This week in drama, we looked at developing drama using a stimulus. In this case it was an audio recording of ‘The Drums of Hanto’. I saw how drama could be used as a tool for creative teaching across the curriculum, and can benefit children with additional support needs.
We explored various techniques from Farmer 2011. I was particularly interested in how freeze-framing can be used in language development. In particular, the benefits for kinaesthetic and visual learners as they can link their body movements, and the positions of others, directly to description. This could give a deeper understanding than simply reading the word and using context clues. For children with dyslexia or for those who have English as an additional language this could be especially useful.
We also saw how freeze-framing could be used to develop emotional language. Children can be encouraged to verbalise their feelings by using bodyscaping . It could also be used to support children who have difficulty in deciphering and responding appropriately to facial expressions and body language.
These activities also fit into the Curriculum for Excellence’s focus on active learning (Scottish Executive, 2006, p.10). In all of these examples children are involved in the conscious act of thinking and constructing meaning.
In the following video, I explore how the rhythm and pulse workshop could be used in a classroom setting and to develop my own musicality.
References
Eisner, E. (2002) The Arts and Creation of Minds. New Haven: Yale University Press.
Farmer, D. (2011) Learning Through Drama in the Primary Years. Drama Resource.
Scottish Executive (2006) Building the Curriculum 1. Available at: https://education.gov.scot/Documents/btc1.pdf (Accessed 4 January 2020)
