The children will take on the role as they move around the room. Careful consideration must be given to movement and facial expression at this stage. As teacher I will model a role and interact with the class by walking around ‘the ship’ and asking questions about their feelings. McCrae, (2003:11) states,
During drama the teacher becomes a facilitator, someone who enables – rather than compels – things to unfold.
McCrae (2003:11)
I will ask the children to introduce themselves to each other and interact appropriately. They need to consider factors such as how the captain would talk to a sailor, or how different classes of passenger would interact with each other.
The next stage will involve showing a five minute scene from the film Titanic starring Kate Winslett. The scene depicts the panic of the ship’s crew as they become aware of its peril. Watching the scene on DVD gives the drama a sense of reality and this scene has been chosen for this purpose. Broomfield and Childs (2000:30) state that,
0601027
Capturing the atmosphere of a scene and the underlying meaning of action are ways that children are gripped by performance and get drawn into the action.
Broomfield and Childs (2000:30)
When the DVD has finished, I will hand round a script of what they have just watched (Appendix.2). We will read the scene taking turns, rather than giving specific parts to individual children. This allows children to feel involved and reduces pressure on those who are less confident to read. When we have read the script, I will explain that in the next lesson we will be using the text to act out the scene in small groups.
Lesson two will begin by dividing the children into groups of 4. My Learning Objective for this lesson will be to perform a scene from a given script using emotion and feeling. The children will be given the responsibility to decide who takes on each role and how the scene will be set. When the children have rehearsed their scene they will share their work with the other groups. Through watching individual interpretations of the scene I will be able to assess the level of expression used both facially and in movement and offer constructive praise and potential areas for development.
At this point I will seat the children in a circle and discuss that the film ‘Titanic’ is just one version of the events aboard the ship. I will talk to the children about my Great, Great Uncle who was a steward on board the Titanic and did not survive. I will then read the children a Survivor’s Story and explain that although a lot of people did drown when the ship sank, many escaped on lifeboats. Giving the children a balanced view of the facts will allow them to make informed decisions later in the lesson. 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. This will be the finale to our topic of the Titanic and will incorporate additional props such as life jackets, fake blood and background music. When each group has performed the children will be encouraged to discuss how effective the scenes were and which parts were; sad, funny, emotional or thought provoking. Peter (2003:23) states,
Drama provokes emotional responses in children that are real, and the chance also to learn about their feelings, responses and the consequences of their reactions to situations that are realistic.
Peter (2003:23)
0601027
This part of the lesson gives me the opportunity to evaluate to what extent my learning objectives have been achieved and how well the children have grasped the topic. It is important that learning objectives are achievable and can be adapted to suit every child. In this continuation of three lessons my learning objectives have covered areas of character, scriptwriting and peer assessment. Each child will have met these objectives in different ways, but the very nature of drama allows for this flexibility. A good teacher will recognise that there will be differences in ability levels within the class and set work accordingly.
All feedback should be positive and productive and be of use to the class as a whole. I will assess how the children give and receive feedback and ensure all comments are constructive. McCrae (2003:32) agrees,
It is essential that the teacher does not compare one group with another, but highlights positives of each piece independently; praise in order to encourage self expression and self evaluation.
McCrae (2003:32)
Through constructive criticism children can develop their ideas and positively improve subsequent work.
I believe that this sequence of lessons will give the children a real insight into the last voyage of the Titanic. They will have the opportunity to express their understanding through role play, written scripts, short drama productions and evaluation. Through working in small groups they will develop speaking and listening skills as well as the ability to function as part of a team. The sequence I have developed relates directly to the guidelines for drama under the Literacy section of The National Literacy Strategy Framework (DFES, 2006) for year 5, namely;
0601027
- To write own play script, applying conventions learned from reading.
- To annotate a section of play script as a preparation for a performance, taking into account pace, movement, gesture and delivery of lines.
- To evaluate the script and the performance for their dramatic interest and impact.
Through studying a history in such a practical way, an event from the past can be recreated and brought to life. Drama also has the ability to add emotion and feeling to history, something that the written word is less able to do. The children can put themselves into the position of those aboard the ship and think about their emotions. This sequence of lessons also lends itself to cross curricular links with literacy, art, science and design and technology. The sinking and floating element of science can be revisited, posters advertising the Titanic can be created in art, and letters and diaries from passengers can be written in literacy. Use of drama terminology also increases the child’s vocabulary and develops speaking and listening skills. The excitement created through a drama project such as this can send ripples of enthusiasm to other subject areas if developed correctly. Winston and Tandy (2001:73) agree that,
With appropriate planning, structuring and management, we can connect drama with many other areas of the curriculum. This can offer valuable opportunities to place learning in real human contexts by making stories and living through them.
Winston and Tandy (2001:73)
Drama also encourages team work and communication. It is a social subject that
0601027
gives children the opportunity to share ideas with their peers. Drama provides a safe environment in which to explore emotional issues. Children have the opportunity to experience how it feels to be somebody else; this encourages empathy and understanding of the word around them. Drama is a social subject and group discussion can promote positive social interaction between different cultural, gender and ability groups.
The Arts Council for England states in its publication Drama in Schools (2003),
Drama’s collaborative nature provides opportunities for pupils to develop key skills of communication, negotiation, compromise and self assertion.
Arts Council for England (2003)
Such interaction leads to a greater understanding of others and is invaluable to a child’s all round learning. Effective drama in school allows children to bring forward prior knowledge to enhance their learning. Drama also develops opportunities for children to work outside of their friendship groups. Activities that involve the whole class often require changing partners and this may help to build new relationships within class. A point that Winston and Tandy (2001:73) also agree with,
As active participants in the drama, children can recognise the story which develops as a communal creation, the result of everyone’s work.
Winston and Tandy (2001:73)
Drama creates opportunities for children to learn from other children’s thinking and to demonstrate their present understanding. The very nature of drama as an experimental, changeable vehicle means that there is little opportunity to do things incorrectly. Drama is an individual experience and each child will interpret instructions differently. Individual life experiences will mean that children will
0601027
understand emotions and actions in different ways. For less confident children this could reduce the fear of failure and encourage individual development.
When taught well drama has the ability to improve a child’s self esteem. Self-esteem is important to all human beings and is essential for our mental well being. Good self-esteem through positive reinforcement can greatly enhance a child’s educational progress. Through praise and encouragement children can develop confidence to try out new ideas. 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.
Words: 2660
0601027
References
Arts Council for Schools, (2003), Drama in Schools, (online) available from , accessed 12.05.07
Broomfield, A., and Childs, J. (2000), Teaching integrated Arts in the Primary School, London, David Fulton
DfES (2006) Primary Framework for Literacy and Mathematics, London, DfES
DfES (2003) Excellence and Enjoyment – A Strategy for Primary Schools, London, DfES
McCrae, E., (2003), Elly’s Onion – A Beginners Drama in Education Guide for Teachers and Careworkers, Dublin, The Irish Association of pastoral Care in Education
Peter. M., (2003) Drama, Narrative and Early Learning, British Journal of Special Education, Volume 30, Number 1, P.30.
Walker, J, et al, (2004) Behaviour Management: A Practical Approach for Educators,
Upper Saddle River, New Jersey, Merrill.
Winston, J., and Tandy, M., (2001), Beginning Drama 4 – 11, (2nd Ed.), David Fulton, London