BA 2 Drama 18th October Teacher Input 2 in Role

Drama in the curriculum Research has shown that primary teachers lack confidence and subject knowledge in teaching drama. ‘Drama means different things for different people’ kitson and Spiby (1997)

Judith Ackroyd and Jo Boulton’s book Drama Lessons: Ages 7- 11

Experiences and Outcomes Subject: Drama Early level. EXA 0-14a I use drama to explore real and imaginary situations, helping me to understand my world. Context: Exploring the theme of Being Misunderstood through the story of The Lonely Dragon. Specific Learning Intention: We are learning to use role play to solve problems. Success Criteria: I can create a freeze frame to show how a character feels. I can say what a character thinks within a Thought Tunnel activity.

Links http://dramaresource.com/drama-strategies/

What is drama in education? In drama, teachers and students are engaged in collective enquiry and exploration. O’Neill, 1987 http://www.youtube.com/watch?v=zD_3zlYUL7w You may want to take some notes for discussion.

Cecily O’Neill In pairs discuss your observations of video clip. Consider: Teacher’s role, purpose, reactions, language Pupils role, engagement, behaviours, language Conventions Comments form Cecily Drama Worlds: A Framework for Process Drama

Context-building – engage with the dramatic context. Sound tracking Role on the wall Costuming Defining space – use furniture to define the space Collective image Diaries, letters etc Making maps/diagrams Collective drawing Collective character A Guide to Dramatic Conventions Structuring Drama Work by Neelands & Goode,2000

A Guide to Dramatic Conventions Structuring Drama Work by Neelands & Goode,2000 Narrative Action – focus on significant events which are central to the development of the narrative. Mantle of the expert Teacher in role Interviews/Interrogations A day in the life Hot seating Overheard conversations Time Line

A Guide to Dramatic Conventions Structuring Drama Work by Neelands & Goode,2000 Poetic Action – explore beyond the storyline, heightening awareness of form and symbols. Caption making Ceremony Flashback Montage Forum theatre Masks Mimed activity Soundscape Ritual

A Guide to Dramatic Conventions Structuring Drama Work by Neelands & Goode,2000 Reflective Action – used when there is a need to “stand aside from the action and to take stock of the meaning or issues”. Group sculpture Moment of truth Thought-tracking This way/that way – pointing out the differences between various characters’ interpretation Giving witness Voices in the head Narration Space Between

Focus: Teacher in Role Allows the teacher to work with the children from inside the drama. Enables the teacher to structure the children’s contributions. Allows the teacher to challenge ideas through questioning within a story. http://www.bealings.org.uk/activities/drama/

Focus: Teacher in Role To establish appropriate atmospheres. Set particular language contexts. Support appropriate understanding and empathy.

Jonothan Neelands in role as Cordelia. http://www.youtube.com/watch?v=QYgwefDG0YM The Summary of King Lear This drama is one of the great tragedy themed plays by William Shakespeare. The themes of the play cover greed, betrayal, lust for power, and cruelty. The story of King Lear, an aging monarch who is headstrong old man who is blind to his weaknesses, decides to divide his kingdom amongst his three daughters, according to which one recites the best declaration of love. Goneril and Regan who are the selfish daughters of Lear who pretend to love him but later treat him cruelly. Cordelia who is the loyal and unselfish daughter. King Lear disowns Cordelia after confusing her honesty with insolence. The end of the play ends in death by various methods including poison and suicide. Cordelia dies and King Lear, now a broken man, also dies. http://www.bardstage.org/summary-of-king-lear-and-characters.htm

Building the context Consider how the teacher build the context in relation to; Period of time. Personality of Cordelia. Relationships with other characters in the story. Themes within the story.

Teacher in Role How did the teacher create the role of Cordelia? How did he develop the story? What clues did he give about what the pupils will be exploring? What do you think the pupils will be asked to “do” next?

Task: The Creative Teacher Read the storybook and identify the loud and whispering “voices” within the story. How might the quieter voice be used to introduce an exploration of the story through the use of Teacher in Role. Decide what problem or dilemma the pupils might have to solve. Each group will share ideas.

Words Into Worlds:Learning a Second Language Through Process Drama (Contemporary Studies in Second Language Learning) http://books.google.co.uk/books?id=nPFXcmBPcnUC&pg=P A27&lpg=PA27&dq=cecily+o%27neill+teacher+in+role&sou rce=bl&ots=tVukfC6xhe&sig=0KE2GjVmZ6kMoFrLNLGX_y0 6nxc&hl=en&sa=X&ei=0l8yVL6yNebB7AbRyoDABA&ved=0 CCkQ6AEwAjgK#v=onepage&q=cecily%20o'neill%20teach er%20in%20role&f=false Page 26 - Teacher in Role

In drama ‘everyone is a student and everyone teaches’ In drama ‘everyone is a student and everyone teaches’. Booth (2005) In drama ‘everyone is a student and everyone teaches’. Booth (2005)