With very little knowledge or experience of drama before completing this TDT, I firstly had to research what conventions in drama were and also look at the experiences and outcomes in expressive arts to familiarise myself with them. Conventions otherwise known as techniques are the ways in which you work and move to create a desired dramatic effect or style. Woolland (2013)
Having researched this, I was then able to watch and evaluate the video given in the TDT.
The lesson which was being delivered to primary teachers in a CPD (Continual professional development) style showing them different ways in which to teach their classes. The structure was very clear with rules at the start showing the expectations of the tutor. This would be beneficial for the children as well highlighting to them key rules and behaviours in drama. They used the three C approach with communication, cooperation and concentration. All three were explained and there was a poster on the wall so they could be referred back too if there was any breakdown during the lesson. I thought this was an excellent idea as it builds up the expectations of the class from the teacher. This could be discussed before going to the area where drama is taking place and refreshed when in the space.
Following the rules there was then a warm up which allows the children to get ready for their drama session ahead which differentiates it from the previous lessons. Warm ups could include vocal, concentration, team working and also physical activities. After the warm up there was a stimulus of photographs of a village in India and this caused great discussion and is an effective way to start off the drama session of setting the scene. It also brings in a geography aspect which is a sign of interdisciplinary learning.
- Soundscape – having the children imagine what the sounds would be like in the village with the beginning of a story (tapping on shoulders for response as the children will have their eyes shut)
- Bodyscape – now moving on to making images from just their bodies from a story thought of by the teacher relating to the topic involved.
- Still image – use of different levels with some standing and other lying, kneeling or sitting down portraying a image without movement directed by the teacher
- Thought tracking – another way of gaging what is going on in the children’s mind by selecting a few children to share what they are thinking during a still image relating to the topic
- Performing – this doesn’t have to happen every drama lesson but it is good to have the children being an audience but as well as showing their work during the lesson to the rest of the class. Some children will love to perform where as others will shy away but it is all about learning
- Evaluating – must be done at the end of each drama session to make it meaningful and also so the teacher can see what the children have learned and their feelings about the class. The evaluation time will also allow for the children to calm down after an active and exciting session.
The benefits of the structure of this lesson is that it is very progressive starting with an image on a piece of paper and then having a still scene created by groups of children by the end. Voice is also used by creating the sounds of the village in this case but depending on the topic could be anything. I thought the conventions which were used in this clip were Structure and Story as they used still image and at the end were given a short script which they needed to act out.
CfE experiences and outcomes for Expressive Arts
I have chosen two which I feel relate to this lesson if delivered to children:
I use drama to explore real and imaginary situations, helping me to understand my world
(EXA 0-14a)
I can create, adapt and sustain different roles, experimenting with movement, expression and voice and using theatre arts technology (EXA 2-12a) Scottish Government (No date)Overall with a fantastic input 1 on drama and an interesting
Overall with a fantastic input 1 on drama and an interesting TDT I feel a lot more excited about teaching drama to my pupils in the future and also to further drama inputs.
Reference: Scottish Government (no date) Curriculum for Excellence: Expressive Arts Experiences and Outcomes. Available at: https://www.education.gov.scot/Documents/expressive-arts-eo.pdf [Accessed: 24th January 2017]
Wooland, B. (2013) Teaching Primary Drama. USA:Routledge.
