USING DRAMA AS A TEACHING TOOL - Reeling & Writhing

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Warm down games TITLE: BAKE THE CAKE LEARNING OUTCOME: This exercise allows the participants to enjoy a physical warm down, whilst breaking down barriers between participants who might not normally work together. WHAT YOU NEED TO PLAY:A clear empty space. DESCRIPTION: Participants sit in a circle, facing the same direction, and place their hands on the shoulders of whoever is in front of them. Lead the participants carefully through the basic stages of baking a cake and give physical instructions to accompany each stage.The back of the person in front is the ‘mixing bowl’, into which ingredients will be added. INSTRUCTION PHYSICALITY Pour the flour into the bowl Participants should tap their fingers down the back in a sprinkling motion from neck to the base of the spine. Crack the eggs Holding the side of their hands vertically, participants should make a light ‘chopping’ gesture onto the back. Pour in the sugar Again, tap their hands down the back in a sprinkling motion from neck to the base of the spine, and also from side to side. Whisk the mixture Participants should place the palms of their hands on the back, and move them in a slow circular motion across the whole area of the back. Add the raisins Using the tips of the fingers, participants should gently tap on the head of the per son in front. Pour the mixture Using the heels of their hands, participants should drag their hands down the back as though pouring the mixture from the bowl. Baking the cake In small circles, the participants should rub up and down the arms, across the neck and up and down the back. HINTS AND TIPS: Inform the participants to be extremely gentle when ‘Baking the cake’ taking care not to hurt his or her working partner.This exercise can also be performed in pairs. page 28
Drama conventions for teaching across the curriculum The conventions we have detailed are easy to get to know, simple to set up and can be used universally across the curriculum. Some of these conventions can provide a structure for a whole series of workshops; others will be more useful for a one off lesson. See the ‘Control verses Expression’ and ‘What to do now’ sections of this pack for suggestions on how to contextualise the following conventions. 1. NEWS REPORTS AND ADVERTS TV public information adverts or news reports are useful for exploring a whole gamut of issues because every child will quickly understand what the persuasive or informative function of any advert or news bulletin is. The medium of TV is exciting to most young people and enacting an advert can accommodate a range of personalities in your class, in that presenters, camera-persons, reporters and technical personnel are all needed to show the audience the form and content of the advert or news flash. Ask the class to consider some the different aspects of a news report ie. the facts of a news story, a jingle, a studio presenter, the tone or seriousness of the presenter, an outside reporter, two different sides to the story, effects of [the story] on the surrounding community, how the situation can be resolved, a concluding jingle. Or, ask the class to consider all the different aspects of an advert ie. a jingle, a catchphrase, a presenter, the tone or jovial manner of the presenter, product or concept information, supremacy over rival products, a target audience, a time limit, where to buy the product or idea. Divide the young people into groups of 4 or 5. Explain the learning points or objectives of the scene you would like them to make and that they must perform ‘to camera’. Set a time limit for the exercise and make clear that each group will perform their work to the rest of the class at the end of the timed rehearsal period. To help focus the adverts or news reports, encourage each group to start and end the scene with a frozen picture. Take time to visit each sub-group once or twice during the improvisation and rehearsal period to make sure participants are working well, listening to one another and meeting the learning objectives. 2. ROLE ON THE WALL. This is excellent for issue-based work.The description here offers a template around which any topic could be framed. Divide the class into groups of 4 or 5 and give each group one thick pen and a large A1 sheet of paper with a very basic body outline pre-drawn onto it. Tell the class that two characters must be created, one healthy and one unhealthy, both adults. Each sub-group is asked to create one of these characters and must then decide on the characters level of engagement with sport, hygiene, diet, smoking, drinking, modes of transport, appearance and leisure activities. They should also write the characters name, age and occupation onto the paper. After 10 minutes or so, bring the sub-groups back together to present their ‘characters’. It is possible to use these characters as a means of exploring issues of general health, stereotypes of drug takers, or exploring the consequences of the characters lifestyles on themselves and those around them. Discuss the kind of advice the class could give to each character for a healthier lifestyle. 3.STILL IMAGES Still Images can be used to establish how much a group has understood about a topic, how people are affected in different ways by the related issues and for investigating the differing viewpoints particular scenarios might provoke. Divide the class into small groups of 4 or 5, in a large, clear, hall space. Still Images work well when set as timed tasks. A still image could be likened to a family photo- page 29
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 12 and 13: 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 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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