Dram a

ATL-

L E A R N I N G

B Y

D O I N G

EXPRESSIVE ARTS DEPARTMENT,

MARIE UMERKAJEFF, 5

T H

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F LO O R

I think it is absolutely essential in teaching, to be aware of so-called value-charged words, and stay away from them, always. Due the risk that they arouse too complex associations or some emotions. Dare being yourself and admit your worries, as well as theirs.

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Warm Ups mu 2011-2012

seems to be so plain and simple but will be the starting point for visualizing: What we value as norms! The Drama lesson begins with two games, the bean bag and the sound-scape Whole group Bean Bags
We all stand in a circle. I start with one ball that goes from me to a student on the other side of the circle and from that student to another student and in the end back to me. And after that I start over again throwing the ball to the same student keeping the same order. The focus is to make sure the person you pass the ball to will fetch it and that you have eye contact with the person that throws the ball to you. If you throw a ball that the other person can not catch you are out of the game. And the person who dropped the ball stays in the game. Therefore it is important to have in mind who that person was throwing to after s/he has gotten the ball from you.

Basic skills
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Focus and concentration Observation Awareness of eye contact Spatial awareness Self-discipline and group ability to remain on task

On the surface this is an ordinary warm-up, however, the fact is that with a type of contrast rule in the game for what we are used to follow without questioning, in other situations, it makes us frustrated and irritated.

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That is; those who do not manage to capture a lyre is out of the game, or...

Students are outraged by this reverse rule. They are used to take the blame for the failure when not catching the ball. Therefore they feel uncertain and guilty when they will be kept in the game. And those who are illuminated due for not throwing an easier ball, is not used to value their responsibility in the situation. Why is it obvious that it is the person who does not catch the ball that will be excluded from the game? Why do we not require the person that throws the ball to another that s / he makes it in the best manner so that the other person catches the ball.

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After a while a student comes up with a reflection. If you want someone to be out , you can pretend you lose the ball and it has thus eliminating someone to maybe be left as the winner in the end. This game will be played in the opposite direction as well. Then the students might get to experience their own method. Anyone who was unjustly outed are now able to give back. We talk about revenge and what comes with that after finishing the game. Some students are able to resist this opportunity of revenge and instead shows how to break a bad trend and becomes a rolemodel for something more noble. A discussion of this type arise spontaneously, and I know I'm connecting it to the IB learner profile, but not necessarily obvious for students, who instead find it authentic and relate to their real life experiences.

Whole group - sound-scape/the sound journey

We all stand in a circle. I start with a sound of a vocal; I always start with aaaaaaaaaa, that goes from me to the student on my left and from that student to the student next on the left side and in the end back to me. And after that I start another sound. Then I ask for two volunteers to stand in the middle of the circle with their eyes closed. We start over and make different sounds, adding consonants and different onomatopoetic words. The focus is to listen for the next sound and to keep it until the next person has it. After a minute we stop and ask the two in the circle to
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open their eyes and tell us if they imagined something from the sound. Without being logical, not referring and connecting that sound made me see. Instead as the game name imply tell us the landscape created within them. It was a jungle, ants ran by, nothing, okay, but what do you mean with nothing. Black, maybe dots of blue and red. Anything is all right, trying is what is asked of them.

Basic skills
Imagination Knowledge and application of group image-building How to use voice/sound Ability to overcome self consciousness

Focus and concentration Observation Eye contact Listening Self-discipline and group ability to remain on task

A different way of presenting yourself 2 students presents themselves with four figures of numbers. Two students at each lesson otherwise they lose concentration. Ask those who want to do it today. I try to take one girl and one boy. They know what to do. They write the numbers on the white board and then have their classmates guess. As an example: ME = 61 4 38 8
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I was born 1961, I have 4 children, my shoe size is 38 (in Sweden, other figures in USA or UK once again awakening their awareness of different norms in different countries), 8 is my lucky number.

Power Nap When having a double lesson with the students I use the last ten minutes for a power-nap. They take the mats and spread out in the room. I talk calm and go through the body parts and make sure they do not fall asleep. Here are also different titles of the exercise, depending on what discipline presenting the action, power nap is mine since I was taught so in theater school. However if one is in to martial art it could be called meditation, or yoga, or if having adhd it could have been presented as mindfulness in a cognitive therapy.
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When doing this power nap with the students I have different kind of speeches. I always include a part where I ask them to imagine something they want to achieve, and I tell them that they are more beautiful then they think they are. The first time I do it, they laugh, but after a while do they get used to it. Sometimes it is hard for me to say it, and really mean it. Then I have to start saying, that goes for me as well, sharing my doubts with them. That I myself also struggle with self confidence. Environments I will always come back to the environmental aspect, in the classroom as well as in the students choices for a solution. When they are making the cover of the Developmental Work-book (DW) they will be using recycled material only. Environment will also be connected to themselves. Their inner environment needs to feel good, having fun, but in a serious way. Human ingenuity Games - a form of human ingenuity. I will make sure the students does the connection within the art form Drama and games, and how it have had an impact on peoples life through history. A game is a set of rules that the player stays within. The rules help the player to live within the game. The rules are not for restrictions but for making it serious fun. Health and social education We will establish the idea that you and your body
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are the tool in drama, so you must learn to listen to it. Motivation For short-term reward. For example, hunger, whether it is food, romance or intense desire for a new electronic device. Long term motivation For example, wealth-fair, money and power. Reduction As opposed to motivation, uncertainty and not daring to take risks. Motivation is driven via the avenues of dopamine in the brain. However it can be influenced by energy as well as information and in addition boost the transformation to constructive action. Introducing a Game There are some game suggestions you can do with the students, or if you prefer others that is fine with me. I would appreciate if you leave some notes for me so I know what you have done with them. Most of the games can be taught in 10 or 15 minutes. In this time period you will be able to demonstrate the game and offer turns to two or three players. Whenever possible keep your words of introduction to a minimum. Responding to Students Try to respond with respect and pleasure. Restate the
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contribution with a tone of approval, trying to repeat the students exact words. This can help the group understand what s/he said. Here are some simple responses you can make to any students contribution: Thank you. Yes! Very good! Great! Marvelous! Wow! Good idea! Great thinking! Thats a way to solve that. Thats fascinating! (interesting... creative... ) Thats a new way to think about that! Dealing with Inappropriate Responses If a players response seems inappropriate, you can still treat it with respect:
So you thought of...! I never thought of that! Interesting! Thats certainly a way to do it! Are you saying that...? Keep going! Then what?

R e m i n d students: Put-downs and teasing are never fun! In Drama we have fun in a serious way! Be who you are, be a role model

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Photo T. Ebbersten

Good Luck with your work at SIS!

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DW=students developmental workbook for reflection and evaluation

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