Posted in Drama for children, Drama strategies, Drama techniques, Drama workshops for children, Environment

Under the Sea – Exploring Ocean’s Wonders Drama Workshop

Posted on by Drama Start Books

Title: Under the Sea – Exploring Ocean’s Wonders

Age group: 7-12 years old

Duration: Two hours

Goal: To foster creativity, encourage teamwork, and increase understanding of the ocean’s ecosystem and its inhabitants.

Materials Needed: Props (sea creature cutouts, mermaid tails, etc.), music, and a “sea” setup (blue sheets, shells, starfish, etc.).

Warm-up activity (15 minutes):

  1. Ocean wave movement: Have the children stand in a circle. Start by making a wave motion with your arms and pass it around the circle. Encourage the children to follow the rhythm and pass it along until the wave comes back to you.
  2. Sea Creature Charades: Each child picks a sea creature from a hat and then acts it out without making any sound. The rest of the group guesses the creature. This game helps the children warm up and get into the mindset of acting like sea creatures.

Main Activities (60 minutes):

  1. Underwater Discovery: Divide the children into smaller groups. Assign each group a specific underwater location (e.g., coral reef, sunken ship, deep sea). Each group creates a short scene depicting the life and interactions of creatures in their assigned location.
  2. Mermaid/Merman Adventure: In this activity, some children are chosen to be mermaids/mermen. The mermaids/mermen narrate a story about their life under the sea, interact with other sea creatures (played by other children), and solve a problem or overcome a challenge (such as cleaning up pollution, helping a lost creature find its family, or protecting the sea from a villain).

Reflection and Discussion (20 minutes):

  1. Ocean Habitat Discussion: Discuss different sea creatures and their habitats. Talk about the importance of each creature in maintaining the balance of life under the sea.
  2. Reflection: Have children share their experiences – what was it like to be a sea creature or a mermaid/merman? What did they learn? How did they feel when they were acting out the scenes?

Cool-down Activity (15 minutes):

  1. Ocean Meditation: Have the children lie down and close their eyes. Play calming ocean sounds. Guide them through a visualization of peacefully swimming through the sea, interacting with different friendly sea creatures, and observing the beauty of underwater life.

Closing (5 minutes):

End the workshop with a group huddle and ask the children to share one thing they enjoyed most about the workshop. Reiterate the importance of our oceans and how every sea creature plays a part in the ecosystem. Encourage them to think about how they can help protect and conserve our oceans in their own small ways.

Note: Make sure the workshop is inclusive, fun, and respectful. Adapt the activities according to the group’s age and capabilities.

Here’s  a list of sea creatures that children could portray in an “Under the Sea” themed drama workshop:

  1. Dolphin: Intelligent and playful, dolphins are loved by everyone. They can communicate with each other using a series of clicks and whistles.
  2. Octopus: Known for their eight arms and high intelligence, octopuses can make for interesting characters. They are also known for their ability to camouflage and escape predators.
  3. Sea Turtle: Sea turtles are known for their long life spans and lengthy migrations. They could be portrayed as wise, older characters.
  4. Shark: Sharks can be portrayed in a variety of ways, not just as scary predators, but also as misunderstood creatures trying to survive.
  5. Clownfish: Known for their bright colors and living among sea anemones, clownfish are recognizable due to movies like “Finding Nemo”.
  6. Jellyfish: These creatures can be interesting characters due to their unique appearances and abilities, like stinging predators and glowing in the dark.
  7. Starfish: Starfish, or sea stars, are known for their ability to regenerate, which could make for a fun character trait.
  8. Whale: Whales are the largest animals on Earth, known for their impressive size and beautiful songs.
  9. Seahorse: Seahorses are unique and could make for an interesting character, especially given that it’s the males who carry the babies!
  10. Crab: Crabs are known for their hard shells and sideways walk, which can be fun traits for a child to act out.
  11. Lobster: Similar to crabs, but with large claws and a more elongated body.
  12. Stingray: Known for their flat bodies and long tails, stingrays are unique creatures of the sea.
  13. Anglerfish: These deep-sea fish are known for the glowing lure they use to attract prey, and can make for a more mysterious or scary character.
  14. Pufferfish: These fish inflate into a ball-like shape when threatened, which could make for a funny and interesting character.
  15. Mermaid/Merman: While not a real sea creature, these mythological beings can allow for even more creative storytelling and role-playing.

Remember, each of these characters can be portrayed in different ways to create diverse and interesting storylines during the workshop.

Posted in Drama for children

Exploring Emotions through Drama

Posted on by Drama Start Books

Title: Exploring Emotions

Age Range: 8-12 years

Duration: 60 minutes

Objective: To explore different emotions through drama and creative expression.

Materials Needed: Paper, pens/pencils, a large open space for movement, a music player

Warm-Up (5 minutes)

  1. Have the children stand in a circle.
  2. Explain that the warm-up activity is called “Emotion Tag.”
  3. One person will start by saying an emotion, such as “happy,” and then tag someone else in the circle.
  4. The person who was tagged must then express that emotion through movement, sound, or facial expression.
  5. The game continues with different emotions being called out and expressed until everyone in the circle has had a turn.

Activity 1 – Emotion Portraits (20 minutes)

  1. Give each child a piece of paper and ask them to fold it in half.
  2. Instruct the children to draw a self-portrait on one side of the paper.
  3. On the other side of the paper, ask them to draw their face expressing a certain emotion, such as anger, sadness, or joy.
  4. Once the portraits are complete, have the children share their emotion portraits with the group and explain why they chose that particular emotion.

Activity 2 – Emotion Walk (15 minutes)

  1. Ask the children to stand in a line.
  2. Play music and instruct the children to walk around the room, expressing a certain emotion through their body language and facial expressions.
  3. After a few minutes, stop the music and call out a new emotion for the children to express.
  4. Repeat the activity with different emotions.

Activity 3 – Emotion Scenes (20 minutes)

  1. Divide the children into pairs.
  2. Assign each pair an emotion, such as jealousy, fear, or excitement.
  3. Instruct the pairs to create a short scene that portrays their assigned emotion without using any dialogue.
  4. After a few minutes of rehearsal time, have the pairs perform their scenes for the group.
  5. Encourage the other children to guess the emotion being portrayed.

Closing (5 minutes)

  1. Gather the children together in a circle.
  2. Ask them to share one new thing they learned about emotions from the workshop.
  3. Remind them that emotions are a normal and important part of life, and that expressing them in healthy ways can help us to feel better.
  4. Thank the children for participating and dismiss them.
Posted in Drama for children

Myths and Legends: Exploring Mythology through Drama

Posted on by Drama Start Books

Myths and Legends: Exploring  Mythology through Drama

Aim: To introduce children to the world of  mythology through drama, and encourage them to create their own adaptations of myths and legends from various cultures.

Age group: Suitable for children aged 8-12.

Duration: 2-3 hours.

Materials required: A large, open space for movement and improvisation, props such as scarves, hats, or other costume pieces, music or sound effects to create atmosphere, and reference materials such as books or pictures of Greek and Norse mythology.

Learning Opportunity Action Plan:

Introduction (15 minutes)

  • Welcome the children to the workshop and introduce the theme of mythology, explaining that they will be exploring myths and legends from Greek and Norse cultures.
  • Provide a brief overview of the characteristics of these mythologies, such as the gods and goddesses, heroes, and monsters.
  • Invite the children to share any prior knowledge they may have about mythology.

Warm Up

  1. Mirroring (5 minutes)
  • Ask the children to pair up with a partner, facing each other.
  • One child should lead while the other follows, mirroring their movements exactly.
  • Encourage the children to use different levels (high, medium, low) and different parts of the body (arms, legs, head) to create interesting movements.
  • After a minute or two, switch roles so that the other child has a chance to lead and the first child follows.
  1. Slow-motion movement (5 minutes)
  • Ask the children to move around the space in slow motion, as if they are underwater or in outer space.
  • Encourage the children to experiment with different movements, such as reaching, stretching, or twisting.
  • Play music or sound effects to create a sense of atmosphere and to help the children focus on their movements.
  1. Sound and movement (5 minutes)
  • Ask the children to move around the space, making different sounds with their bodies.
  • Encourage the children to experiment with different sounds, such as clapping, stomping, or humming.
  • Play music or sound effects to create a sense of rhythm and to help the children synchronize their movements and sounds.
  1. Emotion and character (5 minutes)
  • Ask the children to choose an emotion, such as happiness, sadness, or anger.
  • Instruct the children to move around the space, expressing that emotion through their movements and facial expressions.
  • Encourage the children to experiment with different levels and speeds, and to try to convey the emotion through their whole body.
  • After a minute or two, ask the children to choose a character, such as a superhero, a monster, or a fairy.
  • Instruct the children to move around the space, embodying that character through their movements and facial expressions.
  • Encourage the children to use their imaginations and to experiment with different styles and techniques to bring the character to life.

Main Focus:

Mime and Movement (30 minutes)

  • Explain to the children that they will be using mime and movement to explore different myths and legends.
  • Provide examples of different myths and legends, such as the story of Medusa or Thor and the Midgard Serpent.
  • Divide the children into small groups and assign each group a myth or legend to explore.
  • Instruct the children to create a short mime and movement sequence that tells the story of their assigned myth or legend, using props and music or sound effects to enhance the atmosphere.

Examples of Myths:

Here is a list of popular myths and a brief synopsis of each:

  1. Greek Mythology – The story of Perseus: Perseus was a demigod and the son of Zeus and a mortal woman. He is known for his famous quest to kill Medusa, a creature with snakes for hair and the power to turn people to stone.
  2. Greek Mythology – The story of Orpheus and Eurydice: Orpheus was a talented musician who fell in love with Eurydice. When she died, he traveled to the underworld to try to bring her back. He was allowed to take her back to the world of the living on one condition – he must not look back at her until they reached the surface. Unfortunately, he did look back, and Eurydice was lost forever.
  3. Greek Mythology – The story of Theseus and the Minotaur: Theseus was a hero who volunteered to enter the labyrinth and kill the Minotaur, a creature with the body of a man and the head of a bull. He succeeded in killing the monster and finding his way out of the maze with the help of a ball of thread.
  4. Norse Mythology – The story of Thor and the Midgard Serpent: Thor was the god of thunder and one of the most powerful figures in Norse mythology. In this story, he battles the Midgard Serpent, a massive sea monster that threatens to destroy the world.
  5. Norse Mythology – The story of Odin and the Valkyries: Odin was the chief god of Norse mythology and the ruler of Asgard, the home of the gods. He is associated with wisdom, war, and death. In this story, he sends the Valkyries, female spirits who choose who will die in battle and who will live, to aid his favored warriors.
  6. Egyptian Mythology – The story of Osiris and Isis: Osiris was a god who ruled over the afterlife, and his sister-wife Isis was the goddess of fertility and motherhood. Osiris was killed by his brother, Seth, but was resurrected by Isis and became the ruler of the afterlife.
  7. Hindu Mythology – The story of Rama and Sita: Rama was an incarnation of the god Vishnu and the hero of the epic Ramayana. In this story, he rescues his wife Sita from the demon king Ravana with the help of his loyal friend Hanuman.
  8. Chinese Mythology – The story of the Monkey King: The Monkey King, also known as Sun Wukong, is a legendary figure in Chinese mythology. He is a mischievous and powerful monkey who becomes the disciple of a Buddhist monk and goes on many adventures, including battling demons and fighting for justice.
  9. Aztec Mythology – The story of Quetzalcoatl: Quetzalcoatl was the god of wind, wisdom, and knowledge in Aztec mythology. He was also associated with the planet Venus and was revered as a patron of arts and crafts.
  10. Native American Mythology – The story of the Raven: The Raven is a figure in many Native American mythologies, including those of the Pacific Northwest and the Inuit people. He is a trickster figure who is associated with creation and transformation, and is often depicted as a cunning and mischievous bird..

Still Image and Talking Objects (30 minutes)

  • Explain to the children that they will be using still image and talking objects to explore the characters and themes of their assigned myths and legends in more depth.
  • Instruct the children to create a still image that represents a character or theme from their assigned myth or legend, and to use talking objects to share their thoughts and feelings.
  • Encourage the children to think creatively and use their imaginations to bring the characters and themes to life.

Thought Tracking and Action Narration (30 minutes)

  • Explain to the children that they will be using thought tracking and action narration to explore the inner thoughts and motivations of the characters in their assigned myths and legends.
  • Instruct the children to choose a character or situation from their assigned myth or legend, and to create a short improvisation that uses thought tracking and action narration to reveal the character’s thoughts and feelings and move the story forward.
  • Encourage the children to experiment with different styles and techniques, and to work collaboratively to create a cohesive performance.

Conclusion (15 minutes)

  • Gather the children together and invite them to share their thoughts and feelings about the workshop.
  • Ask the children to reflect on what they have learned about mythology and how they have used drama techniques to explore these stories in a creative and engaging way.
  • Thank the children for their participation and encourage them to continue exploring the world of mythology and drama in their own time.

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama techniques, Drama workshops for children, Environment

Drama workshop for children based on Environmental Awareness

Posted on by Drama Start Books

Warm up

  1. Mimicking animals: In pairs or small groups, children can take turns mimicking the movements and sounds of different animals that they might find in their local environment, such as birds, insects, or fish. This activity can help children appreciate the diversity of life around them and the important role that each species plays in the ecosystem.
  2. Movement through different environments: The group can imagine that they are moving through different environments, such as a forest, a beach, and a city. They can use their bodies to mime the different features and challenges of each environment, such as climbing trees in the forest or dodging traffic in the city. This activity can help children understand the ways in which human activity can impact different types of environments.
  3. Exploring natural elements: The group can explore different natural elements, such as wind, water, and fire, through movement and gesture. For example, they might use their bodies to show the flow of a river or the intensity of a storm. This activity can help children appreciate the power and beauty of natural elements and the importance of protecting them.
  4. Movement and recycling: The group can use movement and gesture to show the process of recycling, from sorting materials to reusing them in new ways. This activity can help children understand the importance of reducing waste and conserving resources.

Hot seating\thought tracking

Each child gets a chance in the hot seat, the chose a character.
Here are some characters that could represent different perspectives on environmental issues:

  1. A factory owner who is reluctant to reduce emissions because it will cut into profits
  2. A scientist who is deeply concerned about the impact of climate change
  3. A farmer who relies on pesticides to protect their crops
  4. A fisherman who depends on a healthy ocean for their livelihood
  5. A hiker who loves spending time in nature and wants to protect it
  6. A politician who is under pressure from their constituents to prioritize economic growth over environmental protection
  7. An environmental activist who is passionate about protecting the planet at any cost
  8. A resident of a city who is concerned about air pollution and traffic congestion
  9. A representative of a renewable energy company who is pushing for greater investment in green energy
  10. A parent who is worried about the future their children will inherit if environmental issues are not addressed.

While the child is in the hot seat, we will use thought tracking to help them further explore their character’s thoughts and motivations. We might ask them to describe what their character is thinking in response to a particular question or situation.

This activity can help children understand that there are many different perspectives on environmental issues, and that people may have different motivations and priorities when it comes to protecting the environment. By exploring these different perspectives, children can develop empathy and a more nuanced understanding of environmental issues, which can help them become more effective advocates for the environment in their own lives.

Here are some possible hot seating questions to explore different perspectives on environmental issues:

  1. How do you feel about the environment?
  2. What is your perspective on [specific environmental issue]?
  3. What do you think are the causes of the issue?
  4. How important do you think it is to address this issue?
  5. What do you think are the potential consequences of not addressing this issue?
  6. How do you think this issue affects different groups of people differently?
  7. What do you think are the biggest barriers to addressing this issue?
  8. What actions do you think should be taken to address the issue?
  9. How do you respond to criticism of your perspective on this issue?
  10. How do you balance your personal interests and concerns with the need to protect the environment?

These questions can be tailored to the specific characters and environmental issues being explored. By asking these questions, we can help children develop a deeper understanding of the different perspectives on environmental issues and the complexity of the challenges involved in addressing them.

Still image\SoundScape

In a still image, actors freeze in position to create a picture that represents a particular moment or situation. In this activity, we will use still images to create tableaux that represent different environmental scenarios. For example, we might create a still image of a forest that has been clearcut or a beach that is covered in plastic waste.

Once the actors have created the still image, we will add a soundscape to the scene. A soundscape is a collection of sounds that help to create an atmosphere or environment. For example, we might add the sounds of chainsaws and falling trees to the clearcut forest scene, or the sound of waves and seagulls to the beach covered in plastic waste.

Here are some examples of environmental scenarios that we might explore using still image and soundscape techniques:

  1. Deforestation: Actors might create a still image of a forest that has been clearcut, with stumps and debris littering the ground. The soundscape could include the sound of chainsaws, falling trees, and heavy machinery.
  2. Air pollution: Actors might create a still image of a city skyline obscured by smog, with people wearing masks to protect themselves from the polluted air. The soundscape could include the sound of traffic, factory machinery, and coughing.
  3. Plastic waste: Actors might create a still image of a beach covered in plastic waste, with plastic bottles, bags, and other debris scattered along the shore. The soundscape could include the sound of waves and seagulls, as well as the sound of plastic waste being washed up on the beach.
  4. Oil spills: Actors might create a still image of a coastline covered in oil, with oil slicks stretching out into the water. The soundscape could include the sound of waves and seagulls, as well as the sound of oil being spilled and cleanup efforts in progress.
  5. Climate change: Actors might create a still image of a flooded city, with people wading through water up to their waists. The soundscape could include the sound of rain, thunder, and flooding, as well as news reports or other media coverage of the climate crisis.
  6. Coral reef destruction: Actors might create a still image of a coral reef that has been damaged by pollution or climate change, with bleached and broken coral. The soundscape could include the sound of waves, as well as the sound of boats or other human activity that can damage coral reefs.
  7. Overfishing: Actors might create a still image of a fishing boat that has caught more fish than it can sustainably support, with fish spilled over the sides of the boat. The soundscape could include the sound of waves, as well as the sound of fishing nets and other equipment.
  8. Habitat destruction: Actors might create a still image of a bulldozer tearing down a natural habitat, such as a forest or wetland. The soundscape could include the sound of machinery, as well as the sounds of the animals that live in the habitat, to emphasize the impact on wildlife.
  9. Water scarcity: Actors might create a still image of a community struggling to access clean water, with people carrying buckets or waiting in long lines at a water source. The soundscape could include the sound of running water, as well as the sounds of people talking and moving about.
  10. Renewable energy: Actors might create a still image of a wind turbine or solar panel farm, with the soundscape including the sound of the wind or sun, as well as the sound of the renewable energy source in action.

Conscience alley

Finally, we will use the conscience alley technique to explore the choices we make as individuals and the impact those choices can have on the environment. Children will walk through a “conscience alley” of their peers who will offer different perspectives on environmental issues and encourage them to make choices that benefit the earth. Here some examples of environmental issues that we might explore using the conscience alley technique:

  1. Recycling: The child will walk through the conscience alley and hear different arguments for and against recycling. One person might argue that recycling takes too much effort and time, while another person might point out the benefits of conserving resources and reducing waste.
  2. Energy consumption: The child will walk through the conscience alley and hear different arguments for and against energy conservation. One person might argue that they need to keep the lights on all the time because they feel safer, while another person might point out the benefits of reducing energy consumption to protect the environment.
  3. Transportation: The child will walk through the conscience alley and hear different arguments for and against different modes of transportation. One person might argue that they need to drive everywhere because they have a long commute, while another person might point out the benefits of walking or biking to reduce emissions and improve health.
  4. Water conservation: The child will walk through the conscience alley and hear different arguments for and against water conservation. One person might argue that they need to take long showers to relax, while another person might point out the benefits of conserving water to protect the environment and ensure access to clean water for all.
  5. Wildlife conservation: The child will walk through the conscience alley and hear different arguments for and against protecting wildlife. One person might argue that humans are more important than animals and that we need to use resources to meet our own needs, while another person might point out the benefits of protecting endangered species to maintain biodiversity and the health of ecosystems.

For more drama workshops click on the links below:

 

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama workshops for children, Freeze Frame, Hot seating, Mime, Mime for all ages

Space Adventure – A Drama Workshop for Children ages 5 to 8

Posted on by Drama Start Books

Objective: To help children explore their imagination and creativity, while learning about space and the different elements involved in space exploration.

Age Group: 5 to 8 years old

Materials Needed: Space-themed props (such as helmets, cardboard cutouts of spaceships, planets, etc.), costumes, a space-themed soundtrack (optional).

Warm-Up Activity: Space Walk

  • Have the children stand in a circle, and explain that they are going on a space walk to explore the galaxy.
  • Begin walking around the circle with a slow, steady pace, and have the children follow you.
  • After a few minutes, start introducing different movements, such as walking backwards, tiptoeing, jumping, or spinning.
  • Encourage the children to come up with their own movements, and have them lead the group.
  • Slowly increase the pace, until the children are “zooming” through space.

Mime and Movement: The Launch

  • Divide the children into groups, and explain that they are going to act out the launch of a spaceship.
  • Provide the children with cardboard cutouts of a spaceship and other space-themed props, and encourage them to use mime and movement to simulate the launch process.
  • Ask the children to work together to come up with different movements and sounds that represent the different stages of the launch, such as countdown, liftoff, and acceleration.
  • Once each group has had a chance to practice, have them perform their launch sequence for the rest of the group.

Improvisation: Alien Encounter

  • Explain to the children that they have landed on a strange planet and encountered an alien creature.
  • Assign each child a role, either as an astronaut or as the alien, and encourage them to use improvisation to interact with one another.
  • Encourage the children to use movement, gesture, and voice to create their characters and the scene.
  • As the scene progresses, encourage the children to add more details and dialogue to their improvisation, as they discover more about the alien and its world.

Role play: Mission Control

  • Explain to the children that they are going to act out a communication between the spaceship and Mission Control on Earth.
  • Provide the children with props such as walkie-talkies, headsets, or toy telephones to represent the communication devices.
  • Assign one child as the spaceship captain and another as the Mission Control operator.
  • Encourage the children to use talking objects to communicate with each other, such as speaking into the walkie-talkies or using hand gestures to indicate different commands.
  • Encourage the children to switch roles and try different communication devices, to explore the different ways that communication can be used in space exploration.

Still Images and Thought Tracking: Spacewalk

  • Explain to the children that they are going to act out a spacewalk, where they will explore the surface of a planet or asteroid.
  • Have the children work in pairs, and encourage them to use still images to create different poses and movements that represent the spacewalk.
  • After a few minutes, ask the children to freeze in their current pose, and have them silently think about what their character is feeling and thinking in that moment.
  • Encourage the children to share their thoughts and feelings with their partner, and to use thought tracking to add more detail and depth to their character.

Soundscape: The Return Home

  • Explain to the children that they are going to act out the return journey home, where they will encounter different sounds and obstacles along the way.
  • Provide the children with different sound-making props, such as rattles, drums, or bells.
  • Encourage the children to create a soundscape that represents the different stages of the return journey, such as the re-entry into Earth’s atmosphere, turbulence during the descent, and the landing on the ground.
  • As the soundscape progresses, encourage the children to add more details and variations, such as different rhythms and volume levels.
  • After the soundscape is complete, have the children share their experiences and reflections on their space adventure.

Cool-Down Activity: Reflection and Sharing

  • Have the children sit in a circle, and encourage them to share their favorite moments from the space adventure workshop.
  • Ask the children to reflect on what they learned about space exploration and how they used their imagination and creativity during the workshop.
  • Finally, thank the children for their participation and encourage them to continue exploring the world of drama and creativity.

Note: Depending on the age and skill level of the children, you can modify or adjust the drama strategies used in the workshop. You can also add or remove certain activities to suit your needs and objectives.

 

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama techniques, Freeze Frame, Hot seating, improvisation, Mime for kids, Plays about graditude, Plays for Children, Plays for well being, Plays that teach emotions, Role playing stories, Still image, Storytelling

A drama workshop for children which is based on gratitude.

Posted on by Drama Start Books


Here is a drama workshop for 5 to 8 year olds based on the theme of “The Magic of Thankfulness”: It is from the book Gratitude Stories on Stage.

Introduction: Begin the workshop by discussing the concept of gratitude and what it means to be thankful. Ask the children to share examples of things for which they are grateful.

Main Focus/The Magic Wand: Mime and Movement – Explain to the children that they will be using their imaginations to pretend they have a magic wand that can make things appear or disappear. Have them practice moving the wand in different ways to make different things happen, such as waving it to make a flower appear or flicking it to make a rock disappear.

Still Image – In small groups, have the children create a frozen image of themselves holding their magic wands and casting spells.

The Ungrateful Friend: Action Narration – Tell the story of an ungrateful friend who never says thank you or appreciates the things others do for them. Have the children act out the story as it unfolds.

Narration: Once upon a time, there was an ungrateful friend named Max. Max had many friends, but he never thanked them for their help or appreciated what they did for him. One day, Max’s friend Sam cooked him a delicious dinner and invited him over. Max came over and enjoyed the meal, but when he left, he didn’t even say thank you to Sam. The next day, Max’s friend Sarah invited him to her birthday party. She decorated her whole house, baked a cake, and had a special present for Max. But when Max arrived, he didn’t even say happy birthday to Sarah or thank her for inviting him. Max’s friends started to get tired of his ungrateful behaviour. They started to distance themselves from him and stopped inviting him to their events. Max didn’t even notice and thought nothing of it. One day, Max needed help with a big project, so he reached out to his friends for assistance. But none of them wanted to help him. Max was surprised and didn’t understand why. He realized that he had taken his friends for granted and never showed them appreciation or gratitude. Max decided to change his ways and started saying thank you and showing appreciation for his friends. He even threw a party to apologize for his past behaviour and to thank his friends for always being there for him. From then on, Max’s friendships grew stronger, and he learned the importance of showing gratitude and appreciation.

During the story, the children can act out the various scenes by showing appreciation, saying thank you, and giving hugs to each other. They can also show Max’s ungrateful behaviour by ignoring their friends and refusing to say thank you. The children can also act out the scene where Max realizes his mistake and shows gratitude to his friends by hugging and thanking them.

Hot Seating – Choose one child to play the ungrateful friend and another to play their best friend. The rest of the children will take turns asking them questions about their actions and feelings towards each other.

The Magic of Thankfulness: Flash Forward – Have the children create a scene showing the ungrateful friend realizing the importance of being thankful and expressing gratitude towards others.

Role Play Sculpting – In small groups, have the children take turns playing the role of someone who has done something kind for them, while the others sculpt them into a frozen image to represent their gratitude towards that person.

The Thankful Tree: Conscience Alley – Set up a “thankful tree” by taping a large piece of paper to the wall and drawing a tree trunk and branches. Have the children take turns walking through the “conscience alley” and adding leaves to the tree with things they are thankful for.

Storytelling – End the workshop by reading a story about thankfulness, such as “The Giving Tree” by Shel Silverstein, and encourage the children to share their favourite parts of the story and how it relates to the theme of gratitude.

Conclusion: Gather the children in a circle to reflect on the workshop. Discuss how the different drama techniques helped them understand the theme of gratitude and its importance.

Encourage the children to practice being thankful and expressing gratitude towards others in their daily lives.

 

Posted in Drama Activities for children, Drama for children, Fairy Tales, Goldilocks anD the three bears, Still image, Storytelling, Storytelling in the Early years, teacher in role

Goldilocks and the Three Bears Drama Workshop

Posted on by Drama Start Books

Goldilocks and the Three Bears Drama Workshop

Materials: A copy of the story of Goldilocks and the Three Bears. Bear masks and props (optional). Chairs or stools to represent the three bears’ chairs.

Warm-up: Lead the children in a warm-up activity such as stretching, dancing, or singing. Tell the children that they will be using their imagination to bring the story of Goldilocks and the Three Bears to life.

Main Focus: Talking Objects – ask the children to choose an object from the story, such as the porridge, chairs, or beds. Ask the children to imagine what the object might say or feel if it could talk. Encourage the children to use their creativity and imagination to come up with interesting ideas. Ask the children to take turns speaking for their object and improvising a short scene where it interacts with the other objects in the story.

Here are some examples of what the objects might say:

Porridge: “I’m too hot! I’m too cold! Why can’t anyone get me just right?”

Chairs: “I’m so big and uncomfortable. Why can’t someone make a chair that fits me just right?”

Beds: “I’m too hard! I’m too soft! Why can’t someone make a bed that’s just right for me?”

Spoon: “I’m so lonely. Nobody ever pays attention to me!”

Bowl: “I’m so empty! Fill me up, someone!”

Door: “Who’s there? Why are you coming into the bears’ house without asking?”

Window: “I’m so curious. I wonder what’s happening inside the bears’ house?”

House: “I’m just a house, but I’ve seen so much excitement since those bears moved in!”

Mime – ask the children to imagine they are Mama, Papa, or Baby Bear. Ask the children to use occupational mime to show what their bear character might do during a typical day, such as making porridge, reading a book, or going for a walk in the woods. Encourage the children to use their bodies to express different emotions, such as happiness, frustration, or tiredness.

Hot Seating -choose one child to play the role of Goldilocks. Ask the other children to take turns asking Goldilocks questions about her behaviour in the story, such as why she went into the bears’ house, why she tried their porridge, and what she would do differently if she could go back in time. Encourage the children to use their listening and communication skills to ask thoughtful questions and respond to Goldilocks’ answers. Here are some examples of questions to ask Goldilocks in the hot seat.

  • Why did you go into the bears’ house without permission?
  • How did you feel when you saw the bears’ chairs, porridge, and beds?
  • Why did you eat the bears’ porridge even though you knew it wasn’t yours?
  • How did you feel when you broke Baby Bear’s chair?
  • What would you do differently if you could go back in time?
  • How did you feel when the bears came home and discovered that you were in their house?
  • What would you say to the bears if you could apologize for your behaviour?
  • How did you feel when you ran away from the bears and the house?
  • What did you learn from your experience with the bears?
  • If you could have any wish, what would you wish for?

Teacher in Role – ask the other children to take turns acting out different scenes from the story, such as Goldilocks entering the bears’ house or the bears discovering that someone has been in their home. Encourage the teacher to play different characters in the story and interact with the children to help guide and shape the scenes.

Still Image – ask the children to work in pairs or small groups. Assign each group a scene from the story.  Ask the children to create a still image that represents the key moment in the scene. Encourage the children to use their bodies and facial expressions to convey the emotions and actions of the characters in the scene. Here are some examples of scenes from the story of Goldilocks and the Three Bears:

  • Goldilocks walking through the forest and coming across the bears’ house for the first time.
  • Goldilocks entering the bears’ house and discovering the three bowls of porridge on the table.
  • Goldilocks trying the porridge and exclaiming, “This porridge is too hot! This porridge is too cold! This porridge is just right!”
  • Goldilocks trying out the three chairs and breaking Baby Bear’s chair.
  • Goldilocks exploring the bears’ house and eventually falling asleep in Baby Bear’s bed.
  • The bears coming home and discovering that someone has been in their house.
  • Mama Bear exclaiming, “Someone’s been eating my porridge!”
  • Papa Bear exclaiming, “Someone’s been sitting in my chair!”
  • Baby Bear exclaiming, “Someone’s been sleeping in my bed, and she’s still there!”
  • The bears discovering Goldilocks in Baby Bear’s bed and confronting her.

Closure: Have the participants sit in a circle. Explain that you are going to play a storytelling game inspired by the story of Goldilocks and the Three Bears. Begin the story by saying “Once upon a time, there were three bears who lived in a cosy cottage in the woods.” Ask the person to your left to continue the story by adding a sentence. For example, “One day, while the bears were out for a walk, a little girl named Goldilocks stumbled upon their cottage.” Continue around the circle, with each person adding a sentence to the story. Encourage participants to use their imagination and come up with creative twists and turns in the story. Continue the story until it reaches a satisfying conclusion or until everyone has had a chance to contribute multiple times.

Click on the links below for more drama workshops based on children’s fairytales.

Posted in Drama for children

An example of a therapeutic story for a 4 year old that deals with grief

Posted on by Drama Start Books

Once upon a time, in a beautiful forest, there was a happy family of birds. Mama bird and Papa bird had three little baby birds, who loved playing together and exploring their world.

One day, while the baby birds were playing, a big storm came and Mama bird was hurt. The baby birds were very scared and sad because Mama bird was taken away and didn’t come back.

Days and weeks went by, and the baby birds missed Mama bird very much. They felt sad and lost without her. Papa bird tried to comfort them, but he was also sad and missed Mama bird too.

One day, while they were playing, they saw a beautiful butterfly flying around them. The butterfly had colorful wings and was very graceful. The baby birds watched the butterfly with amazement and asked, “Butterfly, how do you fly so high? We wish we could fly like you!”

The butterfly replied, “Dear baby birds, flying is not always easy, but it’s important to keep trying. Just like when you lost Mama bird, it was hard, but you are strong and can keep going. Sometimes when we are sad, we feel like we can’t go on, but we have to keep trying, just like when we learn to fly.”

The baby birds thought about what the butterfly said, and they started to feel a little better. They realized that even though Mama bird was not with them anymore, they could still keep going and learn to be strong, just like the butterfly.

Days and weeks went by, and the baby birds kept playing and exploring their world, but they never forgot about Mama bird. They would always remember her and the happy times they had together, but they also learned to keep going and be strong, just like the butterfly.

In the end, the baby birds realized that even though Mama bird was not with them anymore, they could still find joy and happiness in life. They could keep learning and growing, just like the butterfly, and they could always remember Mama bird and the love she had for them.

And so, the baby birds lived their lives, with the memory of Mama bird in their hearts, and the knowledge that they could be strong and resilient, just like the butterfly.

 

Posted in Drama for children

An example of a therapeutic story for a 4 year old that deals with exclusion

Posted on by Drama Start Books

Once upon a time, in a beautiful garden filled with all sorts of flowers, there was a little seed that desperately wanted to belong. The seed looked around and saw all the other flowers growing tall and strong, swaying in the gentle breeze, and having fun together.

But try as it might, the little seed just couldn’t seem to fit in. Every time it tried to grow, it felt like something was holding it back. The other flowers would look at it with suspicion, and sometimes even make fun of it.

One day, the little seed decided to leave the garden and go on a journey to find where it belonged. It traveled far and wide, seeing many different landscapes and meeting all sorts of plants and animals along the way. But no matter where it went, the little seed just couldn’t find a place where it felt like it belonged.

As the little seed traveled, it started to grow weary and began to feel lonely. It missed the other flowers in the garden and wished it could be back among them. It felt like it was the only seed in the world that didn’t fit in.

But then, something wonderful happened. The little seed came across a beautiful tree that had branches stretching up to the sky. The tree saw the little seed and welcomed it with open arms.

“Come and join me,” said the tree. “You may not be a flower, but you are still a valuable and important part of this world.”

The little seed was touched by the tree’s kindness and climbed up onto one of its branches. From up there, it could see the whole world, and it realized that there were all sorts of plants and animals that were different from each other, but still belonged in their own way.

The little seed learned that it didn’t have to be just like everyone else to belong. It could be unique and still have a place in the world. And from that day on, the little seed felt happier and more content than ever before. It stayed with the tree, growing tall and strong, and living a fulfilling life in its own way.

Posted in Drama for children

Crafting a Therapeutic Story: A Guide to Healing Through Narratives

Posted on by Drama Start Books

Introduction

Stories have the power to heal, transform, and inspire. They can help us make sense of our experiences, foster empathy, and provide an avenue for self-expression. This power of storytelling is the foundation of therapeutic stories – narratives specifically designed to address emotional and psychological needs. In this blog post, we’ll delve into the art of constructing therapeutic stories, from understanding their purpose to exploring the key elements required for maximum impact.

  1. The Purpose of Therapeutic Stories

Therapeutic stories are often used in counseling, therapy, and educational settings to help individuals navigate complex emotions and experiences. They can offer a safe space for exploring difficult topics, addressing internal conflicts, and promoting personal growth. Some common objectives of therapeutic stories include:

  • Encouraging self-reflection and self-awareness
  • Providing coping strategies and problem-solving skills
  • Building resilience and emotional regulation
  • Fostering empathy and understanding of others
  • Enhancing communication and social skills
  1. Identifying the Audience and Their Needs

Before you begin crafting your therapeutic story, it’s crucial to understand your audience and their emotional and psychological needs. This requires empathy, active listening, and a willingness to explore the audience’s unique perspectives. Some questions to consider when identifying the needs of your audience include:

  • What are their emotional or psychological challenges?
  • What life experiences or circumstances are relevant?
  • What coping skills or strategies do they need to develop?
  • What are their strengths, interests, and values?
  1. Creating Relatable Characters

Characters are the heart of any story, and in therapeutic stories, they play a pivotal role in connecting with your audience. It’s essential to create relatable characters that embody the emotions, challenges, and experiences of your intended audience. Consider the following when developing your characters:

  • Give them human qualities, emotions, and flaws
  • Consider their backgrounds and experiences
  • Allow for growth and transformation throughout the story
  • Ensure their actions and decisions align with the story’s objectives
  1. Developing a Compelling Narrative

A captivating narrative can keep your audience engaged and encourage reflection on their experiences. As you construct your story, consider the following elements:

  • A clear beginning, middle, and end
  • Conflict or challenges that the characters must overcome
  • A resolution that demonstrates growth, learning, or healing
  • A theme that ties the narrative together and reinforces the therapeutic objectives
  1. Incorporating Metaphors and Symbolism

Metaphors and symbolism can be powerful tools in therapeutic storytelling. They allow the audience to explore complex emotions and situations from a safe distance while still enabling them to make personal connections. When incorporating metaphors and symbolism, consider the following:

  • Choose symbols that resonate with your audience’s experiences and emotions
  • Use metaphors that align with the story’s objectives and themes
  • Ensure the metaphors and symbolism are easily understood and accessible to your audience
  1. Review and Revise

Once your therapeutic story is complete, take the time to review and revise it. Consider whether the story meets your initial objectives, effectively addresses your audience’s needs, and remains engaging throughout. Solicit feedback from colleagues or members of your target audience to ensure your story is as impactful and meaningful as possible.

Conclusion

Constructing a therapeutic story is a rewarding endeavor that can have a profound impact on the lives of those who experience it. By understanding the purpose of therapeutic stories, identifying the needs of your audience, creating relatable characters, and developing a compelling narrative with the use of metaphors and symbolism, you can craft a story that promotes healing, personal growth, and self-awareness. Happy storytelling!