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Objective: Learning to use collaboration in creating drama.
This Language Arts-based lesson focuses mainly on collaboration among students in creating (acting as) statues. Some negotiation among students may occur to determine a course of action, depending on how the setup occurs, so it may be helpful to review "Ask, don't tell." Using these statues, you can explore new vocabulary words or different characters in a story.
Objective: Learning to use the voice to communicate ideas.
This Language Arts-based lesson combines one of the drama tools (voice) with the art form of poetry to assist in communicating ideas and add meaning. Students will practice collaboration with others and learn how vocal choices change meaning. A basic form of the warm-up activity of Pass the Word for this lesson is included, but a more complete activity can be found on this site if desired.
Objective: Learning about details and sequencing in telling or showing events.
Everybody likes cake and many can relate to this delicious treat. We use making a cake to provide practice with details and sequencing in events. This Language Arts-based lesson uses body objects to interact with the scene. If your group needs to brush up on body objects, check out our lesson focused on this. Designed for kids in grade levels 2nd through 6th, this full lesson takes around 2-3 hours [two class periods].
Many educators have requested some deeper thinking about Character Education and Anti-Bullying in regards to drama teaching. I want to start a discussion here. Please add your thoughts to the conversation
Building character and working toward peaceful, harmonious classrooms, void of bullying and negativity toward others is a goal we all strive for in education. Drama is a powerful tool to make this a reality because it deals with human conflict and resolution, understanding the impact of emotions and empathy on events, and the morality and ethics of human behavioral choices. Dorothy Heathcote used to say, “Drama is about real man in a mess.” The three areas on which I like to focus drama work when planning for character education and social/emotional learning are:
Developing Personal Character Traits where students practice empathy for others and demonstrate respect through word and action. During this practice students analyze emotions and actions that cause emotional reactions. They discuss consequences of choices and “try on” character traits that are different from themselves. In addition it is about having students study the lives of real people who have displayed character traits to be emulated and playing out scenes from the lives of those individuals.
Handling Conflict and Teamwork where students analyze the nature of conflict through identifying the types of conflict, discussing stereotyping, exploring alternative courses of action, discussing the causes of conflict, and analyzing conflict in literature. Here they also have a chance to predict consequences, practice negotiation strategies, demonstrate group dynamics, listening and brainstorming. Lastly, there is also a focus on emotion management where students identify emotions and physical reactions to those emotions while uncovering actions that cause them to feel certain ways.
Self Esteem and Self-Care where students learn to like and care for the self. This area is about developing trust for others; taking risks in doing something outside of their comfort area, and building pride in one’s own skills while acquiring self- knowledge.
I have included a chart below that illustrates how these three areas work with drama and with lessons you will find online at OneStopDRAMAShop.com. Classrooms can reflect cohesion and camaraderie. Bullying can be eliminated and replaced with empathy. Drama is one anti-bullying tool that can move that process quickly along.
Download this chart that links drama lessons to support character education.
by Karen Erickson
For those working on concentration and moving into more imagination building – you might try this activity which adds movement about and through the space similar to the Freeze Activity. This also reinforces the signaling device if you haven’t used it in a while.
For those working on concentration and moving into more imagination building – you might try this old American standard game, perfect for a cold and rainy day. Great for 3rd grade and up – adds the element of listening though I prefer Grandmother’s Footsteps which is played the same but without a verbal signal for older students 3rd Grade and up. You might ask them to play the game as a character from a book you are reading would play the game. Then ask them why they made the choices they did. This stretches them into personality traits. Great way to talk about inside and outside character traits.
Based on an old American standard game, Red Light, Green Light, and perfect for a cold and rainy day. Great for 3rd grade and up – similar to Red Light but without a verbal signal for older students. You might ask them to play the game as a character from a book you are reading would play the game. Then ask them why they made the choices they did. This stretches them into personality traits. Great way to talk about inside and outside character traits.
For those working on concentration and moving into more imagination building, try this full classroom activity. This builds class teamwork as they work together observing the leader's actions while building concentration skills.
If your students are ready or excited to move into more story building – ease them in with this activity called Body Reactions II which is a follow-up to Level I. Building on the first one, this activity introduces everyday objects (suggestions included) and has students moving and pantomiming with no voice. Use key moments from stories, social studies, or doing science experiments in different fields.
If your students are ready or excited to move into more story building – ease them in with this activity called Body Reactions which has a Level I and Level II. This activity has all students moving and pantomiming simultaneously with no voice. Use key moments from stories, social studies, or doing science experiments in different fields.
