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Using the Drama programmes
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Before using the programmes:
Programmes link to other areas of the curriculum. Use the details on this website to assess the range of curriculum areas covered in each term across the year and note any that are of particular interest.
Programmes are intended to be used in the classroom in a pre-recorded format to allow teacher mediation of the material. Either order the programmes or record them off-air. For more information on how to listen click here.
Listen to the programmes before use (in conjunction with the teacher's notes if you have them) to assess suitability and to note any areas where additional support may be necessary.
Use the best equipment available - it makes a real difference to the children's concentration and quality of work.
Space and time:
You will need a fairly large, cleared space. The hall is ideal; a classroom will often prove satisfactory also.
Each programme is 15 minutes long. However, allow about 40 minutes to complete the work for each session as you will be invited to pause the programme at regular intervals. Large groups may need longer. The amount of time allowed for groups to show their work to each other is a key factor in determining how long programmes will take to complete.
Pupils should dress to allow easy movement, but they do not need their PE kits.
No warm up is necessary: at the beginning of each session settle the class in the correct groupings ready to listen.
During the programme:
In most programmes you will hear:
Short dramatised scenes with a narrator, which set the scene and give instructions
Sections of background sound effects, which provide a stimulus for pupil activities
Instructions from the narrator, telling pupils what to do and the groupings to work in
The 'stop signal' - usually music - and intended to indicate either that it's time to bring an activity to a close (in which case pause the programme and focus the children to listen to the next part of the programme) or that the programme should be paused so that pupils can undertake an activity suggested by the narrator
The stop signal is usually followed by 1" of silence, meaning that you can pause the programme immediately after the signal without fear of 'clipping' the beginning of the next scene
Short pauses in the narration - usually 5" of silence - so that pupils can get organised into the right groupings (pause the programme as necessary to aid classroom organisation)
Using the teacher's notes:
During the programme refer to the teacher's notes if you have them. They provide:
A brief synopsis of the story
The programme structure - a guide to the activities that will take place during the programme
Teacher guidance - ideas for teacher involvement, intended to get the most out of the programmes
Often ideas for follow-up work across a range of curriculum areas
Teacher involvement during the programme:
Programmes are intended to provide a complete, easy-to-use drama resource for non-specialist teachers. However, the quality of your pupils' work is likely to be greatly enhanced by your own participation within the drama.
Stay close to the sound system so that you can mediate the programme as often as you wish (pause to organise groupings / replay sections of important information / replay activity sequences as desired)
Remind pupils of the instructions so they are completely focused on their purpose
Move among groups using questions to prompt and to establish detail
Repeat verbal responses to ensure that everyone can hear
Allow groups to show their work to each other
Set a time limit to an activity if you wish to either enhance pupils' focus or to ensure the session is completed within the time available
Drama strategies:
There are a number of drama activities ('strategies') which occur regularly throughout the drama series. These include:
Still pictures. Pupils create frozen pictures (or tableaux) showing a key moment of the drama. Encourage children to keep their pictures really still - tell them to think of the pictures as photographs if that will help. Where a number of pupils join together to make a picture encourage them to think carefully beforehand about how each person will contribute to the overall effect.
Speaking thoughts. Pupils speak the thoughts of a character within the drama at a key moment. Move among the group inviting pupils to speak in turn (for example, by lightly touching them on the shoulder). This can be an opportunity to encourage less confident members of the group to contribute if you wish; but be prepared to pass over any pupils who do not want to speak. Repeat out loud any words or phrases if you are in any doubt that others can hear them.
Mime. Pupils move in role without speaking. These activities are often accompanied by background sound effects sequence. They are often used to establish the context of the drama - perhaps an occupational activity. Join in alongside pupils to provide a model for their movements if necessary and to demonstrate your own commitment to the drama.
Teacher in role. The teacher takes on a role within the drama. This strategy requires active participation from the teacher! It is a very useful way for teachers to extend their group's understanding from within the drama. Use 'open-ended' questions to encourage pupils to consider aspects of the drama.
'Hot-seat' discussion. Either the teacher or a pupil takes on the role of one of the characters in the drama to answer questions from the group. Arrange pupils in a circle or semi-circle with whoever is in the 'hot-seat' either in the middle or in front. Allow other pupils to take the 'hot-seat' in due course. It's a great way to allow pupils to shape their own drama.
Assessment:
During the programme you'll also have plenty of opportunities to assess your group's quality of work.
For listening and speaking skills:
How well do pupils listen to the ideas of others and contribute their own?
Do some pupils find it hard to talk about a situation or solution if asked?
Are pupils using new vocabulary introduced during the programmes?
For drama skills, are pupils:
Using their imagination, as they become part of the situation and act out aspects of the story?
Showing empathy with the characters and their situation?
Joining in with acting activities - all or some?
Able to translate the ideas that arise from discussion into drama?
Using the information gained during the programme to inform their work (e.g. with regard to language)?
For social skills, are pupils:
Able to work together as members of a group?
After the programme:
Prepare pupils to return to the classroom. Ensure there is a clear understanding of when the 'make-believe' has ended
Store tapes either by series (with the teacher's notes close by) or by unit - e.g. a unit on 'Victorians' in the Victorians resource box. |
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