This week was a really great drama class. We worked on soundscapes and used bugs to learn how to make sounds and express ourselves. I really feel like I learned a lot this week.
We did the fruit bowl exercise to start the class! This was really awesome to do with the sounds of the garden. It was a great connection to the rest of the lesson.
This week we worked on the curriculum expectation:
"B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places (e.g., adapt roles and develop improvised scenes based on human rights issues and/or environmental issues such as species extinction; dramatize opinions about cultural appropriation; role-play historical characters; prepare a presentation about peace for Remembrance Day; use choral speaking and role playing to interpret poetry)"
Short Game:
How Do I Play It?
Start in a drama circle asking participants to form pairs.
Explain that they need to create shapes which you call out to them, such as capital letters, lower-case letters, numbers or shapes.
The pairs will have to create these shapes whilst you count down from 10.
Ban verbal communication to see how it changes the way they work.
Variations
The caller could change to individuals around the circle.
The teacher can begin to call out more advanced objects.
The pairs can turn into larger groups/whole class.
Participants
Pairs, Small Groups, Whole Group
Expertise
Novice
Duration
Short (5 mins or less)
Skills
Improvisation, Spontaneity, Teamwork
Source
Longer Game/ Lesson
This unit plan was revised from the Ontario Ministry of Education Course Profiles written in 1999.
Unit Description
Students are introduced to each other through energetic co-operative games and exercises that build confidence, encourage risk-taking, foster self-awareness and cultivate collaboration. Class expectations, routines and conventions are established. The convention and technique of Tableau is introduced, explored and utilized. This unit could be used as an introduction for Grade 9 or a review for Grade 10. The unit could also be used to review tableau or introduce the notion of universals in drama especially through the “Cycle of Life” Tableaux Activity.
Learning Goals
Students will:
- Build positive class relationships
- Identify and use safe drama practices such as collaboration, respect for self, the work and others, personal space and personal safety
- Use collaboration to develop dramatic character and shape the action in group presentation
- Identify and use drama forms such as storytelling, tableau, transitions, movement
- Reflect on and evaluate their own and other’s work through discussion, journal writing
- Identify knowledge and skills in drama.
Notes/Modifications/Accommodations
Assessment as Learning
Understanding is checked through reflection, rubrics, summary , application (e.g. student journals and writing, discussion, exit cards etc.
Assessment for Learning
Is done throughout each unit through conferences, anecdotal comments, checklists, rubrics
Assessment of Learning
Rubrics and checklists are attached to be used at the end of the unit for formal assessment
Assessment Tools
Differentiated Instruction
It is helpful to use a variety of strategies to assist all learners e.g. linguistic and non linguistic at the same time e.g. give oral instructions AND write them on the board. Provide students with choice and incorporate a variety of groupings.
Accommodations
- Accommodations, and sensitivity to differences of all kinds is essential for an equitable drama classroom environment and are reflected in this unit:
- ELL and/or special needs students may be buddied with another student to scribe or given the option to draw their ideas, tape them, or write in their own language
- Physically challenged students can always be accommodated (e.g., the students can move to form a group by grouping around the student in a wheelchair, or participate in Tableaux using upper body movement.
- If contact is a concern, students may stand in a group or reach without touching in tableau, as a religious accommodation. Female students can also be grouped together in same gender groups, as a religious accommodation.
Materials
- Chart paper
- markers, pens
- lined paper
- masking tape
- music
- blindfold
- keys
- student journals
Resources
Note: Sources such as literature, the internet, newspapers, magazines, film, recordings (sound, music, video), primary sources (letters, interviews) are often the starting point for drama work. These are readily available and should be connected to the students’ community.
Booth, David. Games For Everyone. Pembroke Publishers Limited, 1986.
Booth, David & Charles Lundy. Improvisation, Learning Through Drama. Harcourt Brace Jananovich , 1985.
Boal, Augusto. Games For Actors and Non-Actors. Routledge, 1992.
Neelands, Jonothan. Beginning Drama 11-14. David Fulton, 1997.
Swartz, Larry. The New Dramathemes. Pembroke Publishers, 2002.
Source: CODE
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