Teaching English Through Drama

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British Council Hong KongProfessional Development for Teachers

Text of Teaching English Through Drama

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    EDB Language Arts ElectivesProfessional Development for Teachers

    Learning English through Drama

    EDB Professional Development for Teachers

    British Council Hong Kong

    Teaching English through Drama

    1 EDB 2008 / 2009

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    EDB Language Arts ElectivesProfessional Development for Teachers

    Learning English through Drama

    1 Teaching Drama

    In part 2 of the workshops we experienced two demonstrations. In this sectionwe review the two teachin se!"ences and consider the staes# aims andrane of activities avai$a%$e for deve$opin En$ish ski$$s thro"h drama.

    1.1 A Structure Approach to Teaching Drama

    &eachin Drama to $are ro"ps p$aces a n"m%er of demands on the teacher.'hen teachin drama we can expect(

    a fair$) hih $eve$ of conversationa$ noise different ro"pins# with st"dents standin# movin# sittin# and "sin

    space to express themse$ves different ro"ps workin at different paces towards different oa$s

    In the workshop we addressed the fact that $earners ma) not %e confidenta%o"t their En$ish# or ma) think that drama is *"st f"n and ames.+s teachers we are aware that the main aim of this mod"$e is to deve$opst"dents, $an"ae ski$$s - not prod"ce actors or actresses. or this reasonwe need to caref"$$) str"ct"re o"r $essons so that the) have c$ear $in"isticand ski$$sdeve$opment aims# and to comm"nicate these aims c$ear$) tost"dents so that are c$ear on what is expected of them.

    In Demonstration 1 we saw that it was important to have c$ear $an"ae aimsfor $essons. 'e a$so saw that a eneric str"ct"re for a $esson sho"$d contain afoc"s on aims and expectations# warm "p activities which taret $an"ae aswe$$ as performance aims# a context - s"ch as a stor) - within which todeve$op the drama# a rane of drama conventions which foc"s on ski$$s s"chas character %"i$din# expressin emotion thro"h voice and movement and#of co"rse# creativit) and confidence with $an"ae. essons# or series of$essons# sho"$d provide opport"nities for st"dents to ref$ect on their proressand to identif) areas for f"rther deve$opment.

    Demonstration 2 i$$"strated the process of movin from stor) to script and wesaw how a n"m%er of different performance%ased activities co"$d %eincorporated into $essons. &he EDB scheme of work offers man) options for

    teachers in terms of the t)pe of performance%ased work the) do within thedrama mod"$e. choo$s co"$d# for examp$e# adapt their c$ass reader or "se aprepared script that st"dents can then persona$ise %) editin and addin. e)drama ski$$s deve$oped in this process invo$ve characterisation and stainconventions. In the workshop# we worked thro"h a series of tasks whichfoc"ssed on these ski$$s# whi$e sti$$ %ein foc"ssed on $an"ae ski$$sdeve$opment.

    3art two of the scheme of work a$$ows st"dents to deve$op# amonst others#their writin ski$$s. cript writin has a n"m%er of conventions which st"dentsneed to %e aware of. B"t the fact that writin dia$o"e is often easier than# for

    examp$e# writin a stor)# even $ower $eve$ st"dents wi$$ %e a%$e to achievesomethin the) can fee$ pro"d of# iven the riht s"pport from the teacher.

    2 EDB 2008 / 2009

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    EDB Language Arts ElectivesProfessional Development for Teachers

    Learning English through Drama

    1.! Demonstration 1 " Lesson Plan an #esources

    Lesson plan: A Structured Drama Class

    1 Esta$lishing the focus

    Aims% To ensure stuents are clear on the learning o$&ectives an 'hatis e(pecte in terms of $ehaviour an participation.

    & oranises startin circ$e and arees on the aims of the $esson. E$icit words%einnin with 4# e.. comm"nication# cooperation# creativit)# content#co$$a%oration.. 4heck spe$$in and write on the %oard.

    2 )i(ing space

    Aims% To encourage learner autonom* an responsi$ilit*. To ensurestuents have a efine 'or+ area.et "p ro"ps and assin performance space.

    5 ,arm-p/aterials%1 set of word cards / 6 or 7 st"dents

    Aims% To introuce an provie practice 'ith +e* voca$ular*. To eveloprange of e(pression through movement an encourage colla$oration 0 co-operation

    Introd"ce the voca%"$ar) %) showin the word cards and checkin st"dents"nderstand the words.

    Human SculpturesIntrod"ce %) demonstratin with a st"dent. o" are a sc"$ptor the st"dent is thesc"$ptin materia$s. :ove the st"dent to make the o%*ect ;chair< written on thecard. 4heck st"dents "nderstand what to do( if necessar)# et a pair of st"dentsto demonstrate for the ro"p.

    t"dents work in ro"ps of 7 or =# the word cards are face down. >ne st"dentse$ects a card and sc"$pts their partner to form the o%*ect. &he) co"$d "se so"ndeffects and movement as we$$. &he rest of the ro"p watch and tr) to "ess thecorrect word on the card.

    Teacher Lift Door

    Bottle of 'ater Chair /o$ile phone

    Scissors Train )irefighter

    E(ample A% ,or Cars for Human Sculptures

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    EDB Language Arts ElectivesProfessional Development for Teachers

    Learning English through Drama

    6 sing Stimuli/aterials%1 set of pict"re cards / 6 or 7 st"dents

    Aims% To further evelop language s+ills in the conte(t of a narrative. Toencourage creativit* an confience 'ith English through eveloping a

    group narrative.

    Exp$ain that a$$ the words in the $ast activit) re$ate to a tr"e stor) a%o"t a teacher.how %i pict"res on the %oard.

    t"dents work in ro"ps to match words to pict"res. & checks answers# stickinthe word cards next to the correct pict"re

    In ro"ps# st"dents ora$$) create a %asic stor) in ro"ps# "sin the pict"res. &he)te$$ the c$ass. 4heck ideas %) reorderin the pict"res and words on the %oard.+sk other ro"ps to sa) if their stor) is the same or different - if time a$$ows# askanother ro"p to te$$ their stor).

    7 oice 'or+/aterials%entence word cards ;*"m%$ed order on the %oard @rchestra Kse an orchestra $a)o"t on the3ower3oint# or on the %oard#and have st"dents stand incertain sections. Kse theme$od) )o" have devised ear$ierand orchestrate the ro"p in thefo$$owin wa)(;1< 3erc"ssion ;c$aps# stampska)# then. I,$$ do m) %est tonot et st"ck in the traffic. B)e.

    $ood$iht/norma$ $iht res"mes.

    )igure 1=% Sample lighting cue sheet

    &here wo"$d %e a simi$ar sheet for ?o"nd effects, and c"es.

    Sound eectsCere,s a $ist of common$)"sed so"nd effects. ometimes the so"nd effect is"sed to show the res"$t of an action# sometimes it is "sed to show the innerstate and fee$ins of a person. Examp$es are iven.

    Soun effect E(ternal action 4nternal state

    o"nd of app$a"se &o show a crowd c$appin &o show that a characterfee$s that s/he has donewe$$ and the wor$dapproves.

    + $ass %reakin &o show a minor accident &o show that someone hasmade a mistake

    ootsteps on rave$;cr"nch) noise% Common soun effects an 'hat the* can represent

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    EDB Language Arts ElectivesProfessional Development for Teachers

    Learning English through Drama

    1.=.! Activit* Ban+% Theatre Conventions

    O"st as in En$ish c$asses we "se activit) t)pes s"ch as apfi$$s or sentencecomp$etion# in Drama there are man) esta%$ished activities# which are known

    as conventions.

    In this section we $ist some of the most wide$) "sed drama conventions# in theorder that )o" ma) do them in c$ass. &hese sho"$d %e interated into a $essonstr"ct"re simi$ar to demonstration $esson 1.

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    EDB Language Arts ElectivesProfessional Development for Teachers

    Learning English through Drama

    ti$$ Imae a$so a component of ?freeeframin,'orkin definition;a< + st"dent# or st"dents in ro"ps form the static imae of a scene

    ;%< 4an %e "sed as a means of foc"sin the a"dience on a moment in thedrama when the performers ?freee, in position whi$e action either contin"es ona different part of the stae ;ca$$ed ?sp$it stain,

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    EDB Language Arts ElectivesProfessional Development for Teachers

    Learning English through Drama

    &ho"httrackin

    'orkin definition

    Ksin freeeframin or sti$$ imae# the teacher taps a character on a sho"$der andasks her/him to ive =0 seconds of tho"ht from that character,s perspective. &hiscan %e repeated with other characters.

    tim"$"s &he stim"$"s comes from the importance of the moment in thedrama to each character.

    Aro"pin Done whi$e in sma$$ ro"ps

    3roced"re &he freeeframin or sti$$ imae sho"$d %e we$$ esta%$ished %eforeoin into tho"httrackin %) tappin someone on the sho"$der.&here sho"$d a$so %e an a"dience to hear what the character sa)sso that s/he fee$s that s/he,s speakin a$o"d for a reason# and notsimp$) for the teacher.

    Ksed for 1 +ccessin a character,s interior tho"hts# emotions# responses#motivations

    2 Ksef"$ when different characters ma) %e experiencindifferent reactions to the co"rse of events# e..# if someonewins a prie# character + ma) %e de$ihted# character B ma)%e disappointed# 4 ma) %e pro"d# and D ma) %e *ea$o"s.&his wi$$ %e in response to the dramatic moment of the priewinnin.

    5 ;&E< Ksef"$ to enco"rae spontaneo"s speakin# f$"enc) andconfidence%"i$din

    6 4o"$d %e "sed in a $ive performance accompanied %)specific co$o"red spot$ihts for effect# e..# 4haracter 4speaks pro"d$) and is $it %) a %riht white $iht# 4haracter Dhas *ea$o"s words and is $it %) a movin reen $iht.

    +daptatio