Creative Drama

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creative drama

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<p>KURSUS PELAKSANAAN PROGRAM BACAAN SASTERA KONTEMPORARI KANAK-KANAK BAHASA INGGERIS TAHUN 6 SK &amp; SJK (2006)</p> <p>PUSAT PERKEMBANGAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA</p> <p>Ice-Breaking1. Stand up in your groups.</p> <p>2. The first person in the group, say your name and show an action which depicts your characteristics or the meaning of your name. 3. The next person, will do the same but repeats the name and action of the person earlier.4. The activity will go on until the last person in the group says his/her name and repeats the name and actions of the other members in the group.</p> <p>Children, more than any other category of learners, delight in make-believe. They are immediately at home in imaginary worlds, where they can act out a role, engage in pretend activities, dress up, and for a short while become another person.Alan Maley</p> <p>Children act out scenes and stories from the age of about three or four. They play at being adults in situations, like shopping and visiting the doctor, which are part of their lives. Children try out different roles in makebelieve play. They rehearse the language and the script of the situation and experience the emotions involved, knowing that they can switch back to reality whenever they want to.Sarah Phillips</p> <p>What is Creative Drama?</p> <p>dramatic activities which emphasizes on the</p> <p>experiences gained by the participants the emphasis is on process rather than product</p> <p>it acts as a natural dramatic impulse to facilitatelearning</p> <p>it facilitates the process of language learning.</p> <p>Benefits of Creative Drama: Encourages children to speak : Gives confidence and elevates their shyness Allows children to communicate, using both verbal and nonverbal communication Children communicate with and understand others in new ways Helps children learn about emotions, problem solving and relating to other people Children develop their imaginations and confidence Stimulates creativity in problem solving Challenges childrens perception of their world and about themselves Provides children an outlet for expressions of emotions, thoughts and dreams Helps in the total development of children : builds confident self image, requires self control and discipline, its highly team oriented, develops tolerance and empathy Dramatizing a text is motivating and fun</p> <p>Creative Drama Activitiesdramatic play story enactment</p> <p>music</p> <p>dance</p> <p>imagination journeys</p> <p>games</p> <p>Lets DoMime a monster1. 2. Work in pairs or groups. Make a monster with two heads, five arms,</p> <p>two legs and three horns.</p> <p>Note : Using body language to express meaning.</p> <p>Expressions1. 2. Look at your hands very closely. Study them. Trace the lines and shape of the other hand.</p> <p>3.4.</p> <p>Demonstrate different hand movementsShow gestures using your hands and ask others in the group to guess.</p> <p>Note : Using body language to express meaning.</p> <p>Mirror Exercise1. 2. Find a partner. A will start the actions and B will be the follower (mirror).</p> <p>3.4.</p> <p>B reflects all movements and facial expressions.Next, A becomes the mirror and B will start the actions.</p> <p>Note : Concentration exercise.</p> <p>Clap Around the Circle1. 2. Everyone claps in a circle. Try to make it sound like one person is clapping.</p> <p>3.</p> <p>Next, close your eyes and clap.</p> <p>Note : Concentration exercise.</p> <p>Who am I?1. 2. Think of a character in the story. Prepare a simple mime.</p> <p>3.4.</p> <p>Mime it to the group.The rest will guess who they are and what they were saying.</p> <p>Note : Work on co-ordination and revising language.</p> <p>Its Play Time1. Assign each pupil to a word.2. Then, ask them to act out the word. 3. Next, read out sentences aloud and the person (s) with a particular word will do the action and stand in a line.</p> <p>Note : Concentration exercise and language use.</p> <p>it about I me cant tell</p> <p>you</p> <p>?because</p> <p>,but</p> <p>.whyTell me about it, But, I cant,</p> <p>But, why?Because, I cant tell you.</p> <p>Soundtrack1.</p> <p>Listen to this text.</p> <p>Sally sat by the seaside at sunset admiring the beautiful horizon. She ravished at the refreshing sea breeze while hearing the waves beat against the rocks at the far end of the beach and the lapping of the waves by the seashore. The excited shouts of little children running towards the sea broke the serenity of the day . Once in a while the shouts of the ice-cream seller penetrated the steps of joggers jogging along the beach. As she saw the womenfolk clad in their sarongs walk towards the seashore, she could see fishermen returning to shore after a days catch.</p> <p>2.</p> <p>As the teacher reads the text/story, she invites the students to imagine the sounds in the scene.</p> <p>3.</p> <p>Then, the students practice the sounds together with the</p> <p>teacher.4. Teacher needs to guide the students as to the loudness of the sound effects and the diminishing sounds of each sound effect. 5. Finally, the teacher reads the text/story again and the pupils fill in with suitable sound effects.</p> <p>Guided Imagery1. 2. Find your own comfortable space. Listen to this story and the main character is You.</p> <p>3.</p> <p>As you listen, you must imagine that it is actuallyhappening to you. Concentrate on your five senses your sense of touch, smell, taste, sight and hearing.</p> <p>4.</p> <p>5.</p> <p>You will not be actually acting out the story but you will be using your imagination to experience the story.</p> <p>6.</p> <p>You must not move around or touch anyone else in the room but concentrate on your five senses in your imagination.</p> <p>1.</p> <p>Sit quietly in your space with your eyes closed.</p> <p>2.</p> <p>Relax and listen.</p> <p>The story:</p> <p>Think of a place that is just yours. It might be your room or if you share the room, a special part of the room. It might even be a place outside your home which you like. But, it should be a place that is private and special to you.</p> <p>Imagine that you are in your special place now. Look around. Use your sense of sight to take in all the details you can even the ones that you have not noticed before. Listen to all the special sounds in your special place. Even quiet places have sounds. You must listen for the special sounds of your place.</p> <p>See if you can identify several smells. Breathe in the smells of your place and see if you can taste the smell of your special place. Now, use your hands and touch various things in your space. Feel the textures and temperatures of your space. Are the surfaces rough or smooth? Warm or cool? Damp or dry? Explore your space with your sense of touch. 3. Stand and stretch yourselves. 4. Tell a partner about your special place. Variation: You may use a different situation, eg. going on a holiday and describing the journey in detail, etc. You can extend this activity into a writing activity write short stories, plays or poems. Can be extended into a drawing activity draw murals of the story, etc or write songs.Note : Concentration exercise and creative language use.</p> <p>Im Walking on Clouds1. 2. Find a space in the room. Take off your shoes if you wish to.</p> <p>3.</p> <p>You are invited to go on an imaginary walk.</p> <p>You are invited to walk down a lane into the jungle trail. The surface of the path is smooth and you can walk fast. As you walk deeper into the trail, you find that the path is rough with a lot of tiny pebbles and then you need to hike a little hill which is slippery. Next, you descend the hill and walk through mud. It is sticky and muddy. At this stage, it is very difficult to walk but you walk through the mud and you see a river close by. You run to the river and wash your feet in the cool waters of the river.</p> <p>Discussion:</p> <p>1. Talk about the walk. Did you enjoy the walk? Which</p> <p>part of the walk did you enjoy the most?2. If you did not enjoy the walk, tell your friends why you did not enjoy the walk?</p> <p>Note : Concentration exercise and body language as well as language use.</p> <p>Rhyme Charades1. 2. Sit in your groups. Im thinking of a word in one of our stories. It rhymes with care. 3. Students are encouraged to raise their hands if they know the word.</p> <p>4.</p> <p>They get into the circle and mime the word and otherstudents try and guess the word.</p> <p>Note : Body language and language use.</p> <p>Sounds! Sounds! Sounds!1. List down the list of sounds to the students:</p> <p>i.ii. iii.</p> <p>The slamming of a doorThe screeching of a car Waterfalls!</p> <p>iv.v. vi.</p> <p>Silence!The whistling of the wind Kids giggling</p> <p>vii. The rippling of a creek viii. The song of a bird.</p> <p>2.</p> <p>Compose a piece of music or role play using the sounds pertaining to the words or sentences.</p> <p>3.</p> <p>You can mime the sounds to your students to elicit the vocabulary from them.</p> <p>4.</p> <p>Get students to write a story.</p> <p>Note : Body language and language use.</p> <p>Story Story1. Get pupils to form groups and they sit in a semi-circle shape.</p> <p>2.3.</p> <p>The group chooses a leader.The first player takes his place in the acting area. The second player begins to tell a story. The first player must act out the story as fully as possible and in an interesting way. The leader will ring a bell after one minute. Then, the second person enters the acting place as another person narrates the story. They continue exactly where the story was left off. This activity continues until the story concludes or until everyone has had turns as storyteller and actor.</p> <p>4. 5.</p> <p>6.</p> <p>The interesting part of this activity is that each person must be the actor immediately after being the narrator. This is to prevent pupils from deliberately putting the actor in awkward position with embarrassing details as they know they will soon be on the receiving end.</p> <p>Note : Body language and language practice.</p> <p>Mini Play The Story of Hey Diddle, DiddleCharacters:Child 1 Child 2</p> <p>Child 1 : I read a good story today!</p> <p>Its called Hey Diddle, Diddle by Mother Goose.Child 2 : Why did you like it? Child 1 : It had animals!</p> <p>The cat played a fiddle.Child 2 : Oh! I love stories with animals!</p> <p>Child 1 : It had adventure!</p> <p>The cow jumped over the moon.Child 2 : Oh! I love stories with adventure! Child 1 : It was funny! The little dog laughed. Child 2 : Oh! I love stories that are funny!</p> <p>Child 1 : It had a surprise ending! The dish ran away with the spoon. Child 2 : Oh! I love stories with surprise endings! Child 1 : Why dont you read it, too? Child 2 : I will! Ill read it today!</p> <p>The End</p> <p>Monologues</p> <p>1. Choose a scene from a story.2. Dramatize the scene individually using different voices for different characters in the story.</p> <p>Note : Body language and language practice.</p> <p>Interviewing1. One pupil plays the part of an interviewerand the other the interviewee. 2. They take the role of characters in the</p> <p>story.3. They ask and answer questions.</p> <p>Note : Language practice and creative language use.</p> <p>References:</p> <p>Nancy I. Sanders. Nursery Rhyme: Mini-Book Plays. Scholastic Inc. United States of America Sarah Phillips. Drama With Children. Oxford University Press. Hong Kong. 2002 Don and Nancy Platz. Creative Resources for School Age Programs. Thomas Delmar Learning. United States of America. 2004 Mary Kear and Gloria Callaway. Improving teaching and learning in the arts. Falmer Press. London. 2000 http://www.creative drama.com/creative.htm http://www.childdrama.com/why.html http://www.childdrama.com/def.html http://www.childdrama.com/guided.html http://www.teachingonline.org/drama2.html</p>