The Principle Elements of Examining Secondary School Drama In the 1960s and much of the following decade, where there was British school drama going on it was unstructured and delivered by a handful of inspired devotees who had seen the enormous potential of getting teenagers to roleplay, simulate and make-believe. Nobody thought it was possible to evaluate significantly drama work for examination purposes. When the National Curriculum arrived in the late 1980s drama was not included in the 10 core subjects, but curriculum drama began to come under pressure to come up with some examinable criteria. The Arts Council report Drama in Schools (2003) began to define the drama process as making (exploring, devising, shaping and interpreting); performing (presenting and producing) and responding (evaluating and applying knowledge and understanding). At post-16 performance exams, it's carried forward into the devising-rehearsing-performing template, but it's all linked to the evolutionary process of making drama which is now enshrined in examinations.
Arts On The Move - Drama Resources, Workshops, and Plays for Children, Schools and Youth Theatres Drama Games Small Numbers Addition Game – Complete Me This game is for teaching addition using small numbers less than 20. It is for primary and elementary school children in the early years. The game can be played with a teacher and a class or in pairs between two students or an adult playing with a child. Even two adults could play the game just for fun. Players need to choose numbers to add together to equal a certain target number, the player who puts the final number to complete the target number is the winner. Learning Outcomes: Addition of small numbers below 20 Required Material A whiteboard and whiteboard markers orPaper and a pencil Aim of the Game: To complete the final target number be adding smaller numbers together. How to Play: Think of a number between 8 and 20. Notes: This game is similar to Tick-tack-toe because it is quite simple but you have to really think about what numbers you are going to choose so that you have a chance of picking the final one. If you like this game please share them with your friends and colleagues.
Playscripts, Inc. - New Plays Now Teaching Drama: Characterization Through Costume Putting on costume pieces engages the imagination and aids the actor to move in character. This group drama game uses simple costume pieces and pantomime to teach young actors the importance of movement and physicality. As a drama teacher, collect and store various items useful as costume pieces. Any hat will spur imaginative impulses in acting students, but no need to stop there. An old suit coat turns a child into a businessperson or politician. A red throw blanket transforms a student into a super hero or little red riding hood. Simple and basic hats work well, as do specialty hats such as witch's pointed hats. Preparation for the Drama Activity Set up a table on one side of the acting area and a bench or set of chairs on the other side. When students enter, they may sit on the floor facing the acting area with the table on one side and bench on the other. Drama Lesson Plan for Elementary Actors Reach into the bag, pull out and don one costume piece. One student approaches the table.
Romeo and Juliet Navigator Basic Navigation: Scene Index: Links to scenes, with short summaries of the scenes. The text has both notes and line numbers. Search: Search for any word or combination of words in Romeo and Juliet. More Navigation: Notable Quotes, with brief explanations and links to the text. Detailed Scene Summaries: Includes many links to the text. Character Reviews: Annotated links to all appearances of every character and all mentions of that character by other characters. Themes and Motifs: Annotated links to passages particularly relevant to significant themes and motifs. Chronology: Annotated links to passages which show the timeline of events in Romeo and Juliet. Also: Sonnets and Rhymes: Background on the Shakespearean sonnet. The Picture Page: Links to pictures of characters and things mentioned in Romeo and Juliet. Romeus and Juliet: The complete text of Shakespeare's source for Romeo and Juliet. Selected Bibliography: Critical commentary -- some good, some bad, some ugly. Other stuff:
Drama Activities - Improv Games from Beginner to Expert Whether you are a drama instructor, a stage director, a summer camp counselor, or just someone who wants to organize a fun activity, these theater games will inspire confidence and creativity. Ice Breakers: These are ideal drama activities to help the participants get to know one another in a friendly, low-key environment. They can also provide a nice friendly warm-up for your actors before delving into more challenging improvisation exercises. Circle-Themed Games Emotion Orchestra Create a Commercial Speak Loudly and Clearly: It doesn't do students any good to be creatively warmed-up if the audience (or the teacher) has no idea what they are saying. Be an Ice Cream Cone: Okay, maybe your students don't need to specifically become an ice cream cone (as the mean drama teacher mentioned in A Chorus Line demanded). I Need a Location: It seems every time I am working with novice improv members the same three locations keep coming up again and again: "You're at a bus stop." Freeze Tag Taxi Cab
the gradual introduction of movement principles, based on simple ideas of space and time. The Game Sense model also emphasises skill execution and game performance, but only after the students recognises a need for a particular kind of skill. When the students are ready for the skills within the context of a game, technical instruction is given, but this is always at the performance level of the children. References Aggarwal, A. & Bento,R. (2000). Web-based education. Allison, S. & Thorpe, R. (1997). Australian Touch Association (2002). Barron, A. Basketball Australia (2002). Brooks, D. (1997). Brooks, D. Cliff, K. (2001). Commonwealth Department of Education Science and Training (2001). den Duyn, N. (2000).ÊÊGames make sense out of sport.ÊÊThe Sport Educator, 12 (2), 47-48. den Duyn, N. (1997). den Duyn, N. (1996). Dewald, N. (1999). Doll, C. (1987). Dyrli, O. (1995). Eng, A. (2000). Flake, J. (2001).Ê Teacher education and the World Wide Web. Get Yourself Connected. (1999). Werner, P.
McCoy's Guide to Theatre and Performance Studies In 1993, when I first began to research theatre sites on the internet, it was a difficult and laborious project. Sites were hard to find, search engines were underdeveloped, there were very few theatre people who had taken an interest in, or even knew about the internet. Obviously, things have changed. There are now so many theatre-related sites that keeping a truly comprehensive guide to resources theatre on the internet, compiled and maintained through human intervention, is incredibly time-consuming. The proliferation of search engines and databases on the web now makes finding a comprehensive listing of links fairly easy for a single user. This edition of my Brief Guide to Internet Resources in Theatre and Performance Studies is based on what I have learned as a seeker of information on the internet, which is mainly how to quickly find information and resources in a medium where their sheer quantity is overwhelming. What's not in this guide Assumptions Submitting a site - Ken McCoy
Main - TEDb A Midsummer Night's Dream, Act 1, Scene 1 Enter THESEUS, HIPPOLYTA, [PHILOSTRATE,] with others. [Exit PHILOSTRATE.] Enter EGEUS and his daughter HERMIA and LYSANDER and DEMETRIUS. EGEUS 20 Happy be Theseus, our renowned duke! THESEUS 21 Thanks, good Egeus: what's the news with thee? HERMIA 53 So is Lysander. HERMIA 56 I would my father look'd but with my eyes. THESEUS 57 Rather your eyes must with his judgment look. LYSANDER 93 You have her father's love, Demetrius; 94 Let me have Hermia's: do you marry him. Exeunt [all but LYSANDER and HERMIA]. LYSANDER 128 How now, my love! HERMIA 138 O spite! HERMIA 140 O hell! LYSANDER 179 Keep promise, love. Enter HELENA. HERMIA 180 God speed fair Helena! Why Use Drama Games or Theatre Games? Promotes Literacy and Language Arts • There is substantial research evidence that drama is a powerful method for developing literacy in preschool, elementary, and English as a Second Language (ESL) students. • Language Arts consists of four components: reading, writing, speaking, and listening. In this author's experience, the latter two are often neglected in today's language-arts instruction. Drama provides highly effective experiences in developing speaking and listening skills. Therefore, by adding drama, a teacher can easily cover all four language-arts components. • Drama develops imagination and storytelling, which contribute to more detail in creative writing. • Acting training develops the expressive use of the voice to convey emotion, inflection, attitude, and other vocal elements. • Re-enacting classroom literature, even in simple improvised dramatizations, greatly improves reading comprehension, story analysis, vocabulary development, and story recall. Return to top