USING DRAMA AS A TEACHING TOOL - Reeling & Writhing

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page 34 Control versus Expression - Trouble Shooting One of the most common challenges for the Primary teacher when using drama as a teaching tool is to ensure that you provide a productive, expressive practical lesson whilst staying in control of the class. Different techniques work for different people, but the following suggestions offer a range of ideas to help maintain a balance between control and expressive learning. 1. Before leaving the classroom for the hall space, expand and explore the topic and the learning objectives you are going to cover in the practical session. Also talk to the class about the specific drama convention you have chosen to work with in that one session ie. Frozen Pictures, News Reports or Role on Wall. Discuss what is required to succeed, both in relation to form (drama convention) and content (the topic area). Sharing the success criteria should help pupils to visualise the structure of work and what is required. 2. Clear Instructions. Before leaving the classroom, give clear instructions about what will happen as soon as the group enter the hall space. It is helpful if this is also a timed task ie. Before you have counted aloud to 10, the group must be silently sitting in a circle (or have each found a partner and be standing face to face, or individually each person must be lying down well away from anyone else with their eyes fixed on the ceiling) ready to work. 3. Set volume level controls. Take a few minutes to make sure the class knows which levels of noise are acceptable during each type of activity.This works well using a scale of 1 to 10.Ask the group to define the scale of acceptable noise, taking into consideration the type of activity and how many people are involved. 1 = whispering in pairs 4 = class discussion akin to circle time when one person speaks at once 6 = normal conversation level akin to that expected in classroom group work 9 = unacceptable level of noise, unless the class are preparing a crowd protest scene
4. Timed Tasks. As previously discussed, timed tasks offer a brilliant way of ensuring expressionistic freedom and choice within neat, clear boundaries.Timing a task or activity makes it much more like a game, because pupils are racing against the clock and each other.The element of competition means that you can ask the group to do lively activities for a controlled amount of time but always return to stillness and order.Timed activities work especially well if you also define where the pupils go at the end of the task – to a seated circle for example. (See the game ‘Three Elbows, Four Walls’ in the Warm-Up Games section of this pack). 5. Routines. Try to follow a similar routine each time you use drama in a practical teaching session. Discuss learning objectives and techniques in the classroom, move through to the hall, start with a timed task and then use the chosen convention (different each week perhaps) to continue the work. Try to end the session in a similar way each time – this way the class quickly learn what is expected of them. 6. Instructions and Understanding. Each section of the workshop will have a different set of objectives. Ensure that your instructions to the group are clear and that the class have a chance to clarify what you mean by asking questions.When working on improvised scenes or in small groups, double check the learning objectives are being fulfilled by continually visiting and interacting with every sub-group. 7. Groupings. Take an active role in determining which pupils work together. Creating a controlled and safe environment to use drama as a teaching tool is only achievable if sub-groups function with the minimum of disruption! 8. Know your conventions and how they can work for you. Make sure you know exactly why you are using a particular convention and what the benefits are. It will be useful to reread the ‘conventions for creativity’ section of this pack and cross-reference that information with other publications. It will also help to discuss the chosen convention with your class and hear their thoughts on how to make ‘Role on the Wall’ or ‘Hotseating’ work for your topic area. page 35
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USING DRAMA AS A TEACHING TOOL - Reeling & Writhing

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