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Inter/Intra personal &

language development
through plays and drama
Group members:
Grace Ng Pin Ting
Christine Chai Xiao Ling
Akashah bin Osman
Samantha Ong Pei Shan

There will be 3 major parts in this


presentation:

Intrapersonal
through plays
and drama

Interpersonal
through plays
and drama

Language
development
through plays
and drama

Interpersonal
Development through
Plays and Drama

Introduction
Interpersonalrefers to something involving, or occurring among
several
people.
Example: Habits, attitudes,
manners,
appearance, and behaviours

we use around other people which affect how we get along with
other people.

Interpersonalskills refer to the ability to get along with others.

Interpersonal Development
1) Verbal Communication
2) Nonverbal Communication
3) Listening Skills
4) Negotiation
5) Problem Solving
6) Decision Making
7) Assertiveness

Through plays and drama:


a) Students will learn
b) Students able to
to accept and
speak out and
respect othersexpress their views.
empathy and social
Kao and O, Neill (1998)
skills.
Empathy skills - the ability
to identify personal
emotions, recognize those
emotions in others and
understand the
consequences of actions on
emotions.

propose that confidence


levels increase when
students have something to
talk about and , most
importantly, when they
know how to express their
ideas.

Strategies
Sociodrama;(making plays about social issues) is
based on the learning principles which are relevant
to the concerns and views of others; it draws on
other people's experiences and engages with
social, political and economic issues.

Sociodrama in the classroom expands children's


view of the world by introducing them to real
issues affecting the greater society. Creating
empathy in students through them being aware of
the situations of others, ultimately leads to the
establishment of a more responsible society.

Embarrassing moment
Split the class into groups of 4 or 5.

Each come up with an embarrassing moment and tell it too each other, after this ask the group to choose one of the stories.

They then each take it in turn to tell the rest of the class the story, whilst the rest of the class has to decide on whose the original story
actually was.

End of session, call in group and discuss

which main points made the story stand out?

Why did we believe a certain person over someone else?

Was it easy to tell?

What did we like about the stories?

Intrapersonal
Development through
plays and drama

Intrapersonal
(within; inside)

Spiritual
development
Moral
development

SPIRITUAL DEVELOPMENT

MORAL
EnablingDEVELOPMENT
pupils to build a

framework of moral values,


aligned with the law of the land,
which regulates their personal
behaviour.

The development of the non-material element of a human being which


animates and sustains us and, depending on our point of view, either
ends or continues in some form when we die.

It is about the development of a sense of identity, self-worth,


personal insight, meaning and purpose. It is about the development of
a pupils spirit. Some people may call it the development of a pupils
soul; others as the development of personality or character.

It is also about the development


of pupils understanding of
societys shared and agreed
values. It is about understanding
that there are issues where there
is disagreement and it is also
about understanding that
societys values change. Moral
development is about gaining an
understanding of the range of
views and the reasons for the
range. It is also about
developing an opinion about the
different views

Through collaborative
work, students are
encouraged to
understand and
identify with
others, recognising
right and wrong in
terms of
issues/topics
whereby effecting the
development of their
creative work in
drama.

Students are
mentored to take
ownership for the
area in which they
work, their own
work, working with
others and their
own behaviour.

Students understand
the expectations
enforced by the
teachers and are
given appropriate
sanctions if they make
the incorrect decision;
they are supported by
teachers to make the
correct moral
judgement.

Strategies
Conscience Alley
Sometimes known as Thought Tunnel, this technique involves a
protagonist walking down an alley formed by his classmates. One side
is lined by students providing the voice of reason while the other side
plays devils advocate. Given a mock dilemma, the two lines will
attempt to influence the protagonists final decision by throwing
opposing advice as he walks down the alley.

Role on the Wall


Carried out in groups, pupils draw an outline of a body on a piece of
mahjong paper. They then give it an interesting personality by writing
words or phrases on the paper describing the character, which they
present to their classmates.

Language
Development
through plays and
drama

Definition
The gradual
expansion in
complexity and
meaning of symbols
and sounds as
perceived and
interpreted by the
individual through a
maturational and
learning process.

Stages in
development include
babbling, cooing,
word imitation with
cognition, and use of
short sentences.

How does plays and dramas helps in


language development?

During a drama or
play, the children uses
language to explain
what they are doing
and ask and answer
questions. They choose
the language that fits
the role they have
selected.

Play allows kids to


experiment with
language thus using
and learning more
words.

According to Zyoud
(2010), drama
activities facilitate the
type of language
behaviour that should
lead to fluency, and if it
is accepted that the
learners want to learn
a language.

Fully contextualized
acquisition of new
vocabulary and
structure and
assimilation of a whole
range of pronunciation.
Boudreault (2010)

Role of the Teacher


Teacher becomes a facilitator rather than an authority or the source of knowledge.

Hoetker (1969) warns that " the teacher who too often imposes his authority or who
conceives of drama as a kind of inductive method for arriving at preordained
correct answer, will certainly vitiate the developmental values of drama and
possibly its educational value as well.

Barnes (1968) emphasises that education should be more towards active


exploration, in this terms, of the language rather than only to listen to one voice
which is the teacher.

As a result, the class becomes more of a learner-centered rather than a teachercentered one.

References

http://ehlt.flinders.edu.au/education/DLiT/2001/drama/edtheory.htm

http://ausvels.vcaa.vic.edu.au/Interpersonal-Development/Overview/Introd
uction

http://en.wikipedia.org/wiki/Interpersonal_relationship

http://www.biology-online.org/dictionary/Language_development

http://www.teachingstrategies.com/content/pageDocs/CC4_Ch7_exrpt.pdf

http://
www.qou.edu/english/conferences/firstNationalConference/pdfFiles/munth
erZyoud.pdf

http://iteslj.org/Articles/Boudreault-Drama.html

http://caeyc.org/main/caeyc/proposals/pdfs/Brown.pdf

http://singteach.nie.edu.sg/issue36-languageed/