Drama Lesson Sequence
A sequence of 3 lesson plans have been developed based on the drama curriculum. The lessons explore the drama elements and forms through exploration of an Indigenous text. Within the lesson sequence, there is also a focus on 'play building' as students move through the processes of building on knowledge and skills during each lesson, to develop their understanding of drama elements.
Links to each lesson plan and evidence of how the activities inform and support my philosophy is located below.
This lesson supports my philosophy of teaching by addressing the drama elements through the exploration of a text. According to Davis (2004), 'exploring the text' is a useful strategy for teaching drama as it develops students understanding of the drama elements by recreating stories. During the lesson, students are afforded the opportunity to plan and improvise a scene from the text, ‘Pigs and Honey’. This learning activity encourages students to address elements such as symbols, tension, contrasts and time through role-playing. Similarly, students employ the drama form of movement to develop their understanding of the content.
The second lesson is an extension of lesson 1. Consequently, this lesson also supports my philosophy of drama teaching by continuing to explore the drama elements through a text. In this lesson, students participate in a scripted role-play. This provides them with the opportunity to go 'beyond the text' (Davis, 2004). Through this learning activity, students are required to put themselves 'in the shoes' of a character from the text. As the text is based on Indigenous culture and traditions, students will be encouraged to develop empathy and understanding for this culture. Addressing ATSI perspectives forms an important part of my teaching philosophy and this activity acts as a vehicle for exploring this cross-curriculum priority.
The third and final lesson of the drama sequence allows children to re-enact a scenario or scene from the text 'Pigs and Honey'. This activity provides students with an opportunity to cement their understanding of the text and demonstrate the drama elements. Students employ the drama elements through role-playing. The focus of this activity is on the relationship between role and character, a skill I believe is imperative to develop within drama. Consequently, the activity supports my belief that drama teaching should encourage students to take on roles that are different to their everyday lives. This supports Ewing & Simons (2004) idea that role-playing challenges students and develops higher order thinking.
References
Davis, L 2004, 'Making connections: learning through drama, learning about drama', In M. Mooney & J. Nicholls (eds.), Drama Journeys, Currency Press, pp. 179-198
Ewing, R & Simons, J 2004 'Beyond the Script: Take two', What is Educational Drama, PETA, Sydney, pp. 3- 12.