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DRAMA STRATEGIES
image, *Teacher in Role*
image, Eavesdropping
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DRAMA STRATEGIES
Mantle of the Expert
:check: It involves the creation of a fictional world where students assume the roles of experts in a designated field.
:check: It is system of teaching inverse of reversal of the conventional teacher-student relationship in which the students draw on the knowledge and expertise of the teacher.
:check: Mantle of the Expert is based on the premise that treating children as responsible experts increases their engagement and confidence.
Why use it?
Empowering pupils by giving them an opportunity to assume responsible roles and make decisions in guiding the outcomes.
Role on the wall
It’s a strategy that invites students to infer meaning about a character and to visually map the relationship between characteristics (emotions) and actions (behaviors)
By inviting students to analyze context clues, the group collectively explores and constructs a more complex understanding of the character’s motivation.
In Role on the Wall, the outline of a body is drawn on a large sheet of paper, which is stuck onto the wall.
Words or phrases describing the character are then written directly onto the drawing or stuck on with sticky notes.
Hot Seating
:star: A character is questioned by the group about his or her background, behavior and motivation.
:star: The method may be used for developing a role in the drama lesson or rehearsals, or analyzing a play post-performance. Even done without preparation.
:star: Characters may be hot-seated individually, in pairs or small groups
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Conscience Alley
A useful technique for exploring any kind of dilemma faced by a character, providing an opportunity to analyze a decisive moment in greater detail.
• One-person (the teacher or a participant) walks between the lines as each member of the group speaks their advice.
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This drama technique can easily be applied to a range of subjects across the curriculum, whenever a character is faced with a decision.
Thought-tracking
Thought tracking is a natural follow-up to still images and freeze frames. Once children have made an image, explain that when you tap them on the shoulder you would like them to speak the thoughts or feelings of their character aloud.
Students may want to be inanimate objects or animals in a still image. This is fine, as animal characters can have thoughts
*Teacher in Role*
• Allows the teacher to keep the drama going by questioning, challenging, organizing thoughts, involving students, and managing difficulties.
• Adopting the attitude of the character he or she plays and making even just small vocal changes, the teacher is in role.
Why use it?
• Teacher in role validates and supports the children’s involvement in a make-believe situation by enabling the teacher to work and ‘play’ alongside them.
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Eavesdropping
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:warning: This is an activity for students to practise reporting speech It provides a situation for reporting what others have said that can be more realistic than some of the exercises that are found in textbooks, and great fun
:warning: Eavesdropping is a great exercise to get students in the habit of observing, writing, and trying out.
Still Image and Freeze-frame
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