During one of our Drama sessions, we were asked to create a short lesson based around a chosen play/book. Our group chose the novel George’s Marvellous Medicine. Unfortunately, as most members of our group didn’t show up for the session, we were unable to give our lesson. However, we would have went over:

• Hot Seating
• Freeze frames
• Teacher in role

These techniques would have given the ‘children’ (in this case, fellow student teachers) the chance to see the story from both George’s point of view as well as the Grandma’s point of view. In theory, this would widen the child’s emotional range and their ability to look at situations subjectively.

We planned to give the extension task of splitting the ‘children’ into 3 groups, allocating 3 different chapters of at-home reading to each group (thus incorporating Literacy elements into a Drama module), then – the following week – asking the 3 groups to perform short interpretations of the scenarios in their chapters. We believed that this would help children’s imaginations and team-working skills.

Image found at: http://www.atgtickets.com/shows/georges-marvellous-medicine/opera-house-manchester/