The imaginative layer of the puppet creates an environment where children can experiment with the simple situation of telling someone their name. Once confident with names, children can also tell their ages, feelings and activities, therefore building up a relationship with the puppet at the same time. Sharing ideas can be more challenging. The skill of the adult facilitator is to set up a safe environment where everyone wants to contribute their thoughts.
In a drama context the imaginative layer makes it a lot easier to sustain the interest of the group. This can be set up in a simple mirroring game. Ask a question, e. Once this pattern is established it can be used over and over. Those under five see the world from their own, self-centred point of view. Linked to this is their growing sense of themselves and their own self-esteem.
This storytelling exercise is a good example. Read a story that the children can act out as a team with actions. Explain that you need everyone to be part of the story or it might not work as well, and that as a team the children need to look after each other so no one gets left behind.
Tell the story with actions and words, and ask the children to join in and contribute their ideas; where possible these ideas should be taken on board and used by the group. Afterwards, congratulate the children for their excellent team work. Listening Of course, no structured session works without a focus on the building of listening skills.
If drama is about communication then listening is a crucial ingredient. Ivanova, E. Some aspects of ecological and economic education in the process of studying geography in Pedagogical University. Mediterranean Journal of Social Sciences, 6 1S3 , pp. Kao, S. Words into worlds: Learning a second language through process drama.
Stamford, CT: Ablex Publishing. Kessler, B. A Shared Mission. Scenario, 2 2 , pp. Mukhametzianova, L. Specific features of teaching legal vocabulary in foreign language classes. For example, therapists sometimes have children act out experiences they have, such as dreams. Therapists can have children choose the scenario they act out, or they can pick the scenario themselves.
Acting can involve both verbal and nonverbal communication. Acting gives children opportunities to develop various communication skills, such as storytelling, direction giving, negotiation, emotional expression and the explanation of abstract concepts. Drama can help students develop communication skills in specific languages by role-playing in various situations where they need to use certain foreign language words.
Role-playing can help with native language skill development as well by helping students develop larger vocabularies by practicing using words in communication. Drama can help students develop spontaneous conversation. Students may learn specific vocabulary words and respond to teachers if asked questions or when drilled on the definitions of these words, but they often do not use these words in spontaneous conversation.
The confidence gained in drama applies to school, career, and life. Imagination: Making creative choices, thinking of new ideas, and interpreting familiar material in new ways are essential to drama.
This cooperative process includes discussing, negotiating, rehearsing, and performing. Concentration: Playing, practicing, and performing develop a sustained focus of mind, body, and voice, which also helps in other school subjects and life. Communication Skills: Drama enhances verbal and nonverbal expression of ideas.
It improves voice projection, articulation of words, fluency with language, and persuasive speech. Listening and observation skills develop by playing drama games, being an audience, rehearsing, and performing.
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