Working with Props II Activity
Following on Working with Props I, participants will work in small groups to create scenes with props. You will need at least one paper bag and three objects for each group.
Following on Working with Props I, participants will work in small groups to create scenes with props. You will need at least one paper bag and three objects for each group.
In pairs, students use a prop to inspire a scene. This activity encourages the essential drama skills of planning and practicing. You will need at least one small object per group of students.
In this fun and adaptable activity, participants use costume pieces to create characters and scenes. You will need a box of costumes to spark your students' imaginations!
This is just like tug of war in real life, but without a rope! Participants will practice action/reaction, concentration, imitation, and collaboration while having a lot of imaginary fun!
Participants must use concentration, teamwork, and listening to keep a set of balls in the air! You will need at least ten balls, beanbags, or socks.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For this activity, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Following a design on paper, partners create characters in a chase or race. This activity works well when paired with a story that includes a chase, such as "The Tortoise and the Hare."
This activity focuses on physical reaction as students communicate the contents of a letter. Participants will work on their emotion, believability, and imitation skills.
Partners use observation and teamwork to imitate the flying of a kite. This activity works well as an introduction to The Dragon Kite story.
In teams, participants create still pictures that demonstrate aesthetic principles such as level, shape, and gesture. Tableaux can be used effectively in many drama and integrated lessons, so the possibilities are endless!
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each poem, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Designed for advanced students, this is an adaptation of the classic telephone game. Participants will practice their listening, improvisation, and imitation skills as they move around the room and enact a scene.