After I overcame my initial trepidation I found my first drama workshop to be fun and informative. Nikki Doig opened my eyes to the many ways in which drama can be utilized to enhance learning across all areas of the curriculum as well as showcasing the importance of learning drama itself.

The part of the input that really stuck with me was when Nikki asked half of us to create a Tableaux, a group still image which is built up individually each person reacting to the actions of the others to create a frozen scene that tells an intricate story. The theme for our Tableaux, as chosen by Nikki, was a World War 2 scene depicting the evacuees being seen off by their families. I found this to be quite moving as the emotions captured within the image were really brought to life through ‘thought tracking’. Thought tracking is used to allow participants within a Tableaux, and other drama techniques, to voice what they think their character would be thinking or feeling at that point in time. Hearing the responses of other participants as Nikki tapped them on the shoulder left me feeling quite somber and I realised just how powerful these techniques could be in helping children to empathise. 

If these techniques are utilized effectively they could enhance learning in subjects such as history, language, geography…the list goes on. Allowing children to use their knowledge to act out a scene in history or a fairytale they’ve read or events in far off lands gives them an opportunity to think more deeply about what they have learned, to think about how they would feel in these positions or in these places.

In order to facilitate effective learning like this as a teacher I need to establish drama ground rules with my class. This can be referred to as a drama contract and sets out what is expected of the children from the time they enter the lesson to when they leave. After watching the video Nikki sent us I have seen just how key the element of structure is to effective drama lessons. Within the clip they talk about the ‘Three C’s’ that they use with children to keep control. These stand for:

• Communication
• Cooperation
• Concentration

They discuss the idea that if a drama lesson breaks down it usually relates back to one of these three key issues. The rules I would set out for my class would be something like this:

• We sit quietly in our circle to start and end.
• We wear our gym kit so we can move freely.
• We listen carefully to instructions.
• We include everyone 

The use of a circle in drama can add structure by being the start and end position as well as the shape you adopt whenever you gather for instruction throughout the lesson. Children will learn quickly that if they aren’t cooperative in the starting circle that the lesson wont go any further. Listening to instruction is key to drama and is what keeps it from descending into free for all chaos. It is important to establish these expectations with the children from the start so that quality learning can take place.