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KURSUS PELAKSANAAN PROGRAM BACAAN

SASTERA KONTEMPORARI KANAK-KANAK


BAHASA INGGERIS TAHUN 6 SK & SJK (2006)
PUSAT PERKEMBANGAN KURIKULUM
KEMENTERIAN PELAJARAN MALAYSIA
CREATIVE
DRAMA
Ice-Breaking
1. Stand up in your groups.
2. The first person in the group, say your name
and show an action which depicts your
characteristics or the meaning of your name.
3. The next person, will do the same but repeats
the name and action of the person earlier.
4. The activity will go on until the last person in
the group says his/her name and repeats the
name and actions of the other members in
the group.
Children, more than any other category of
learners, delight in make-believe. They
are immediately at home in imaginary
worlds, where they can act out a role,
engage in pretend activities, dress up,
and for a short while become another
person.
Alan Maley
Children act out scenes and stories from the
age of about three or four. They play at being
adults in situations, like shopping and visiting
the doctor, which are part of their lives.
Children try out different roles in make-believe
play. They rehearse the language and the
script of the situation and experience the
emotions involved, knowing that they can
switch back to reality whenever they want to.
Sarah Phillips
What is Creative Drama?
1. dramatic activities which emphasizes on the
experiences gained by the participants
1. the emphasis is on process rather than product
2. it acts as a natural dramatic impulse to facilitate
learning
1. it facilitates the process of language learning.
Benefits of Creative Drama:
1. Encourages children to speak : Gives confidence and elevates their
shyness
1. Allows children to communicate, using both verbal and non-
verbal communication
1. Children communicate with and understand others in new ways
2. Helps children learn about emotions, problem solving and
relating to other people
1. Children develop their imaginations and confidence
2. Stimulates creativity in problem solving
3. Challenges childrens perception of their world and about
themselves
1. Provides children an outlet for expressions of emotions,
thoughts and dreams
1. Helps in the total development of children : builds confident self
image, requires self control and discipline, its highly team
oriented, develops tolerance and empathy
1. Dramatizing a text is motivating and fun
Creative Drama
dramatic play story enactment
imagination
journeys
games
music dance
Creative Drama Activities
Lets Do
Mime a monster

1. Work in pairs or groups.
2. Make a monster with two heads, five arms,
two legs and three horns.
Note : Using body language to express meaning.
Expressions

1. Look at your hands very closely. Study them.
2. Trace the lines and shape of the other hand.
3. Demonstrate different hand movements
4. Show gestures using your hands and ask
others in the group to guess.
Note : Using body language to express meaning.
Mirror Exercise

1. Find a partner.
2. A will start the actions and B will be the follower
(mirror).
3. B reflects all movements and facial expressions.
4. Next, A becomes the mirror and B will start the
actions.
Note : Concentration exercise.
Clap Around the Circle

1. Everyone claps in a circle.
2. Try to make it sound like one person is clapping.
3. Next, close your eyes and clap.
Note : Concentration exercise.
Who am I?

1. Think of a character in the story.
2. Prepare a simple mime.
3. Mime it to the group.
4. The rest will guess who they are and what they
were saying.
Note : Work on co-ordination and revising language.
Its Play Time

1. Assign each pupil to a word.
2. Then, ask them to act out the word.
3. Next, read out sentences aloud and the person (s)
with a particular word will do the action and stand
in a line.
Note : Concentration exercise and language use.
I
me
it
about
, .
?
cant
but
why
because
tell
you
Tell me about it,
But, I cant,
But, why?
Because, I cant tell you.
Soundtrack
1. Listen to this text.

Sally sat by the seaside at sunset admiring the
beautiful horizon. She ravished at the refreshing sea
breeze while hearing the waves beat against the rocks
at the far end of the beach and the lapping of the waves
by the seashore. The excited shouts of little children
running towards the sea broke the serenity of the day .
Once in a while the shouts of the ice-cream seller
penetrated the steps of joggers jogging along the
beach. As she saw the womenfolk clad in their
sarongs walk towards the seashore, she could see
fishermen returning to shore after a days catch.
2. As the teacher reads the text/story, she invites the
students to imagine the sounds in the scene.
3. Then, the students practice the sounds together with the
teacher.
4. Teacher needs to guide the students as to the loudness of
the sound effects and the diminishing sounds of each
sound effect.
5. Finally, the teacher reads the text/story again and the
pupils fill in with suitable sound effects.

Guided Imagery
1. Find your own comfortable space.
2. Listen to this story and the main character is You.
3. As you listen, you must imagine that it is actually
happening to you.
4. Concentrate on your five senses your sense of
touch, smell, taste, sight and hearing.
5. You will not be actually acting out the story but you will be
using your imagination to experience the story.
6. You must not move around or touch anyone else in the
room but concentrate on your five senses in your
imagination.
1. Sit quietly in your space with your eyes closed.
2. Relax and listen.

The story:

Think of a place that is just yours. It might be your room
or if you share the room, a special part of the room. It might
even be a place outside your home which you like. But, it
should be a place that is private and special to you.

Imagine that you are in your special place now. Look
around. Use your sense of sight to take in all the details you
can even the ones that you have not noticed before. Listen
to all the special sounds in your special place. Even quiet
places have sounds. You must listen for the special sounds of
your place.
See if you can identify several smells. Breathe in the
smells of your place and see if you can taste the smell of your
special place. Now, use your hands and touch various things in
your space. Feel the textures and temperatures of your space.
Are the surfaces rough or smooth? Warm or cool? Damp or
dry? Explore your space with your sense of touch.
3. Stand and stretch yourselves.
4. Tell a partner about your special place.
Variation:
You may use a different situation, eg. going on a holiday and
describing the journey in detail, etc.
You can extend this activity into a writing activity write short
stories, plays or poems. Can be extended into a drawing
activity draw murals of the story, etc or write songs.
Note : Concentration exercise and creative language use.
Im Walking on Clouds
1. Find a space in the room.
2. Take off your shoes if you wish to.
3. You are invited to go on an imaginary walk.

You are invited to walk down a lane into the jungle trail.
The surface of the path is smooth and you can walk fast. As
you walk deeper into the trail, you find that the path is rough
with a lot of tiny pebbles and then you need to hike a little hill
which is slippery. Next, you descend the hill and walk through
mud. It is sticky and muddy. At this stage, it is very difficult to
walk but you walk through the mud and you see a river close by.
You run to the river and wash your feet in the cool waters of the
river.
Discussion:

1. Talk about the walk. Did you enjoy the walk? Which
part of the walk did you enjoy the most?
2. If you did not enjoy the walk, tell your friends why you
did not enjoy the walk?
Note : Concentration exercise and body language as well as
language use.
Rhyme Charades
1. Sit in your groups.
2. Im thinking of a word in one of our stories. It rhymes with
care.
3. Students are encouraged to raise their hands if they know
the word.
4. They get into the circle and mime the word and other
students try and guess the word.
Note : Body language and language use.
Sounds! Sounds! Sounds!
1.List down the list of sounds to the students:

i. The slamming of a door
ii. The screeching of a car
iii. Waterfalls!
iv. Silence!
v. The whistling of the wind
vi. Kids giggling
vii. The rippling of a creek
viii. The song of a bird.
2. Compose a piece of music or role play using the sounds
pertaining to the words or sentences.
3. You can mime the sounds to your students to elicit the
vocabulary from them.
4. Get students to write a story.
Note : Body language and language use.
Story Story
1. Get pupils to form groups and they sit in a semi-circle
shape.
2. The group chooses a leader.
3. The first player takes his place in the acting area. The
second player begins to tell a story. The first player must
act out the story as fully as possible and in an interesting way.
4. The leader will ring a bell after one minute.
5. Then, the second person enters the acting place as another
person narrates the story. They continue exactly where the
story was left off.
6. This activity continues until the story concludes or until
everyone has had turns as storyteller and actor.
The interesting part of this activity is that each person must be
the actor immediately after being the narrator. This is to
prevent pupils from deliberately putting the actor in awkward
position with embarrassing details as they know they will soon
be on the receiving end.
Note : Body language and language practice.
Mini Play
The Story of Hey Diddle, Diddle
Characters:
Child 1
Child 2
Child 1 : I read a good story today!
Its called Hey Diddle, Diddle by Mother Goose.
Child 2 : Why did you like it?
Child 1 : It had animals!
The cat played a fiddle.
Child 2 : Oh! I love stories with animals!
Child 1 : It had adventure!
The cow jumped over the moon.
Child 2 : Oh! I love stories with adventure!
Child 1 : It was funny!
The little dog laughed.
Child 2 : Oh! I love stories that are funny!
Child 1 : It had a surprise ending!
The dish ran away with the spoon.
Child 2 : Oh! I love stories with surprise endings!
Child 1 : Why dont you read it, too?
Child 2 : I will! Ill read it today!
The End
Monologues
1. Choose a scene from a story.
2. Dramatize the scene individually
using different voices for
different characters in the story.
Note : Body language and language practice.
Note : Language practice and creative language use.
Interviewing
1. One pupil plays the part of an interviewer
and the other the interviewee.
2. They take the role of characters in the
story.
3. They ask and answer questions.
References:

Nancy I. Sanders. Nursery Rhyme: Mini-Book Plays. Scholastic Inc.
United States of America
Sarah Phillips. Drama With Children. Oxford University Press. Hong
Kong. 2002
Don and Nancy Platz. Creative Resources for School Age Programs.
Thomas Delmar Learning. United States of America. 2004
Mary Kear and Gloria Callaway. Improving teaching and learning in the
arts. Falmer Press. London. 2000
http://www.creative drama.com/creative.htm
http://www.childdrama.com/why.html
http://www.childdrama.com/def.html
http://www.childdrama.com/guided.html

http://www.teachingonline.org/drama2.html

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