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With a partner, discuss the following questions: How did the activities draw the class into the drama? How did activities help students reflect on the drama and on specific themes? What techniques did I use to craft the drama and move it forward? How did teacher-in-role enhance the drama?
components are included in a story drama lesson plan? How is the lesson plan both scripted and improvisational? You will use INTO THE STORY as a model for your own story drama lesson plans.
hidden curriculum) learning. There is a human and personal dimension to the story. The story has something that will engage the students.
beyond speaking, reading and writing to involve the observation, prediction, analysis, summarizing, and presentation of information. It is experiential learning. It helps students negotiate meaning within intra- and inter-personal contexts.
them by being in-role. Help students understand that regular classroom rules still apply. Give space for improvisational experiences and intuitive responses. Allow at least some of the drama to be studentcentered and inquiry-based.
work): best at the beginning; meetings, assemblies, protests Students work independently; teacher in or out of role: best in the middle; deepens concentration; allows for independent research or inquiry Students in pairs or small groups: best in the middle or when multiple perspectives need to be explored.
under Readings on our Doc Sharing page Selections from Story Drama under Readings on our Doc Sharing page Class notes, activities, and games Web Resource:
ArtsEdge: http://artsedge.kennedycenter.org/educators/how-to/tipsheets/five-easy-dramagames.aspx