The Role of Drama in Primary English teaching

The teaching of oral language is particularly important. Communication skills have numerous applications including supporting the development of reading and writing and fostering emotional and social maturity. The QCA document discusses four aspects of speaking and listening; speaking, listening, group discussion and interaction and drama. Experience in drama helps children understand language beyond how it is written: how voice and gesture are used to communicate the sense of what is being said and how to adapt their speech or writing to suit different audiences. Drama is a rich context for children to experiment with language and feel involved in the narrative. Appendix 1 gives a detailed lesson plan for use with Year 2 term 1. For children learning English, drama is a powerful tool. It enables them to be actively involved in constructing a performance and promotes discussion in groups. Teaching in this area should extend and promote children’s talk in the classroom so there is a clear and smooth progression in speaking and listening across the key stages.

There are a number of language features which are central in drama that teachers must introduce, develop and assess. In the Year 2 drama plan these include being able to stay in role in small group work, to be able to reflect on their character’s feelings accurately, to use speech and gesture to reflect their character and to be able to use their knowledge of the audience to adapt the drama. Where possible teachers should explicitly teach skills in these areas, giving children time to practice and assessing them, so assessment facilitates further lesson planning. Children should attempt to use vocabulary appropriate to the character and setting and, through this, try out new, unfamiliar words in alien situations. Drama lessons should also allow time for listening to each others’ performances and responding to them, so children can evaluate their learning and performance.

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According to Whitehead (2002) the most powerful strategy we can use in extending and supporting EAL children is to ‘upgrade the oral nature of the curriculum,’ p.25. For her, the early years teachers are vital for creating genuine contexts for talk, so the child becomes accustomed to the tune of English and is given time to safely listen and observe before becoming a speaker. Teachers should recognise the individual differences in EAL children and assess how competent they are in all languages they speak. The teacher then will have a picture of that child along a language continuum and will be able to use the skills the child has in their home language to help them towards English fluency. The bilingual child has many advantages over the others; they will have an insight in the systems behind language and will come to a meta-linguistic understanding that their peers may not have. Community links are very important in EAL teaching. Parents and members of the community can be involved in a number of ways, including writing first language versions of stories used in the classroom, bringing in written material in the first language, telling stories to the class in first language whilst the teacher reads the English version or making traditional food for the class. The lesson plan presumes that the EAL children have an early grasp of English and uses strategies to improve their confidence in spoken English. This includes giving them a dual language book before the lesson and opportunities to practice language safely. Recap of key phrases are particularly important as well as enthusiastic, supportive teacher and assistant.

Drama progresses smoothly across the curriculum guidance for the key stages. At each level new concepts and language features are introduced and consolidated to enhance children’s understanding and competence in drama. One of the goals of the Foundation stage topic Communication, Language and Literacy is that children learn how to use language to imagine and recreate roles and experiences. Children are encouraged to begin experimenting with role play and imaginary talk which leads on to the more formal drama teaching. By year two, children have begun to create characters in role play using gestures, voice and actions. They begin to be aware of their audience and how to adapt their drama accordingly. In they early part of key stage two children devise drama events and dialogues themselves and begin to use costumes, prop and sets to create an effective drama piece. By year four they can appreciate that behaviour can be judged differently from different view points, particularly in the context of plays. In year five this is further extended so children can use working in role to explore complex issues in different social, cultural or historical perspectives. By year six the use of role play has developed into a way of investigating key moments in a story, such as using the decision alley strategy, to explore a characters thoughts, hopes, fears and desires. Drama progresses steadily in the QCA guidance, introducing language features gradually and using previous knowledge to build new concepts.

Drama is a particularly important means to increase children’s speaking and listening skills. It is fun and allows children to invest in the story and consider how the character feels. There are very specific language features to teach and assess in drama, such as use of voice and gesture and how the child is able to explore their character in role. Drama can be a powerful tool for EAL children as it allows them to collaborate with their peers and take risk in the new language. When teaching drama, teachers should be aware that progression is steady and builds on previous experience. If too high an expectation is made of them the children may lose confidence, but equally if not challenged they may lose their enthusiasm for drama.

References

The National Curriculum (2000) DFES.

QCA Guidance in Speaking, Listening, Learning (2003) DFES.

Whitehead, M. R. (2003) Developing Language and Literacy with Young Children. 2nd ed. London: Paul Chapman Publishing.