Author: Drama Start Books

This is a resource site for early education and primary school educators. The blog shares ideas for teaching creative drama/ drama in education to children.
Posted in Drama for children

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

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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

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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

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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!

Posted in Drama, Drama Activities for children, Drama for children, Drama strategies, Drama techniques, Drama workshops for children, Hot seating, teacher in role

Drama learning opportunity based on Little Red Riding Hood

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A drama learning opportunity based on Little Red Riding Hood

Introduction (5 minutes): Start by introducing the story of Little Red Riding Hood and asking the children if they have heard the story before. Briefly recap the story and ask the children to identify the characters in the story. Explain to the children that they are going to participate in a drama activity that explores the characters and events in the story in a new way.

Warm Up (10 minutes): Lead the children in a simple warm-up activity, such as stretching or jumping jacks. Encourage them to move their bodies and get their energy flowing.

Teacher in Role (10 minutes): Explain to the children that you are going to play the role of Little Red Riding Hood’s grandmother. Invite the children to ask you questions about the story and the events that happened. Use your imagination to respond as if you were the grandmother, and encourage the children to ask follow-up questions to explore the character’s backstory and motivations.

Sound Collage (10 minutes): Explain to the children that they are going to participate in a drama technique called sound collage. Divide the children into small groups and assign each group a scene from the story, such as Little Red Riding Hood walking through the forest. Ask each group to create a soundscape that represents the scene using their voices and other sounds they can make with their bodies or objects. Encourage them to think creatively about the sounds they can make to represent the scene. After each group has created their soundscape, bring the whole group back together and ask them to share their soundscape with the rest of the group.

Hot Seating (10 minutes): Explain to the children that they are going to participate in a drama technique called hot seating. Choose one child to be the “hot seat,” and assign them a character from the story, such as the wolf. Ask the rest of the group to ask questions about the character and their motivations. Encourage the child in the hot seat to answer as if they were the character, using their imagination to create a backstory and motivations.

Still Image (10 minutes): Explain to the children that they are going to participate in a drama technique called still image. Divide the children into small groups and assign each group a scene from the story, such as Little Red Riding Hood meeting the wolf. Ask each group to create a still image of the moment from the story using their bodies and facial expressions to show the emotion and action of the moment. Then, have each group share their still image with the rest of the group, and ask them to guess which moment from the story it represents.

Conclusion (5 minutes): To end the session, gather the children back in a circle. Ask them to share what they learned about the story and how drama helped them explore the characters and events in a new way. Thank the children for participating and remind them that they can use their imagination and creativity in their daily lives. You could also suggest that they try to act out their favorite scenes from the story at home or in the playground.

Posted in Animal Stories, Creativity in the early years, Drama, Drama Activities for children, Drama for children, drama for kids, Movement activities, Movement stories for children

Drama learning opportunity that focuses on the movement concept of directions (20 minutes)

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 A drama learning opportunity that focuses on the movement concept of directions (20 minutes)

Warm Up (2-3 minutes):
Start by having the children stand in a circle. Explain to them that they are going to warm up their bodies and practice moving in different directions. Begin with simple movements, such as marching in place, jogging, or jumping jacks. Encourage the children to move their arms and legs as they warm up. After a few minutes, introduce a game of “Simon Says” to reinforce the different directions of movement. Give the children instructions to move forward, backward, and sideways. For example, “Simon says take three steps forward, then two steps backward.” Make sure to include movements that challenge the children, such as turning around or hopping on one foot.

Role-Playing (15 minutes):
Next, explain to the children that they are going to play a game where they act out different scenarios and practice moving in different directions. The following are some examples you can use….

  1. Crossing a busy street: Divide the children into small groups and explain that they are going to act out crossing a busy street. Set up a pretend street with cones or markers, and have one child pretend to be a car. Encourage the children to think about how they can cross the street safely by moving forward, backward, and sideways. For example, they could walk sideways to avoid the pretend car, or walk backward to stay aware of their surroundings.
  2. Going on a treasure hunt in the forest: Divide the children into small groups and explain that they are going on a treasure hunt in the forest. Set up a pretend forest with cones or markers, and place a small treasure at the end of the course. Encourage the children to think creatively about how they can navigate the course by moving forward, backward, and sideways. For example, they could crawl sideways to go under a pretend log, or walk backward to stay aware of their surroundings.
  3. Moving through a crowded room: Explain to the children that they are going to act out moving through a crowded room, such as a party or a school assembly. Set up a pretend room with chairs or mats as obstacles, and have some children pretend to be other people in the room. Encourage the children to think about how they can move forward, backward, and sideways to navigate through the room. For example, they could walk sideways to avoid bumping into other people, or walk backward to stay aware of their surroundings.
  4. Escaping from a pretend monster: Explain to the children that they are going to act out escaping from a pretend monster. Set up a pretend monster with a designated start and finish line, and encourage the children to think creatively about how they can escape the monster by moving forward, backward, and sideways. For example, they could run backward to keep an eye on the monster, or crawl sideways to avoid being seen.
  5. Moving through a maze: Explain to the children that they are going to act out moving through a maze. Set up a simple maze using cones or markers, and encourage the children to think creatively about how they can move forward, backward, and sideways to navigate through it. For example, they could walk sideways to avoid dead ends, or walk backward to retrace their steps.
  6. Crossing a river: Divide the children into small groups and explain that they are going to act out crossing a river. Set up a pretend river with a designated start and finish line, and encourage the children to think creatively about how they can move forward, backward, and sideways to cross the river. For example, they could hop sideways on pretend rocks to avoid the water, or walk backward to stay aware of their surroundings.
  7. Exploring outer space: Explain to the children that they are going to act out exploring outer space. Set up a pretend space station with cones or markers, and encourage the children to think creatively about how they can move forward, backward, and sideways in zero gravity. For example, they could crawl sideways to avoid obstacles, or walk backward to stay aware of their surroundings.
  8. Escaping from a maze of laser beams: Explain to the children that they are going to act out escaping from a maze of laser beams. Set up a pretend maze with strings or yarn as the laser beams, and encourage the children to think creatively about how they can move forward, backward, and sideways to avoid the beams. For example, they could duck down and crawl sideways under the beams, or walk backward to stay aware of their surroundings.

Closure (2 minutes):
To end the session, gather the children back in a circle. Ask them to share what they learned about moving in different directions during the role-playing activity and obstacle course. Encourage them to use different ways of moving in their daily activities, such as walking sideways to get around a crowded room. End by thanking the children for participating and reminding them to practice moving in different directions throughout their day. You could also lead the group in a simple stretching routine to cool down their bodies before dismissing them.

Posted in Animal Stories, Creativity in the early years, Drama, Drama for children, drama for kids, Movement activities, Movement stories for children

A Movement Story that focuses on the movement concept of different levels (high, medium, low)

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Movement Story

that focuses on the movement concept of different levels

(high, medium, low)


Once upon a time, there were three best friends: a rabbit named Rosie, a snake named Sammy, and a giraffe named Gina. They loved to explore their world and go on adventures together. One sunny day, they decided to go on a hike in the nearby mountains. (Low)

As they climbed up the steep path, Rosie hopped ahead on the rocks and pebbles, leading the way. Sammy slithered up behind, weaving through the grass and shrubs, while Gina gracefully stretched her long neck up high to look for the best route. (Low, Medium, High)

As they reached the top of the mountain, they discovered a deep and winding cave. Excited for a new adventure, they decided to explore it together. (Low, Medium)

Rosie led the way through the narrow entrance, hopping over rocks and boulders. Sammy followed close behind, his body easily sliding through tight spaces. Gina had to be careful not to hit her head on the low ceiling, but her long legs helped her step over the rocky terrain. (Low, Medium)

As they ventured deeper into the cave, they came across a steep and slippery slope. Rosie bravely hopped down first, her furry body bouncing down the incline. Sammy slithered down next, smoothly navigating the curves and twists. Gina carefully stepped down, her long legs helping her keep her balance. (Low, Medium)

Finally, they reached the end of the cave, where they discovered a hidden waterfall. The water was sparkling and clear, and the sound of it crashing down was exhilarating. Rosie couldn’t resist and hopped right into the pool below. Sammy slithered down to the water’s edge, his sleek body gliding across the rocks. Gina carefully walked down to the edge of the pool, her long neck allowing her to drink the refreshing water. (Low, Medium, High)

As they sat on the edge of the pool, enjoying the beautiful scenery, they realized that they had discovered something new about themselves. They each had their own unique way of exploring movement at different levels, and they had all brought something special to the adventure. (Low, Medium, High)

With happy hearts and tired feet, they made their way back down the mountain, already planning their next adventure together.

Posted in Drama for children

Drama in the Early Years and Inquiry Based Learning.

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Drama is a powerful tool for promoting inquiry-based learning in early years. By engaging in dramatic play, children can explore and experiment with new ideas and concepts in a safe and supportive environment. This can be done through a range of activities that encourage collaboration, support experimentation, and scaffold learning to facilitate deeper understanding.

One way to use drama in early years is to provide children with a range of props and costumes, and encourage them to act out stories or scenarios. By engaging in dramatic play, children can explore a range of social and emotional issues, such as friendship, bullying, and conflict resolution. By playing different roles and experimenting with different scenarios, children can develop a deeper understanding of the world around them and the social dynamics that exist within it.

Drama can also be used to support children’s language and literacy development. By engaging in role-playing activities, children can experiment with different language forms and expressions. They can also explore different genres, such as storytelling, poetry, and drama, and develop their understanding of narrative structure and character development.

Collaboration is a key aspect of drama-based inquiry learning. By working together on dramatic activities, children can develop their social and communication skills, and learn to respect and value the ideas and perspectives of others. Collaboration can also support children’s cognitive development by encouraging them to consider multiple perspectives and explore different problem-solving strategies.

To facilitate deeper learning through drama, teachers can scaffold children’s exploration and experimentation. This can involve providing prompts and questions to encourage deeper thinking, and providing support and feedback to help children develop their understanding of the concepts and ideas they are exploring. Teachers can also provide opportunities for children to reflect on their learning and share their ideas and perspectives with others.

Overall, drama is an engaging and effective way to promote inquiry-based learning in early years. By encouraging children to experiment, collaborate, and explore new ideas and concepts, drama can support the development of a range of key skills and knowledge, and help to prepare children for success in their future learning and life experiences.

Posted in Drama strategies, Drama techniques

Drama Techniques

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Drama in education is an effective technique that can enhance learning and promote student engagement. It uses theatrical techniques and elements to encourage students to participate in their learning experience. In this blog post, we will discuss various drama in education techniques and how they work.

Role-playing is a technique in which students act out different roles to understand different perspectives and situations. It helps students to empathize and understand complex ideas or historical events. For example, a history class could have students reenact a significant historical event, like the American Revolution, to gain a deeper understanding of the issues and emotions involved.

Storytelling is an effective way to communicate complex ideas, values, and cultural traditions. Through storytelling, students can connect with different cultures, learn important life lessons, and develop their creative skills. It is a versatile technique that can be used across different subjects and age groups.

Puppetry is a technique that allows students to develop their creativity and imagination by bringing characters to life through the use of puppets. It is a versatile technique that can be used across different subjects and age groups. For example, an elementary school class could use puppetry to explore different habitats and the animals that live there.

Mime is a non-verbal form of communication that involves using facial expressions and body movements to tell a story or convey an emotion. It helps students develop their non-verbal communication skills, creativity, and observation skills. For example, a drama class could have students perform a silent play to explore emotions like love, loss, or friendship.

Hot-seating is a technique where students take on the role of a character from a story or historical event and are interviewed by their classmates. It helps students to understand a character’s motivations, thoughts, and feelings. For example, in an English class, students could hot-seat a character from a novel to explore their perspective on events in the story.

Teacher in role is a technique that involves the teacher taking on a role to create a dynamic and interactive learning experience. The teacher uses drama techniques to engage with students and bring a subject to life. For example, a history teacher could take on the role of a historical figure and interact with students as if they were living in that time period

Freeze frame is a technique that involves creating a still image of a scene or moment from a story or event. It helps students to develop their observation and critical thinking skills, as well as their understanding of the story or event. For example, in an English class, students could create a freeze frame of a character’s reaction to a pivotal moment in a novel.

Still image is similar to freeze frame, but it involves creating a still image of a character or idea rather than a moment from a story or event. It encourages students to think deeply about the emotions and motivations of a character or the central theme of a story. For example, in a drama class, students could create a still image of the concept of courage.

Sound collage is a technique that involves creating a collage of sounds to evoke a particular atmosphere or emotion. It encourages students to use their imagination and creativity to develop their own soundscapes. For example, in a drama class, students could create a sound collage to evoke a particular mood or atmosphere, such as a haunted house or a bustling city.

Improvisation is a drama technique that encourages students to think on their feet and respond creatively to different scenarios. It can help students develop problem-solving skills, teamwork, and communication skills. For example, an English class could have students improvise a scene from a play to encourage them to think about the motivations and feelings of the characters.

By incorporating these drama in education techniques into the classroom, educators can create a dynamic and engaging learning environment that encourages students to participate actively in their learning experience. These techniques can help students develop critical thinking, empathy, and creativity, making them valuable tools for educators in a variety of subjects and age groups.

 

Posted in Drama for children

Process Drama Vs Product Drama

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Difference between product versus process drama

Product drama:

  • Product drama is a type of drama where the focus is on creating a polished performance that is presented to an audience.
  • The final product is the primary goal, and the process of creating the performance is secondary.
  • Participants are typically assigned specific roles and are expected to memorize lines, blocking, and stage movements.
  • Rehearsals are typically more structured and focused on perfecting the final performance.
  • Product drama is often used for entertainment purposes, such as plays, musicals, or talent shows.
  • This type of drama requires strong acting skills and an emphasis on theatrical elements such as costumes, sets, and sound effects.

Process drama:

  • Process drama is a type of drama that focuses on the experience of creating the drama, rather than the final product.
  • The emphasis is on the process of exploring emotions, experiences, and personal growth through drama.
  • Participants are encouraged to experiment, take risks, and express themselves in a supportive and non-judgmental environment.
  • Rehearsals are often more improvisational and less structured, with a focus on exploring the theme or issue at hand.
  • Process drama is often used in educational or therapeutic settings, such as schools, mental health clinics, or rehabilitation centers.
  • This type of drama provides a safe and supportive space for personal exploration, self-expression, and learning.

In both types of drama, participants are given the opportunity to use their imagination, creativity, and self-expression to explore various themes and issues. However, the approach and focus differ, with product drama focusing on the final performance and process drama focusing on the personal growth and learning that occurs during the process of creating the drama.

 

Posted in Drama for children

Theatre of the Oppressed Explained

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The Theatre of the Oppressed is a form of theatre created by Augusto Boal, the Brazilian theatre director and creator of Forum Theatre, Invisible Theatre, Image Theatre, Newspaper Theatre, and The Rainbow of Desire. The Theatre of the Oppressed is a form of political theatre that aims to empower oppressed communities and promote social and political change. Here is a brief overview of what the Theatre of the Oppressed is and how it works.

What is the Theatre of the Oppressed?

The Theatre of the Oppressed is a form of political theatre that aims to empower oppressed communities and promote social and political change. The Theatre of the Oppressed uses theatrical techniques such as Forum Theatre, Invisible Theatre, and Image Theatre to encourage audience participation and to explore and challenge social and political issues. The goal of the Theatre of the Oppressed is to provide a space for marginalized communities to voice their concerns and to imagine and create a better future.

How Does it Work?

The Theatre of the Oppressed works by encouraging audience participation and creating a shared experience between performers and audiences. Performances typically begin with a short play that explores a social or political issue, followed by a discussion where audience members are invited to share their thoughts and experiences. This discussion is used to create a collective understanding of the issue and to imagine and create potential solutions. The performance then continues with a Forum Theatre session, where audience members are invited to act out alternative scenarios and to experiment with different solutions to the problem.

The Benefits of the Theatre of the Oppressed

The Theatre of the Oppressed provides a unique and powerful tool for promoting social and political change and empowering marginalized communities. By encouraging audience participation and creating a shared experience between performers and audiences, the Theatre of the Oppressed has the ability to engage individuals in a thought-provoking and meaningful way, fostering critical thinking, empathy, and a desire for social change. Additionally, the Theatre of the Oppressed provides a safe and supportive space for marginalized communities to voice their concerns and to imagine and create a better future.

In conclusion, the Theatre of the Oppressed is a form of political theatre that aims to empower oppressed communities and promote social and political change. By encouraging audience participation and creating a shared experience between performers and audiences, the Theatre of the Oppressed has the ability to engage individuals in a thought-provoking and meaningful way and to promote personal and social transformation. By providing a safe and supportive space for marginalized communities to voice their concerns and to imagine and create a better future, the Theatre of the Oppressed is a valuable tool for promoting social justice and equality.