The class is structured through beginning with making an agreement to use as guidelines for the class, this is then followed by a warm up which creates flow between the previous class theory which prepares them for practical, high energy work. A stimulus based devising activity is given to groups which the teachers facilitate throughout. An array of drama conventions are used to work with the stimulus in different capacities. Finally, they are to perform their overall piece to the group.
By structuring the class in this way, the teachers slowly build up the confidence in the pupils and refine the quality of their final piece as there is clear guidance to what is required of them, especially given the fact there is also an agreement made at the start with the expectations.
There are a few conventions used such as, thought tracking, soundscapes and bodyscapes. These are important as they help the pupils develop characters in a simple way and allows them to explore their character more in depth. One convention I really enjoy using is hot seating, which is when one pupil or the teacher questions the pupil and they are to respond in character. This can be particularly effective in both improvised and scripted work as it allows the pupil to really understand their character and consider the ways in which they would think, react and respond to different situations.
There are two main experiences and outcomes I feel this class focuses on with those being:
Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and
feelings through drama. EXA 2-13a – due to being given a task which focused round the creation of a piece from a stimulus
I have experienced the energy and excitement of presenting/performing for audiences and
being part of an audience for other people’s presentations/performances. EXA 2-01a – due to the fact performances were shared and watched
Drama can also be used in:
- Language – reading plays in character within the classroom, writing a script to perform
- Music – composing a piece to go alongside a drama
- Social Subjects – using a stimulus which relates to a cultural or historical issue
- Maths – roleplaying, when teaching money in particular
- Health and Wellbeing – often pupils may be shown a piece of drama which is focuses on substance misuse and the risks. It also builds confidence increasing self-esteem and thus positively impacting mental, emotional and social wellbeing.