Drama – Grades 4-6

Gr. 4 Gr. 5 Gr. 6 Role Character traits, body, voice, movement Adopt variety of roles, familiar and unfamiliar Authentic vs. stereotype; inner/outer life Relation Analyse relationships Analyse character Influence of relationship Time/ Place Sustain belief in setting Props to establish time Tension Identify factors A.V. / Tech to heighten A.V. / Tech / Stage effects Focus Focus on specific aspect Use drama conventions to communicate

Drama Vocabulary Choral speaking, chanting: reading/reciting of text by a group Drama anthology: collection of materials (e.g., letters, songs, poems, speeches, monologues, diaries, photographs etc.) representing an event or person Improvisation: a spontaneous verbal and non-verbal response to a dramatic situation Monologue: A scene in drama in which a person speaks alone, usually for a significant length of time.

Drama Vocabulary Voice: In written work: style or character revealed through use of vocabulary, sentence structure, imagery, rhythm, and mood. In spoken drama: style or character revealed through use of vocabulary, tone of voice and pace of speech.

Drama Conventions Reader’s Theatre: means of performing a play, story or poem that consists solely of reading. Meaning is conveyed through voice only. Role playing: involves the adopting of the point of view of a character in an imaginary situation. Soundscape, sound collage: combination of vocal and/or instrumental sounds to create atmosphere. Tableau: A silent group of people frozen in time to represent a scene, abstract idea, or theme.

Drama Conventions Writing-in-role: writing as a character from a drama in order to sharpen understanding of that character (diaries, letters, reports on specific events) “Corridor of voices”: a formation used for exploring the inner life of a character. The “corridor”, made up of others, represents the “conscience” of the character and give advice or warnings to the character who is facing a difficult decision. Students stand in two lines, facing each other, while the character walks between them. Mantle-of-the-Expert: Students take on roles that address issues that have been raised, inquire into appropriate action, and propose such action. The character has special knowledge relevant to the situation or task. This convention empowers the students and provides them with responsibility, information and respect.

Drama Conventions A Day in the Life: When a character is faced with a problem he/she must solve. Played in pairs or in small groups, this helps to recognize the roles we play. Role on the Wall: The central role to be explored is represented in picture form, diagram or outline on a chart , placed on a wall. Students reflect on thoughts, feelings and qualities that are significant to the character and add words and statements.

More resources…. CODE (great units and lesson plans!) http://www.dramaresource.com/strategies