Today during the drama session multiple groups had to present their micro teaching tasks that were assigned last week. Whilst all the groups were excellent I found one groups task of getting you to pair up with a friend and impersonate them to see how they see you most interesting. They then chose one pair to do it in front of the whole class which inevitably resulted in my partner and I doing it. This task related well to the book they chose whilst enjoyable for everyone who participated. Our micro teaching task was based on the Harry Potter book series and we each created a task that we would do. One of the tasks we carried out was a teacher in role activity where each member of our group were acting as Hogwarts teachers and the other students would ask us questions as new pupils to Hogwarts. This task allows us to get more involved in the overall drama experience as we too are participating (Booth, 1994 cited in Grainger, 2003). My task was to organise the class into groups and ask them to create a freeze frame of a scene where Hagrid tells Harry he is a wizard. I also instructed them to do some thought tracking telling me either what Harry, Hagrid or the Dudleys were thinking when this happened. The different results were fantastic being very creative and diverse in approach. For example one group used three students to create Hagrid with their hair forming his beard. This ability to give a task and have such a variety of responses proves the creative scope drama activity provides.

Below are my insights from the music input for the week.

Grainger, T. (2003) Creative teachers and the language arts: Possibilities and potential. Education 3-13: International Journal of Primary, Elementary and Early Years Education.31(1), pp.43-47. Available: Integrated Arts module on Moodle. [Accessed 5 January 2017].