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Sequence of three drama lessons based on the Titanic

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Introduction

0601027 Describe a sequence of three drama lessons that you could teach during the next phase of ESE. Discuss these with reference to the process and educational benefits of your proposed Drama learning experience. For this assignment I have developed a sequence of three lessons that I will carry out with my year 5 class during my next school placement. Whilst developing my ideas, I looked carefully into themes that could capture my class's imagination. It is important when planning drama that the subject appeals to the children. When the topic is of interest they will be more likely to listen to instructions and understand the learning objectives throughout. McCrae (2003:34) states, It is essential to find a theme that interests the participants. It will help your class to get in touch with their spontaneity more quickly if they know they are going to do something they like. McCrae (2003:34) I have chosen the theme of the sinking of the Titanic in April, 1912. I believe that this topic will hold the interest of my class and after careful consideration feel that the children will react to the story with a level of maturity and understanding. It is important however that any topic chosen is suitable for the age and maturity of the class. Children that feel out of their depth or upset by a theme may feel threatened and not perform to their full potential. Likewise children who are bored or uninspired by a topic could become distracted and lose interest. ...read more.

Middle

The children will then be encouraged to write short scripts for a 0601027 final scene of the story. They need to choose a genre for their script based on their learning. The ending could take one of the following forms; tragedy, fantasy, romance, or it may have a happy ending. In groups they are to write a script that they will perform to the class in the next lesson. Through planning for a final performance, children are set a specific deadline which may concentrate their minds and keep their attention. They will have access to the props in the classroom and will be able to bring in things from home if required. Giving the children the freedom to create their own scene will allow them to think independently and apply what they have learned from the topic. Promoting creativity is a powerful way of engaging pupils with their learning. (The Report on Excellence and Enjoyment, 2003) It is essential that I monitor the groups throughout the script writing process and offer guidance where necessary. Some children may need encouragement to offer ideas and reluctant writers may need the help of a scribe. By Lesson three all groups will be finishing their scripts and rehearsing their scene. My learning objective for this lesson will be for the children to analyse the characters portrayed by their peers in a professional manner and offer feedback on the performances given. When the children are ready they will perform their scene to the rest of the class. ...read more.

Conclusion

When the fear of criticism is reduced children are more likely to lose inhibitions and work to the best of their ability. A good drama teacher will offer positive reinforcement at each stage of the drama process. Children react well to positive feedback and are more likely to stay motivated and enthusiastic. Walker (2004:125) states the advantages of positive reinforcement; Firstly, it is responsive to the child's natural need for attention and approval, and secondly it decreases the probability that the child will exhibit inappropriate behaviour in an effort to obtain needed attention. Walker (2004:125) Drama offers children a focus for their enthusiasm and as such it may assist children who experience problems with maintaining high levels of attention in normal class sessions. Despite not being a statutory requirement of the school curriculum, drama offers primary school children the opportunity to experiment and express themselves in a way that no other subject can. Drama when taught effectively has the potential to offer children freedom of expression, increase their confidence and promote 0601027 teamwork and healthy class relationships. Drama has the ability to bring ideas to life and offers children a more practical learning style. The fact that there is no set programme of study for drama, offers teachers the freedom to use drama how and when then want to. The lack of set guidelines may however be viewed negatively by some teachers who have concerns about how they can fit drama into the timetable. Learning in Drama is often understood to develop such qualities as empathy, self-confidence, self-control, respect and tolerance for others (Winston and Tandy, 2001). Without an integrated drama programme in the school timetable teachers could be missing an opportunity to develop children's strengths in these areas. ...read more.

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