A DRAMATIC STORYTELLING EXPERIENCE DRAMA IN RE

WHY DRAMA? Aesthetic and embodied learning Encourages an emotional connection with the text Collaborative problem solving When acting out a situation can lead to a deeper understanding by filling in the blanks with their own issues and desires

HERMENEUTICAL STRATEGY Subject Matter As the reality behind the text Readers And their Worlds Texts And their Worlds Authors And their Worlds

HERMENEUTIC STRATEGY World of the Text How do we engage students in the world of the text?

PARABLE OF THE LOST SON Whoosh! Tableau Stream of Consciousness Statue Gallery Hot Seating Time Warp

WHOOSH! Copy of the Parable Get props and costumes to suit Students to sit in circle Point at students to get up and become a character At end of paragraph say, ‘Whoosh!’, students performing return to sitting in a circle

TABLEAU Discuss key moments from the text Freeze Frames before, during and after an event Key moments in a story

STREAM OF CONSCIOUSNESS Tap talk Used in a Freeze Frame for the characters to speak their minds Used in conjunction with a Tableau

STATUE GALLERY Pairs in a circle Outside person turn back and close eyes Inside person given an image Outside person open eyes look at pair image, then walk around circle viewing other images Swap

HOT SEATING Delving into the experience of the characters Arrange seats for your characters Audience to sit in front of seats Ask questions and answer in role

HERMENEUTIC STRATEGY The historical-critical method The text is examined according to its structure Looking at the literacy demands of the text: Cultural context – what is the purpose? Who was the original audience? Social context – what is the subject matter? Who is involved in the text? How is the message being conveyed? Textual features – what type of language is used? What types of words are used? Analysis on the effect of these choice of words and the meaning that was intended by the author.

TIME WARP An activity looking at the narrative features of a parable Relating the meaning and religious truths of the parables to the human experience Allows students to analyse the parable and creatively connect the meaning and message in another context Get students to perform these when completed The purpose and the message would stay the same Literary Features OriginalTime Warped Plot Setting Time Characters Message (relate to religious truths) Purpose (intention of the author) Audience Language Word groups

HERMENEUTIC STRATEGY How it actually occurred Historical moments Description of personal moments within historical occurrences Creation of meaning by placing individual moments within higher contexts Personal experiences lead to a better understanding Prejudices, stupidity, laziness, personal issues, blind obedience to authority, certain other archetypes, personal interests, conflicts, opposing beliefs

AT THE HOME OF MARTHA AND MARY Luke 10: As Jesus and his disciples were on their way, he came to a village where a woman named Martha opened her home to him. 39 She had a sister called Mary, who sat at the Lord’s feet listening to what he said. 40 But Martha was distracted by all the preparations that had to be made. She came to him and asked, “Lord, don’t you care that my sister has left me to do the work by myself? Tell her to help me!” 41 “Martha, Martha,” the Lord answered, “you are worried and upset about many things, 42 but few things are needed—or indeed only one.[a] Mary has chosen what is better, and it will not be taken away from her.”

JESUS COMES TO JERUSALEM AS KING 21 As they approached Jerusalem and came to Bethphage on the Mount of Olives, Jesus sent two disciples, 2 saying to them, “Go to the village ahead of you, and at once you will find a donkey tied there, with her colt by her. Untie them and bring them to me. 3 If anyone says anything to you, say that the Lord needs them, and he will send them right away.” 4 This took place to fulfill what was spoken through the prophet: 5 “Say to Daughter Zion, ‘See, your king comes to you, gentle and riding on a donkey, and on a colt, the foal of a donkey.’”[a] 6 The disciples went and did as Jesus had instructed them. 7 They brought the donkey and the colt and placed their cloaks on them for Jesus to sit on. 8 A very large crowd spread their cloaks on the road, while others cut branches from the trees and spread them on the road. 9 The crowds that went ahead of him and those that followed shouted, “Hosanna[b] to the Son of David!” “Blessed is he who comes in the name of the Lord!”[c] “Hosanna[d] in the highest heaven!” 10 When Jesus entered Jerusalem, the whole city was stirred and asked, “Who is this?” 11 The crowds answered, “This is Jesus, the prophet from Nazareth in Galilee.”

JESUS COMES TO JERUSALEM AS KING Read text aloud Mark 21: 1-11 Discuss the day-in-the-life of the historical people in the text Every participant chooses a certain role and explains their reason for their choice Spatially create the scene and step through blocking the movement Consider the emotional landscape of the scene and the position choices

VERBATIM ACTIVITY News Room Students create a news style re-telling of the story News room, weather person, on-the-scene reporter, eye-witness, expert etc People being interviewed can only use words from the text

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