The last week of drama was used to complete the micro-teaching from the other input. Due to the time constrictions, we were unable to get round everyone on the same day. This gave me another opportunity to view other groups approaches and ideas to this task, and gave me inspiration if I taught these techniques in my class in the future.

As we had all learned these techniques previously, we were all able to identify which techniques were used and allowed everyone to grow their confidence in drama. As this was student taught rather than by a lecturer, this allowed everyone to experience teaching a large class. It really helped with planning and organisation skills, which can definitely be applied to the classroom. I feel that micro-teaching is incredibly beneficial to student teachers, as it gives them ample opportunity to practice speaking to large groups and how to approach tasks that are suitable for the age group. It has definitely helped me be more at ease with drama.

This week, we were asked to prepare a talk about a children’s book in small groups. We were to apply what we had learned in the previous weeks and have a short micro-teaching session with the rest of the section. Me and a fellow student decided to do Georges Marvellous Medicine. This was chosen, as I had already previously engaged in drama with this book through my placement school.

First, we gave a brief outline of the plot to the rest of the class, which allowed them to understand the story line without wasting a lot of time reading the entire book. We then selected an excerpt near the end, and read this out to the class.

Once this had happened, we asked the rest of the class to split into groups and use a freeze-frame technique. This gave a visual example of the chapter for everyone to see. We then asked them to explain their chosen scene, giving the rest of the class more detail and explaining the thought processes behind it.

Another technique we asked the groups to use was a thought tunnel. This involves standing in two lines so that the “teacher” can walk down the middle. Each person takes it in turn as the teacher walk to say who they are in the story and how they feel. However, if they feel uncomfortable or do not know what to say, they have the choice to pass. For example, they could say “I’m Grandma and I’m really annoyed at George.” This is another useful technique to get children to understand the characters in more depth.

As a teacher, this could come in useful. It can allow children to open up and explain how they feel. It also allows others to hear what each pupil is feeling. After implementing these tasks within my own age range, I now feel very comfortable about taking a drama lesson in my school. Due to the previous engagement in this book, I could perhaps spend more time on the activities, with only a brief overview at the start of the lesson.

For this workshop, we read through a children’s book called “The Tunnel”.

https://www.youtube.com/watch?v=ps2E5yoRsMk

We read half of the book and then had discussions in small groups. We used this story to practice role on the wall, as it was a good way for children to express what they thought the characters were felling and how others felt about the character. After doing this activity, we then read the rest of the book and seen how our views and opinions had changed once we knew the whole story. During this reflection, we were able to discuss any problems that children may face in relation to the characters in the book. We then did another freeze frame to explain the character’s thoughts and feelings.

This website was useful for finding more about role on the wall, and encouraged me to attempt it in the future with my own class. http://www.bbc.co.uk/schools/gcsebitesize/drama/responding/roleonwallrev1.shtml

We continued with “the Lonely Dragon” story from last week’s session. As with last week, we discussed some additional techniques that we could implement within the classroom.  Discussion of thought tunnels, improvisation and hot seating are all useful tools to use within school.

Hot seating was practiced first. This is where one of the students would take on the role of the dragon, and the rest would ask them questions. This allows children to come up with their own creative ideas, and lets them express their ideas with the group.

Once this was discussed, we then done some additional freeze frames and were asked to describe the thoughts and feelings of the villagers or the dragon. This gives better insight to others, and helps give people ideas if they are struggling to come up with anything.

Improvisation was the last aspect that was covered this week. We talked through the story so far and came up with ideas for the next part of the plot. This included things like talking to the dragon, the journey to the mountain where it lived and how the dragon would react. A good literacy idea would be to get the pupils to write a letter to the dragon, or perhaps writing a story of the dragons past. Through drama, children’s imagination will have improved and their literacy skills may develop.

For the first day of drama, we were introduced to some of the key aspects of teaching drama to children. These included role on the wall, freeze frame and teacher in role. This aspect was discussed using a story called “The Lonely Dragon.” We were told a story by the lecturer about a mysterious dragon that lived in the mountains near a small town and kept to itself. We were asked why we thought he could be solitary, and discussed this as a group.

Throughout this story, Andrew became a character who was coming from a distant land to help with the towns “dragon problem”. By integrating himself in the story, he used teacher in role to show when he was a character and when he was the teacher again. He did this by using props, e.g. his name badge. Using this technique allows children to identify when their teacher is performing a role or not. Using props such as badges, scarves, jackets etc. can help indicate this point.

While he played the role of the dragon, we were all the townspeople who were afraid of the dragon. During this, he was able to ensure everyone’s participation by asking questions such as “When did you last see the dragon?” or “Has anyone visited it to find out why it is alone?”. Doing this can have a great impact on pupil participation, as they are adding their own thoughts and ideas into the story therefore are more engaging within the lesson. It can also inspire their creativity and imagination which they could use in an art or writing lesson in the future.

Another aspect that we discussed was freeze frame. This is a good idea to implement if some children are quiet or shy and do not like acting or speaking in front of their peers. This involved making small groups and acting out the ‘picture’ we were trying to show without moving or speaking. For example, we chose to act out the scene of the dragon flying over the town the first time, and the villagers were frightened. Two of my peers acted at the dragon by extending their arms in a flying motion while the rest of us were huddled together with scared expressions.

This would work very effectively in a classroom, as there is no need for additional props, and everyone can engage with the lesson. Again, for those who are uncomfortable talking in front of large groups, this could be an ideal way to incorporate drama into the classroom without making them feel self-conscious.