Scribd
Upload
50 views1 page

Drama Presentation Reflection 2010-2011

The student presented a drama activity to their class based on conflicts between a husband and wife. They created 4 situations from the text and divided the class into groups, giving each a role card of a character like the husband or wife. The groups then acted out their situations in front of the class. The teacher provided feedback that the student needed a smoother transition between explaining the activity and having the groups start acting. Through this experience, the student learned the importance of clear instruction, transitions, and using their voice and body language effectively as a teacher.

Uploaded by

gulsah-212
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
50 views1 page

Drama Presentation Reflection 2010-2011

The student presented a drama activity to their class based on conflicts between a husband and wife. They created 4 situations from the text and divided the class into groups, giving each a role card of a character like the husband or wife. The groups then acted out their situations in front of the class. The teacher provided feedback that the student needed a smoother transition between explaining the activity and having the groups start acting. Through this experience, the student learned the importance of clear instruction, transitions, and using their voice and body language effectively as a teacher.

Uploaded by

gulsah-212
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

DRAMA 2010-2011

This week presentations were also going on and I was one of the presenters. I added
my drama activity to the post part of the presentations. My text was about some conflicts
between a husband and wife. My aim was to show how the couples sometimes had
disagreements in their marriage related to the text. I gave 4 different situations similar to the
text and divide the class into 4 group formed of 5. In each card there were 5 different
characters (a husband, a wife, a marriage advisor, 2 mothers of the couple/ a daughter and a
neighbor). I tried to make a smooth transition by making some explanation about the text
and then asked them whether they would like to see some conflicts similar to the text we
read. I set the stage, explained the role cards clearly and said that they were in the marriage
advisor’s office. After all explanations, I delivered the cards and students were supposed to
choose a character they want to be. Then, one group acted it out and I observed their
speaking while they were performing on the stage. Nearly everything went as I planned. My
teacher criticized me about the smooth transition. It is really hard job to do. And he wanted
me to make this part again by taking into consideration of his adjustment. It was really good
experience for me to see myself on the stage. By the help of the theoretical data learned in
the class before, I am more conscious about how to become an effective teacher. However,
performing this on the stage can not be explained cause we learn as we perform, experience
and see our mistakes. From now on, I am more cautious about making smooth transition,
giving clear instruction, drawing students’ attention, using my voice, gestures and body
language effectively.

Gülşah Tunca - 313

You might also like