USING DRAMA AS A TEACHING TOOL - Reeling & Writhing

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Slang Names Effects Short-Term Risks Long-Term Risks Law ILLEGAL - Class B or Class A if prepared for injection Frequent high doses can cause panic, hallucination and weight loss. Heavy long-term use places strain on the heart and can cause mental illness. Amphetamines are addictive. Some users may feel tense and anxious while using and afterwards many feel very tired and depressed. The drug can cause sudden death from heart attack or stroke. Stimulant drug - for 3 or 4 hours users feel excited, confident, alert and full of energy. Reduces appetite and ability to sleep Speed, Whizz, Base ILLEGAL – Class A Heroin is highly addictive and larger and more frequent doses may be needed to feel ‘normal’. Injecting can damage veins; sharing needles can spread hepatitis and HIV. There is a real risk of drug overdose, possibly leading to coma or death, particularly when mixed with other depressant drugs Depressant drug - Slows the brain, heart rate and breathing. Small doses bring a sense of warmth and wellbeing; larger doses make users drowsy and relaxed, and free from worry and pain. Smack, Scag, H, Junk, Gear ILLEGAL – Class A Users may have ‘flashbacks’ where they relive a trip without taking the drug again. Trips cannot be controlled, changed or stopped. A bad trip can be terrifying, which requires help and reassurance from others. Mental health problems can be triggered and existing conditions made worse. Acid Hallucinogenic drug - the hallucination or ‘trip’ starts within an hour and can last 8 – 12 hours. Surroundings seem different. Colours brighter, sounds new, movement and time may seem to speed up or slow down. Drug Name/Appearance Amphetamine - Grey or white powder that is snorted, swallowed, smoked, injected or dissolved in drink. Tablets are swallowed. Also comes as ‘base’ a wet putty like substance. Heroin - brownishwhite powder. Some heroin comes in a brown/black form that looks like hard toffee. Smoked, dissolved or injected. LSD - Comes in small squares of paper, often printed with designs, or as tiny tablets called microdots and dots. Tablets are swallowed. It is a myth that LSD can be absorbed through the skin from transfers. The information above has been taken from www.knowthescore.info Signs and symptoms of drug use can vary greatly among individuals depending on the drug being used and the environment the person is in. It is important that teachers know their pupils well and can therefore gauge whether any significant changes occur. Never assume that it is drug use that is causing any unusual behaviour. The pupil’s welfare should always be of paramount importance. However, if you do have any concerns regarding drug use among pupils in schools then please refer to; West Lothian Council’s Schools Substance Policy or contact West Lothian Drug & Alcohol Service on 01506 430 225.
Drama as a teaching tool Possibly the biggest myth about ‘drama work’ is that it’s always highly theatrical and necessitates costumes, makeup, lights and lots of rehearsal. Of course there are some situations where this is true, but all you really need to use drama as a teaching tool is: a clear learning objective a good workshop plan a group of young people and an empty space. The knowledge that we instinctively acquire as children – to observe, listen, repeat and trust through means of verbal and non-verbal communications 1 - helps determine the success of our development into fully rounded, creative, expressive people. Engaging in games that test nerves, observation, trust and listening is an everyday activity for the young child. Drama is an extension of just such ‘constructive play’, using different kinds of cerebral and physical activity to enhance communication skills, encourage positive self-esteem, assist with informed decision-making and increase self-confidence, all of which are prerequisites for effective learning. Enabling young people to better understand and express a message, a story or important information no matter what their topic-area or subject-specific focus, is key to the aims of this pack. Using drama as a teaching aid offers an opportunity to take a theoretical subject and enable young people to engage in that subject through practical means, building up the context of the chosen topic, and using practical examples to support reading and writing work. When describing example activities we have made clear what the social and citizenship focussed outcomes can be and we hope this will form a good platform to then use the activities for any subject across the curriculum, since each exercise can be easily modified to fit your own needs and objectives. 1. Non-verbal communication: an amalgamation of facial expressions, body language, and proximity to those we communicate with.Verbal communication: measured by the volume, speed and intensity of our speech. page 11
Page 1: The Good Good Things Things A Teach
Page 4 and 5: Reeling & Writhing ‘brilliant, gr
Page 6 and 7: page 4 What is the show and why did
Page 8 and 9: page 6 Useful Contacts for Drugs In
Page 10 and 11: Slang Names Effects Short-Term Risk
Page 14 and 15: Games, Exercises and Stimuli Name G
Page 16 and 17: Warm-up Games cont. TITLE: THREE EL
Page 18 and 19: Diagnostic Exercises cont. TITLE: I
Page 20 and 21: Concentration games cont. 123, 123
Page 22 and 23: Physical Exercises TITLE: ZOMBIES L
Page 24 and 25: Vocal Exercises TITLE: DIDDLY DAH T
Page 26 and 27: Group Work cont. GLASS COBRA CONT.
Page 28 and 29: Music & Sound cont. SOUNDSCAPES CON
Page 30 and 31: Warm down games TITLE: BAKE THE CAK
Page 32 and 33: DRAMA CONVENTIONS CONT. graph where
Page 34 and 35: page 32 What to do now! If you feel
Page 36 and 37: page 34 Control versus Expression -
Page 38 and 39: page 36 Evaluating your process and
Page 40 and 41: Evaluation of this pack It is extre
Page 42: The Good Good Things Things USING D

USING DRAMA AS A TEACHING TOOL - Reeling & Writhing

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