students have to become that particular character and take all all the motives and views of that character. I am fairly experienced with drama having studied it throughout school and also participating in many school productions and plays, making myself comfortable with teaching drama to students. However, drama can be a daunting subject for students as they are encourage to come out of their shells and perform in front of other people, therefore I need to create a safe atmosphere that can feel welcoming and inviting for students to explore the elements of drama.
Drama by its very nature involves students in social contexts where they are required to think, talk, manipulate concrete materials, and share viewpoints in order to arrive at decisions (Smith, J,L., Herring, J, D., 1993).
Incorporating into classrooms
According to Heathcote, D., & Bolton, G. M. (1995) incorporating drama in a classroom setting the teacher should take on a role as a character within improvise drama, as by doing this it helps the students focus, challenging the feelings of apathy or uncertainty. In the classroom, when teaching drama I need to ensure that students can critically reflect on their own performances and experiences as wells as other peers too, further enhancing their knowledge and skills (ACARA, 2013). Drama is an art form where cross-curricular priorities can be integrated into learning such as English, History and Aboriginal and Torres Strait. An example is where students can study the first fleet and take on roles of the convicts, and then present these roles to the class, encouraging a more enrich learning of the first fleet (Phillips, L, 2015).
In order for students to be actively engage in drama and learning the teacher needs to create an environment which is both stimulating and challenging where students can step out of their comfortable zone and push themselves to take on new roles and dispositions.
A great example of this is in the lecture where we were asked to take on a new role and make up our own character and their story. Through this we were able to interact with others and communicate through our different roles and characters. This particular activity used many different dramatic elements and process techniques to engage students. Another example could be to ask the students to form groups and come up with a play that is influenced by a certain issue facing the world, such as 'bullying' or 'global warming'. Through this activity students can communicate with peers, to together create a play where the audience can learn and gain information reflecting upon what they have seen.
Resources
Zen Zen Zo Productions- focus on history and cultures into productions
http://zenzenzo.com
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1529&context=reading_horizons
- Great article on using drama in the classroom, providing many examples of activities
http://dramaresource.com
- heaps of great articles and games for teacher to use in the classroom
http://www.tesaustralia.com/drama-secondary-teaching-resources/
- the website provides lessons plans and activities, also ways to integrate cross-curricular into drama
Queensland Performing Arts Centre
http://www.qpac.com.au
- great place to take students to be able to experience different types of drama performed by professional artists
http://www.childdrama.com
- offers information about teaching drama in the classroom and lesson plans and engaging students learning
According to Heathcote, D., & Bolton, G. M. (1995) incorporating drama in a classroom setting the teacher should take on a role as a character within improvise drama, as by doing this it helps the students focus, challenging the feelings of apathy or uncertainty. In the classroom, when teaching drama I need to ensure that students can critically reflect on their own performances and experiences as wells as other peers too, further enhancing their knowledge and skills (ACARA, 2013). Drama is an art form where cross-curricular priorities can be integrated into learning such as English, History and Aboriginal and Torres Strait. An example is where students can study the first fleet and take on roles of the convicts, and then present these roles to the class, encouraging a more enrich learning of the first fleet (Phillips, L, 2015).
In order for students to be actively engage in drama and learning the teacher needs to create an environment which is both stimulating and challenging where students can step out of their comfortable zone and push themselves to take on new roles and dispositions.
A great example of this is in the lecture where we were asked to take on a new role and make up our own character and their story. Through this we were able to interact with others and communicate through our different roles and characters. This particular activity used many different dramatic elements and process techniques to engage students. Another example could be to ask the students to form groups and come up with a play that is influenced by a certain issue facing the world, such as 'bullying' or 'global warming'. Through this activity students can communicate with peers, to together create a play where the audience can learn and gain information reflecting upon what they have seen.
Resources
Zen Zen Zo Productions- focus on history and cultures into productions
http://zenzenzo.com
http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1529&context=reading_horizons
- Great article on using drama in the classroom, providing many examples of activities
http://dramaresource.com
- heaps of great articles and games for teacher to use in the classroom
http://www.tesaustralia.com/drama-secondary-teaching-resources/
- the website provides lessons plans and activities, also ways to integrate cross-curricular into drama
Queensland Performing Arts Centre
http://www.qpac.com.au
- great place to take students to be able to experience different types of drama performed by professional artists
http://www.childdrama.com
- offers information about teaching drama in the classroom and lesson plans and engaging students learning