Drama-ception: Teachers as Students as Scientists
As I mentioned in an earlier post, I had the opportunity to teach drama during my first teaching practicum. Part of the CODE resource I chose to use was applying the following two drama techniques: 'teacher in role' and 'students' in role'. It was a great experience but sometimes a little bit of a bumpy road as I had very little drama education experience. So, I was extremely excited during this week's drama education lesson when we had the opportunity to experience both the 'teacher-in-role' and 'student in role' techniques.
For this week's blog, we'll just be focusing on one of the two strategies.
We were asked to begin by brainstorming all of the types of scientists we knew. Following this, we were to choose one and independently determine a few key instruments this type of scientist may us. As a class we were able to come up with a large bank of information on a variety of scientists without ever moving from our desk.
Drama is about using our bodies, voices and expressions to explore stories and ideas. However, sometimes this can be very difficult without having opportunity to prepare. The above activity provided us with a bank to reference througout the lesson as we moved towards the physical drama experience. As a group, the class was then asked to step into the role of their chosen scientist and, within the close vicinity of our desks, move as if we were performing the job of said scientist. Having everyone perform their task at the same time prevented individuals from feeling under pressure. Once we were comfortable with our movements we were asked to perform them again, but this time we performed in groups of 5. After which each person had the opportunity to share their scientists story and their movements with the class.
The lesson continued and we, the students (teacher candidates) were pushed further and further into our role. However, we were never asked to get up and 'perform' in front of our peers. Instead, we were given a prompt and took on a role from the comfort of our desks or in small groups with our peers.
Student in role is a great strategy for engaging our pupils who are less inclined to get silly in front of a larger group. It lets the students start somewhere safe and comfortable. It prevents the students who are typically the most bodacious in the classroom from overpowering the quieter students while also providing an easier platform for those quieter students to get involved.
For this week's blog, we'll just be focusing on one of the two strategies.
Week 2 Focus: Student in Role
It is a funny experience to be in teachers college. Although we are learning to be the teachers, we often 'play' the students. In this particular instance, we experienced 'student in role' from the students perspective as we were guided through a drama lesson about 'scientists'. The main goal of student in role is to allow the students to start as they are. For many, drama is far outside their comfort zone so this technique allows them to begin where they are regularly comfortable in the school setting - for example, circle time on the carpet for younger students or at their desks for older students.We were asked to begin by brainstorming all of the types of scientists we knew. Following this, we were to choose one and independently determine a few key instruments this type of scientist may us. As a class we were able to come up with a large bank of information on a variety of scientists without ever moving from our desk.Drama is about using our bodies, voices and expressions to explore stories and ideas. However, sometimes this can be very difficult without having opportunity to prepare. The above activity provided us with a bank to reference througout the lesson as we moved towards the physical drama experience. As a group, the class was then asked to step into the role of their chosen scientist and, within the close vicinity of our desks, move as if we were performing the job of said scientist. Having everyone perform their task at the same time prevented individuals from feeling under pressure. Once we were comfortable with our movements we were asked to perform them again, but this time we performed in groups of 5. After which each person had the opportunity to share their scientists story and their movements with the class.
The lesson continued and we, the students (teacher candidates) were pushed further and further into our role. However, we were never asked to get up and 'perform' in front of our peers. Instead, we were given a prompt and took on a role from the comfort of our desks or in small groups with our peers.
Student in role is a great strategy for engaging our pupils who are less inclined to get silly in front of a larger group. It lets the students start somewhere safe and comfortable. It prevents the students who are typically the most bodacious in the classroom from overpowering the quieter students while also providing an easier platform for those quieter students to get involved.
Comments
Post a Comment