1

Drama for Literacy Drama is an effective way to foster literacy engagement as well as support students with language learning issues. When we think of drama as a tool for learning across subjects, the possibilities open up. In particular, it helps us develop classroom-based experiences that engage a variety of learning styles and encourage a holistic learning experience. Persuasive Writing Persuasive writing is the text type nominated for the current NAPLAN testing. Students are encouraged to feel comfortable with the use of both Exposition and Discussion and drama can support the development of language crucial to both of these. In addition, drama is useful in helping students explore the formation of persuasive arguments through spoken activities. This allows them to experiment with the components of the text type while not being bounded by the written word. Drama and Persuasive Writing examples Speaking from different v iewpoints – in this activity, students work in pairs. Each pair is given a topic with each student then speaking from a different perspective. They need to consider their argument when doing so to avoid language that is purely descriptive e.g. Wearing a uniform at school, closing down all the McDonald’s restaurants Persuasive Body Language – students use role-play to explore persuasive scenarios. They can use these to discuss the body language as well as verbal language used and what was effective in making a strong argument. The class can then consider how to translate these concepts into a written persuasive text. Readers’ Theatre Readers’ Theatre is one of the most commonly used drama forms in school classrooms. Simply, Readers’ Theatre requires students to present the exact text of a book (usually a picture book or poem) using an expressive voice and minimal gesture. The aim is to bring the text to life for an audience. Students usually hold a script in their hand with only suggestive costumes and props. One or more narrators are also usually included to bridge the gap between character-based dialogue. Readers’ Theatre is an effective way for students to draw on characterisation and voice skills developed through mime, movement and improvisation activities into a medium that will allow a safe performance to take place. Readers’ Theatre can be easily integrated across the curriculum and is particularly good to use with a class demonstrating mixed literacy abilities as the amount and complexity of text can be selected specifically for their level. There are numerous publically available Readers’ Theatre texts online, however they are not difficult to create yourself. ‘The Jabberwocky’ by CS Lewis is a good poem to use with older children due to its imaginative language and creatures. ‘Bumpus Jumpus Dinosaur Rumpus’ by Tony

2

Mitton and Guy Parker-Rees is good with all ages. This fun picture book draws on alliteration, rhyme and repetition as well as painting interesting characters where voice could be explored and various elements of drama engaged. In particular, this text is good for demonstrating contrast (loud/soft), tension (silence, building of volume etc) and mood. You can also play around with focus through the use of levels and whether students face the front at all times. Hints for performing Readers’ Theatre • Clearly plan where each performer will stand including how the narrator and characters enter the space (in character, neutral etc) • Consider how characters are grouped and the placement of the narrators; do you want characters that interact closely or separately for effect? • Carefully choose the symbolic props/costumes for characters – remember this is indicative only. Readers’ Theatre can be performed with no props or costumes at all. • Ensure the text is preserved as per the original version. Performers can use hand held scripts. Story Story in its purest form is simply the sharing of real or imagined ideas. People of all ages tell verbal stories everyday with this type of ‘telling’ explored easily through drama. Due to the innate connection most people have with story, it is a terrific and safe tool for communicating ideas, morals, emotions and history as well as purely for entertainment. Story in drama can be explored through three key areas: • Story making • Storytelling • Story Drama It is important to understand the subtle differences between each. Simply put, Story Making involves the process of story creation individually or more often in a group context. Storytelling involves the sharing of a story often triggered by a stimulus such as an image or an object, while Story Drama requires students to make up their own story and ‘dramatise’ it rather than just ‘telling’. There are a number of different activities that introduce students to story through drama and allow them a safe and engaging introduction to this particular form. Story Making As outlined above, Story Making often occurs in a group context. The following two activities are good ways to introduce students of all ages to this aspect of story with each able to be adapted for different age groups. Circle Story – It is often helpful to have a stick or ‘object’ to identify which student can speak. This can be referred to as the ‘speaking stick’. Sit all students in a circle. Either yourself as teacher/leader or one of the students can be nominated as the person to begin. It is helpful when beginning story work with students to provide the setting, main character and initial situation to help the story get started. Once the first sentence is said, the story stick then passes to the next student who makes up an appropriate second sentence and so on. Six to eight students is ideal for a circle story. Circle Story opening example – “Mark felt scared as he walked down the forest path.”

3

Literacy hint – Circle stories are a good way to explore different text types with students. You can identify sections of the circle to be parts of the narrative or recount so the story must be adapted at that point appropriately. Sound Story These are a fun way to engage students in the process of actually making a story. Students participate by joining in with relevant sounds, actions or words at selected points through the story. Sound Story Example: The Little Bear’s Big Adventure by Rachel Perry (2013) There once was a little bear who thought he was very big. He told everyone, “I’m big!” (repeat I’m big). The other little bears laughed (laugh), the bigger bears kindly shook their heads (shake head), his mummy bear said, “but you’re my little bear and I love you”. All the bears said, “Ahhhh” (say Ahhhh), but Little Bear kept telling everyone, “I’m big!” (repeat I’m big). To prove how big he was, Little Bear decided to go on an adventure so he said “Bye Bye” (repeat ‘Bye Bye’) to his mummy bear and began walking down the path (make pitter patter sound). Before long Little Bear started to feel a bit scared. First he heard a rustling (make rustling sound), then a swishing (make swishing sound), then a groaning (making groaning sound) and finally a very loud BANG! (make bang). Little Bear headed quickly back down the path (make pitter patter sound) and straight back to his Mummy Bear where he jumped on her lap (humph sound) and said, “I might be a little bear a bit longer”. Storytelling Storytelling is where an individual and/or a group tell a story aloud to others. Engaging students in storytelling can be as formal or informal as you like. Picking a theme that triggers emotional memories is always good such as a favourite birthday, or family Christmas tradition. Formal storytelling can be modeled to students with the elements of mood and tension being engaged effectively through the manipulation of voice. Object/ image card stories (mid-upper Primary) - Scatter cards with images over the floor (ensure there are quite a few more than there are students) and ask students to pick one that interests them. They are to do so in silence. Form students into small groups of 3-4 and have them explain what the image means to them and why. Students should then explore how the 3-4 images relate and attempt to create a narrative connecting them. Story Drama Story Drama involves students making up a story and then dramatising it. Students can approach the dramatisation in two ways: • By recreating the story sequence (acting it out) • By focusing on story elements including characters, settings, moods and themes. Improvisation and role-play are effective tools for encouraging students to explore these different elements of the story. Nursery rhymes and well-known short stories/picture books are good starting points to model this process. Education content in this section was developed by Dr Rachel Perry as part of the Monkey Baa Arts Ed: Crossing the Line project.