Using Drama Techniques
and Activities in the
Classroom
Lecturer: Yee Bee Choo (IPGKTHO)
Drama Techniques and Activities in the
Classroom
Why Use Drama Activities?
To develop childrens understanding of
themselves and the world around them.
To explore significant issues.
To engage childrens interest, attention and
imagination and develop their language
skills in a holistic way.
To foster social skills and attitudes, such as
active listening, collaborating, turn taking
and respect for others, in a positive way.
Drama Techniques and Activities in the
Classroom
Why Use Drama Activities?
Provides opportunities for:
multi-sensory
kinesthetic responses
learning by doing
associating actions, words and meanings
encouraging childrens language
development, confidence and self-esteem
Drama Techniques and Activities in the
Classroom
You will not be teaching
drama,
but using drama to teach
Drama Techniques and Activities in the
Classroom
1. Role Play
Children act out a scene - with the added factor that each is
allocated a specific role or character.
They pretend to be someone other than themselves.
It is a good idea to allow children a few minutes to think
about their character (or to discuss it with a friend) before
the activity commences.
Role play can be used in literacy or citizenship lessons to
explore different points of view; in foreign language lessons
to practice use of language; in science lessons to consider
implications of using particular scientific inventions.
Drama Techniques and Activities in the
Classroom
2. Improvisation
An action without pre-planning done on the spot.
Improvisation has the advantage over role play
because children can "be themselves".
Improvisation can be used in literacy lessons to
develop storylines; in geography lessons to
simulate living in different social conditions; or in
history lessons to consider "how it might have
been" or to generate "alternative endings" to
historical scenarios.
Drama Techniques and Activities in the
Classroom
3. Miming/Pantomime
Simple mime can help children focus on how they show their
emotions - which can lead to more descriptive writing.
It can help children recognise similarities in patterns of
movement - thus developing their use of simile and
metaphor.
It can also help children to develop simple physical
mnemonics that can aid retention of information - and also
facilitate understanding.
Miming use facial expressions, body movements and
gestures to communicate but improvisation adds speech to
spontaneous movements and actions.
Drama Techniques and Activities in the
Classroom
4. Mirroring
A simple activity to encourage observation, concentration
and physical expression.
Working in pairs, face to face, one child takes the lead (by
agreement) and performs a series of simple movements
which their partner replicates - as if in a mirror.
Alternatively, the whole class mirrors the movements of
the teacher. The teacher starts with a simple sequence of
movements which is then repeated - with additional
movements added.
Gradually a lengthy sequence can be built up, thus helping
to develop children's memory skills.
Drama Techniques and Activities in the
Classroom
5. Designing Costumes
Costume can help to remind pupils that they
are "in character".
They can design simple costumes: a simple
hat, cloak or scarf, kings crown, etc.
Drama Techniques and Activities in the
Classroom
6. Drawing /Making Props and Backdrop
Making props can provide something for
children to do with their hands.
Props can also be used to indicate who the
characters are (a crown for a king; a sword
for a soldier; a Bible for a priest; etc.).
Teachers can provide the polistherine, fabric,
paint for children draw and colour the trees,
buildings, lamp posts etc.
Drama Techniques and Activities in the
Classroom
7. Freeze Frame/ Still Pictures
This is a device to be used in conjunction with
improvisation or role play.
Upon a given signal from the teacher (clap, bell,
etc.), children "freeze" in position.
This enables exploration of what characters may
be thinking, which can inform the continuing
action.
Children could discuss how many frames are
needed to tell a story, which could inform a
subsequent piece of writing.
If children are asked to add a single phrase to the
freeze frame, this encourages them into being
Drama Techniques and Activities in the
Classroom
8. Slow Motion (an extension of freeze frame)
Children try to encapsulate a story or incident in as
few frames as possible (perhaps before, during and
after a dramatic moment).
This can be used to provide the structure of a
subsequent piece of writing.
It also slows down the incident, encouraging
attention to detail and enabling more detailed
analysis (especially of the feelings of the characters
involved).
Drama Techniques and Activities in the
Classroom
9. Paired Conversation
This is a conversational rather than a dramatic
device.
Children work in pairs, seated and without props,
to hold a conversation.
Children can be allocated roles or speak from
opposing viewpoints.
The activity can be useful in preparing ideas to be
used in persuasive writing tasks.
Drama Techniques and Activities in the
Classroom
10. Making Puppets
The children learn/improve their fine motor
skills, and creative ability, and are learning
socialisation as they work on their puppets
in a cooperative group.
As they create their puppet they are
thinking about the attributes of their
character and understanding the story
characters better.
Drama Techniques and Activities in the
Classroom
11. Acting with Puppets
Using puppets often means that children are less self-conscious
- because it is the puppet who speaks (not the child), thus shy
children may become more assertive (or even aggressive).
When children act with puppets, the task is reduced to hand
movements and speech. There is no need to learn how to
move about on the stage and be aware of other players.
The puppeteers need only deliver the lines at the appropriate
time while moving the puppet around in relation to the other
puppets.
Although puppets are most useful with younger children, they
can also be used with older children, who could be encouraged
to write or rehearse a play to be shown to younger children.
Drama Techniques and Activities in the
Classroom
12. Hot Seating
In this activity, pupils get to practise thinking
about a particular character, without having to
deliver lines or portray them on the stage.
The pupil playing the character sit on a chair in
front of the group (arranged in a semi-circle).
To help students begin teacher can try hot-seating
children individually, in pairs (e.g. a pair of street
urchins) or in groups (e.g. environmental
protesters, refugees).
The technique is useful for developing questioning
skills with the rest of the group.
It is helpful if the teacher takes on the role of
Drama Techniques and Activities in the
Classroom
13. Storytelling
Before storytelling, teachers can have practice on
mime or actions they plan to use to convey
meaning, the way they are going to use their
voice, e.g. for different characters or to create
surprise or suspense, and the places they are
going to pause or ask questions to encourage the
children to show their understanding or predict
whats going to happen next.
When teachers tell the story, they need to make
sure that everyone can see and hear them and, if
they are using a picture book, hold this up and
show each illustration slowly round the group.
Drama Techniques and Activities in the
Classroom
13. Storytelling
With younger children it is usually best if they can
sit on the floor in a semi-circle near teachers and
they may also like to introduce the story with a
rhyme to settle the children before they begin.
As teachers tell the story, it is a good idea to
maintain frequent eye-contact with the children, in
order to help them stay focused and attentive.
Teachers also need to give them time to think,
look, comment, ask or respond to questions and, if
appropriate, encourage them to join in with you as
you tell the story.
At the end, it is important to invite a personal
Drama Techniques and Activities in the
Classroom
14. Modelling
Working in small groups, one member of the group
(the "sculptor") arranges the other members to
form a tableau.
This may be freeform or with a specific objective in
mind (perhaps suggested by the teacher).
This can then lead to discussion of the role of each
tableau member.
Alternatively, the teacher may manipulate a
number of children into a tableau, which the rest of
the class discusses (or guesses), making
suggestions for appropriate alterations etc.
Drama Techniques and Activities in the
Classroom
15. Conscience Alley
Children stand facing each other in two lines that
form an alley.
As the character walks between the lines, each
child that they pass speaks to their conscience providing arguments for and against a possible
course of action.
It is not essential for every child to say something and some children may wish to repeat a previous
contribution.
If there are several options for the main character
to consider, the activity could be adapted into a
"conscience triangle" or a "conscience square".
Drama Techniques and Activities in the
Classroom
16. Readers Theatre
Readers read from a "script" and reading parts are
divided among the readers.
No memorization, costumes, blocking, or special
lighting is needed.
Scripts are held by the readers.
The focus is on reading the text with expressive
voices and gestures.
Drama Techniques and Activities in the
Classroom
17. Dance Drama
Getting the pupils to present a culturally relevant
dance scene may be useful to their understanding
of the play as well as being enjoyable for the
audience.
Teaching dance in a way that is comfortable and
worthwhile for the pupils (and the teacher) takes
special skill and a passion for this specific art form.
If taught well, pupils can benefit from improved
understanding of the emotions involved and even
sometimes vocabulary items.
Teachers can also involve pupils in interesting
dance such as monster dance, tribal dance, etc.
Drama Techniques and Activities in the
Classroom
18. Drama Performance
Although it is not necessary for every piece of
"dramatic" work to result in a performance, the
opportunity to present work to an audience does
show that the work has been valued and helps to
develop children's confidence.
Whereas a proper performance may require more
rehearsal time than you are prepared to allocate, a
compromise solution is for children to present a
makeshift performance in a "good work assembly"
or similar occasion.
Although this may require polishing up, children
are usually more than happy to do this during
