1. BA 2
Drama
18th October
Teacher Input 2
in Role

2. 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)

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

6. 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.

7. Links

8. What is drama in education?
In drama, teachers and students are engaged in collective enquiry and exploration. O’Neill, 1987
You may want to take some notes for discussion.

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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.

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

16. Jonothan Neelands in role as Cordelia.
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.

17. 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.

18. 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?

19. 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.

20. Words Into Worlds:Learning a Second Language Through Process Drama (Contemporary Studies in Second Language Learning)
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21. 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)