Posted in Action Poems, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Drama strategies, Drama techniques, Drama workshop for childre, English as a second language, Esl Drama, Fairy Tales, Relaxation activities for kids, The Three Little Pigs

The Three Little Pigs Children’s Drama Workshop

Three Little Pigs and Scary Wolf Illustration

The Three Little Pigs – Drama Workshop

Each child finds a space and sits down. Each child or a group of children are assigned a specific word and a corresponding action.  The narrator/teacher reads the story aloud and when the children hear their word they must jump up and do their actions. The words are in bold to assist the teacher/narrator.

Movement: Action.

Any number: Show that number of fingers.

Little: Crouch down as small as you can.

Pig: Get on all fours and oink once.

Pigs: Get on all fours and oink twice.

Big: Stretch up as high as you can.

Bad: Make an angry face.

Wolf: Make hands into claws and say “aargh.”

Laughing: Laugh loudly.

Smiling: Big wide smile.

Trotted: Trot up and down the space.

Straw: Rub your hands together.

Sticks: Clap your hands together.

Bricks: Clap your hands on your thighs.

Huff/huffed: Blow.

Puff/puffed: Blow harder.

Blow\blew: Stamp feet on the ground.

Narrator: Once upon a time there was a mother pig that lived with her three little pigs. One day she said “Little pigs, I think it is time for you to leave and make your own way in this big world. You each need to build your own house.” The little pigs were very excited about their new, big adventure. Mother pig gave each of her little pigs a hug, but she warned them “Remember to watch out for the big bad wolf.” The little pigs waved goodbye to their mother and they trotted into the woods. They were laughing and smiling and soon they came across a man who was carrying some straw. The first little pig said, “may I have some straw to build my house.” The man said kindly, “Of course, you may.” The man gave the first little pig some straw to build his house. Just before they left the man warned them, “Watch out for the big bad wolf.” The first little pig built his house of straw. The two other pigs trotted on down the road. They were laughing and smiling and soon they came across a man who was carrying some sticks. The second little pig said, “May I have some sticks to build my house.” The man said kindly, “Of course, you may.” The man gave the second little pig some sticks to build his house. Just before they left the man warned them, “Watch out for the big bad wolf.” The second little pig built his house of sticks. The third little pig trotted on down the road. He was laughing and smiling and soon he came across a man who was carrying some bricks. The third little pig said, “May I have some bricks to build my house.” The man said kindly, “Of course, you may.” The man gave the third little pig some bricks to build his house. Just before they left the man warned him, “Watch out for the big bad wolf.” The third little pig built his house of bricks. The first little pig had just finished building his house of straw when the big bad wolf appeared. He said, “Little pig, little pig, let me come in.” The first little pig replied, “Not by the hair of my chinny, chin, chin.” Then the wolf said, Then I’ll huff, and I’ll puff, and I will blow the house down. So, he huffed, and he puffed, and he blew the house down. The first little pig trotted very quickly to his brother’s house made of sticks. The second little pig had just finished building his house of sticks when he heard a knock on the door and to his surprise it was his brother. Suddenly, the big bad wolf appeared. He said, “Little pig, little pig, let me come in.” The second little pig replied, “Not by hair of my chinny, chin, chin.” Then the wolf said, “Then I’ll huff, and I’ll puff, and I will blow the house down.” So, he huffed, and he puffed, and he blew the house down. The two little pigs trotted very quickly to their brother’s house made of bricks.

The third little pig had just finished building his house of bricks when he heard a knock on the door and to his surprise it was his two brothers. Suddenly, the big bad wolf appeared. He said, “Little pig, little pig, let me come in.” The third little pig replied, “Not by hair of my chinny, chin, chin.” Then the wolf said, “Then I’ll huff, and I’ll puff, and I will blow the house down.” The wolf huffed, and he puffed. He huffed, and he puffed but he couldn’t blow the house down. He heard the three little pigs inside the house. They were laughing. This made the wolf very angry indeed. He decided he would climb to the top of the roof and come down the chimney. The third little pig heard him on the roof and he came up with a clever plan. He put a big pot of boiling water on the fire which was just underneath the chimney. The wolf came tumbling down the chimney and landed into the big pot of boiling water and “SPLASH!” That was the end of the big bad wolf. The three little pigs lived happily ever after.

Warm up: One child is chosen or volunteers to be Mr. or Ms. Wolf and stands at one side of the clear space. His/Her back is to the other children, who are standing at the opposite end of the space. The rest of the children shout out: “What’s the time Mr. /Ms. Wolf?” The Wolf does not turn around. He/she replies in a rough, wolf-like voice: “four o’clock.” The children walk forward the number of steps the wolf calls out (in this case, four). The children ask again: “What time is it Mr./Ms. Wolf?” The wolf replies: “five o’clock.” The children take five steps forward. The children continue to ask the question and to walk the appropriate amount of steps forward. Eventually, when the wolf thinks that the children are near enough he/she will say: “Dinnertime!” Then the wolf turns around and chases the children. They have to try to rush back to their starting place. If Mr./Ms. Wolf catches one of them before they reach home, that child is the wolf in the next game.

Choral Speaking: Teach the children the following poem. Get them to think of different actions for the straw, sticks, bricks, pigs and wolf. They say the poem in unison.

Straw, Sticks and Bricks

Straw, sticks and bricks.

Straw, sticks and bricks.

The pigs built their houses

out of straw, sticks and bricks

The wolf came by,

he blew the straw down.

He blew the sticks but the bricks were strong

The pig lived happy all the days long

In their house of bricks.

Occupational Mime: Divide the class into groups of 4s. Three pigs and one wolf.  The pigs move round the room in a ‘follow my leader’ style. The pig at the front of the line is doing the actions. The first pig mimes collecting materials and building a house of straw. Second and third pigs follow, copying the mime. When the house is blown down by the wolf, the first pig moves to the end of the line. Second pig then heads the line and mimes building house of sticks. Finally, third pig takes a turn and mimes building a house of bricks. The wolf move around the room avoiding pigs as they build until it is time to blow the house down.

Role-play: Encourage different movements such as gathering straw, breaking sticks or lifting heavy bricks. Encourage the wolves to use their body and facial expression to look fierce and threatening. Give everyone in the group the opportunity to take on the role of the wolf. When the children are comfortable with the character movements, get them to use speech. Ask the following questions:

What does the wolf sound like?

What would he say to the little pigs?

What do the pigs sound like?

What would they say to the wolf?

Talking objects: Ask children if they can take on the role of the wolf. They use their breaths to blow down the house. Get them to huff and puff and huff and puff and blow the house down. Everyone sits in a circle and the teacher presents the group with objects that can be blown down by the breath, the wind or a hurricane such as leaf, balloon, paper, tree, car or even a bridge. Every child become an object, they enter the circle and gives the group some information who they are. For example: “I’m small, I’m green and live on a tree”. Once the rest of group have guess correctly everyone blows the object down.

Conclusion: The teacher discuss with the group reasons why the wolf gets very angry. The teacher asks the children wonder how they can  show  him show to use his breath to relax. The wolf uses his breath to blow things down but he could use his breath for relaxation exercises.

Relaxation technique: Tummy breathing – The children find their own space on the floor. They lie down and place their hands or a stuffed toy on their tummy. They inhale on a count of three. They see their tummy or stuffed toy rising as their tummy fills with air. They exhale on the count of four and they see their hands or stuffed toys falling. Repeat this process 10 times. When everyone is finished ask the children the following questions:

How do they feel?

What did they notice about their hands/stuffed toy when they inhaled and exhaled?

How would this relaxation/breathing exercise help the wolf?

Goldilocks and the Three Bears –  a drama workshop for children.

 

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Posted in Action Poems, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Mime, Movement activities, Movement stories for children

The Magical Music Shop -A Movement Story


The Magical Music Shop -A Movement Story

Resources needed: Clear space, triangle and pictures of different types of instruments (optional).

Introduction: Tell the children they are going to participate in a movement story about a magical music shop. Show them pictures of different type of instruments. Discuss different kind of musical instrument families.

Brass instruments are made of brass or another metal and they make sound when air is blown into them. The instruments in the brass family include trumpet, trombone, tuba, French horn, cornet, and bugle.

Percussion instruments usually make sound when they are hit or shaken. The instruments in the percussion family include drums, cymbals, triangle, tambourine, chimes, bells, and xylophone.

String instruments are made with strings. The strings may be struck, plucked or bowed. The instruments in this family include violin, viola, cello, bass.

Woodwind instruments make sound when air is blown inside or across them and vibrates. Woodwind instruments include flute, clarinet, recorder, bassoon, and oboe.

Ask the children what their favourite instrument is? If they could be an instrument what would it be? Why did they choose it? What sound does their chosen instrument make? If their instrument could move how would it move? What kind of musical family does their chosen instrument belong to? Make sure everyone has a chance to explain their choice. Before the story starts get one of the children to volunteer to be the music shop owner. The teacher is the narrator. The rest of the children are their chosen instruments.

Narrator: Once upon a time there was a very special music shop. The music shop was special because all the instruments that lived in the shop were magic. (The children all freeze in the shape of their instrument.) The music shop owner loved his instruments very much. He treated them with tender loving care. (The owner goes around the shop. He polishes and dusts all the instruments.) Every night the owner would close the shop and go upstairs to bed. (The shop owner goes off to bed and lies on the floor and falls asleep. He snores loudly.) What the owner didn’t know was when the clock struck midnight the instruments would come alive. (Narrator tinkles the triangle.) The magic instruments would come down from their shelves and out from the window display. (The instruments start to move slowly out of their positions.) They would all play together. (The instruments start playing their music and moving around interacting with one another.) The instruments were so happy when they were with their friends. They had so much fun and nobody knew about their magic powers. Every morning when the instruments heard the music shop owner’s footsteps (the owner makes loud stomping noises with his feet) they would quickly run back to their places on the shelves or in the window display. (The instruments go back to their original positions and freeze.) Every morning the music shop owner would walk around the shop inspecting his instruments and every morning he would rub his head and say, “That’s funny. I thought I had put the violin on that shelf, or didn’t I leave the drum on the window.” But the music shop owner never suspected a thing and every night when he went to bed and the clock struck midnight the instruments would play to their hearts content. (The instruments come out and play.) Every morning the music shop owner would come and they would quickly move back to their places. (The instruments move quickly back to their positions.) (The narrator can say this section as many times as he wants.)

After a while the music shop owner knew something was not quite right. So one morning he tiptoed into the shop and he found the instruments all playing together. (The owner tiptoes very quietly into the shop.) He heard the most beautiful

Other movement stories:

The hare and the tortoise 

Adventures in Space

Posted in Action Poems, Circle games, co-operation, Coordination games, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Movement activities, Movement stories for children

Movement Activities for Children that focus on Coordination (Drama Games)

Group Of Children With Teacher Enjoying Drama Class Together
From more movement activities, games and stories, click on the image above.

The following movement activities promote the following types of coordination skills:

Gross motor coordination: This type of coordination is the movement of arms, legs and body that allows children to walk, run, jump, throw kick and twist.

Fine motor coordination: This type of coordination allows children toperform tasks that require precision. Activities that require children to manipulate small objects will improve their fine motor skills.

Hand-eye coordination: This type of coordination allows children to guide their hand to complete the task.

Movement Activities:

Movement activity: Doors and Windows

Age: 5 years

Minimum number of participants:10

Resources needed: Clear space.

Other benefits: Spatial awareness, group work.

Instructions: The children form a circle while standing and holding their hands. The group spreads out enough so that everyone’s arms arestraight in the circle. This should form large spaces between the circle members. These large spaces represent the windows and doors. Then one child is chosen to be the runner. The runner starts running,and weaving in and out between the windows and doors. The children inthe circle randomly drop their arms down trying to touch or trap the runner who is weaving his/her way in and out of the windows and door.Once the runner is caught or touched by the arms of someone in the. circle, they are out. The runner chooses another child in the group to take his/her place and they become the next child to weave in and out of the windows and doors.

Movement activity: Centipede

Age: 5 years +

Minimum number of participants:

Resources  needed: Clear space.

Other benefits: Teamwork, trust.

Instructions: Divide the group into groups of 5 or 6. The children ineach group sit on the floor and hold the ankles of the child behind them. They call out left, right and the group has to try to move while everyone is holding the ankles of the child in front of them. If there is more than one group they can have a centipede race.

 Movement activity: Object Relay

Age: 5 years +

Minimum number of participants: 4

Resources needed: Clear space, a ball and a variety of objects (optional).

Other benefits: Imagination, teamwork, focus.

Instructions: Children stand in a line. If there are lots of childrenin the class you make more than one line. Each line has a ball. The ball must be passed down the line. The teacher calls out the instruction of how the ball should be passed down the line. Once the ball gets to the end of the line it has to be passed back. Suggested instructions:

  • Pass the ball overhead.
  • Pass the ball between your legs.
  • Pass the ball without using your hands.
  • Pass the ball by just using your chest.
  • Pass the ball by just using your head.

If a team drops the ball then they have to go back to the beginning.

Extension: You could have a box of different objects that they must pass down the line. Each line should have the same objects. The line that gets all the objects down safely is the winner.

Movement activity: Bean Bag Balance

Age: 4 years +

Minimum number of participants: 2

Resources needed: Clear space, bean bags for each member of the class Other benefits: Focus, imagination, problem solving.

Instructions: The teacher gets the children put a bean bag on their heads and they walk slowly around the room. Once they feel comfortable the children can walk faster and faster. They can see if they can run with the bean bag on their head. Once they have mastered balancing the beanbags on their head then they can see if they can balance the bean bag on other parts of their body. Suggested Body Parts:

  • Knees
  • Foot
  • Hands
  • Thighs
  • Shoulder
  • Face
  • Wrist
  • Toes

Again, they start off slowly and then they get faster and faster. The child that can balance on the most body parts and move the fastest is the winner.

 

Movement activity: Pick Up the Bean Bag

Age: 3 years +

Minimum number of participants: 2

Resources needed: Clear space and a variety of bean bags, a basket orbox for each child.

Other benefits: Warm up, teamwork.

Instructions: The teacher gets a variety of bean bags and spreads them across the space. The children have 10 seconds to see how many beanbags they can collect. The group could divide into sub-groups of three or four and have a race to see who can pick up the most beanbags in the time allotted.  

Movement activity: Roll the Dice

Age: 3 years+

Minimum number of participants: 2

Resources needed: Clear space, a dice for each member of the group.

Other benefits: Creativity, memory, focus.

Instructions: Everyone rolls their dice together. Each number corresponds to action such as: 1 Wiggle your body for 10 seconds. 2 Spin around 5 times. 3 Stand on your right leg for 15 seconds. 4 Hop 10 times. 5 Make a large circle with your arms 10 times. 6 Close your eyes and take 5 deep breaths. Once the children have become used to the actions, get them to come up with their own actions for each number.  


Movement activity: The Troll’s Bridge

Age: 4 years +

Minimum number of participants: 3

Resources needed: Masking tape, objects to carry.

Other benefits: Energy, focus.

Instructions: Make a bridge with the masking tape. Tell the children that they are crossing a very narrow bridge and there is a troll thatlives underneath it. The children are crossing the bridge going to visit their friend. They are carrying a variety of objects with them.The children are told the troll won’t bother them if they stay on the narrow bridge and don’t drop anything. If they fall off the bridge or drop anything then the troll chases them. The troll can be the teacher or another child. If you want to make it more difficult tell them. to carry the objects over the bridge on their head.  

Movement activity: Cooperative Chase

Age: 3 years +

Minimum number of participants: 6

Resources needed: Clear space.

Other benefits: Warm-up, teamwork.

Instructions: One child volunteers to be “It.” If he catches another child in the group then they join together and connect. The connected pair need to work together to catch a third child who in turn would connect to them. They do it until everyone is connected. If the group catches someone and the connection is broken, then that child is free to go.  

From more movement activities, games and stories, click here.

For free movement activities click on the following: 

 

The hare and the tortoise movement story. 

Goldilocks and the three bears movement story

More movement activities for children. 

 

 

Posted in Action Poems, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama strategies, Drama workshop for childre, English as a second language, English teaching games, fables, Fairy Tales, Plays, Plays for Children, Role playing stories, Story sacks, Storytelling, Storytelling in the Early years, the lion and the mouse

The Lion and the Mouse: A fun drama workshop for young children.

The Lion and the Mouse.

Each child finds a space and sits down. Each child or a group of children are assigned a specific word and a corresponding action to the story the lion and the mouse. The narrator/teacher reads the story aloud, and when the children hear their word, they must jump up and do their actions. The words are in bold to assist the teacher/narrator.

Movement: Action.

Lion: Get down on hands and knees, and move around stealthily as a lion stalking his prey.

Mouse: Scamper like a mouse and squeak.

Forest: Make yourself into a large tree.

Roar/roared/roaring: Roar loudly like a lion.  

Eat: Do a gobbling action.

Help: Extend hands in a kindly gesture.

Narrator: One day, a lion was fast asleep in the forest, his head resting on his paw and he was snoring away. A timid little mouse came scampering by him and accidentally scampered across the lion’s nose. The lion woke up with a loud roar. The lion laid his huge paw angrily on the timid little mouse. He roared, “I’m going to eat you up.”

“Don’t eat me!” begged the poor mouse. “Please let me go and someday I will help you.”

The lion was much amused to think that a mouse could ever help him. But he was generous and finally let the mouse go.

Some days later, while walking in the forest, the lion was caught in a hunter’s net. Unable to free himself, he filled the forest with his angry roaring. The mouse heard the roar and quickly found the lion trapped in the net. Running to one of the great ropes that bound him, she chewed it until it fell apart, and soon the lion was free.

“You laughed when I said one day I would help you,” said the mouse. “Now, you see that even a mouse can help a lion.”

They hugged, and from then on, the lion and the mouse were very good friends.

Introduction:

Ask the children to name different jungle animals. They discuss what they can do, what they eat, where they live in the jungle. Then each child chooses their favour it’s jungle animal. The teacher goes around the circle and each child get an opportunity to speak about its favorite jungle animal

My favorite animal is …..

It’s …….

It’s got……..

It lives in………

It eats …….

It moves like………..

Warm up:

Children are running through the ‘jungle’ and run into many animals, etc that they need to get away from. The teacher can give appropriate commands, and the children carry out a suitable action:

jump over logs

duck under branches

high knees through quicksand

run from the tiger

tip toe past the snake

talk to the monkeys (ooh, ooh, aah, aah), etc.

This really gets kids’ hearts pumping and they have a blast!

Main Focus of workshop:

The Lion’s Court: Before starting this game it is a good idea for the teacher to talk about the different animals that are found in the jungle. The teacher should ask the children who is the King of the Jungle? The teacher then assumes the role of a lion who is the King of the Jungle. It would be a good idea to have a crown for the lion. The children can make a court for the lion with chairs and a table or with cushions. Inside the court the lion sits on a throne. Each child chooses an animal they would like to pretend to be. The lion tells the other animals he is looking for animals to join his court. One by one he calls all the animals to him and asks them why he should let them join his court. The child must say what type of animal they are and what good qualities they have and how they will be useful to the lion, the King of the Jungle. When they have finished the King says “you may join my court” and lets them in. This is why it is a good idea to designated area in the jungle.

Dramatic play is a great way to teach important communication skills to children. Jungles hold a fascination for children, and incorporating drama workshop with a jungle theme can be fun for both  teachers and  children  alike. Add music, costumes and props to your dramatic play if possible.

Closure:

Sleeping Lions: All the children are lions (tigers, cows or any animal they want to be). They lie down on the floor; eyes closed and stay still, as if they were sleeping. The teacher goes around the room, trying to get the lions to move. If they move, then they have to get up and help the teacher to try to get the other lions to move. They are not allowed to touch the lions, but may move close to them, tell jokes or pull faces. After five minutes, with a loud roar, tell the lions who are still on the floor to wake up. 

For more drama ideas for young children click on Amazon.com

For more drama activities about Aesop’s Fables, click on the links below.

Aesop’s Fables

The Lion and the Mouse – a rhyming play.

The Lion and the Mouse – a fun movement story

 

 

Posted in Action Poems, Animal Stories, Bear Hunt, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Drama strategies, Drama workshop for childre, English as a second language, Esl, Esl Drama, Fairy Tales, Goldilocks anD the three bears, Role playing stories, Storytelling, Storytelling in the Early years, Storytelling techniques, Voice Production

Goldilocks and the Three Bears Workshop for children.

image_2ecde2fa-3b51-4ab9-b4b8-d32ee2707fbe
Goldilocks and the Three Bears.

Each child finds a space and sits down. Each child or a group of children are assigned a specific word and a corresponding action. The narrator/teacher reads the story aloud, and when the children hear their word, they must jump up and do their actions. The words are in bold to assist the teacher/narrator.

Movement: Action

Goldilocks: Skip around the space.

Bear/Bears: Walk slowly and growl.

Bowl/Bowls: Clasp fingers together and stick out arms to make a round shape.

Porridge: Wiggle body up and down.

Chair/s: Squat down and stick out arms.

Bed/s: Lies straight on the floor.

First: Holds up one finger.

Second: Holds up two fingers.

Third: Holds up three fingers.

Narrator: Once upon a time, there was a girl called Goldilocks. One day, she decided to go for a walk in the woods. Soon, she became tired. She saw a little cottage in the woods. She knocked, but there was no answer, so she decided to go inside and rest.

At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.

“This porridge is too hot!” she exclaimed.

So, she tasted the porridge from the second bowl.

“This porridge is too cold,” she said.

So, she tasted the third bowl of porridge.

“Ahhh, this porridge is just right,” she said happily, and she ate it all up.

After she’d eaten the three bears’ breakfasts, she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.

“This chair is too big!” she exclaimed.

So she sat in the second chair.

“This chair is too big, too!” she whined.

So she tried the third and smallest chair.

“Ahhh, this chair is just right,” she sighed. But just as she settled down into the chair to rest, it broke into pieces!

Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed, and it was just right. Goldilocks fell asleep.

As she was sleeping, the three bears came home.

“Someone’s been eating my porridge,” growled the Papa bear.

“Someone’s been eating my porridge,” said the Mama bear.

“Someone’s been eating my porridge, and they ate it all up!” cried the Baby bear.

“Someone’s been sitting in my chair,” growled the Papa bear.

“Someone’s been sitting in my chair,” said the Mama bear.

“Someone’s been sitting in my chair, and they’ve broken it all to pieces,” cried the Baby bear.

They decided to look around some more, and when they got upstairs to the bedroom, Papa bear growled, “Someone’s been sleeping in my bed,”

“Someone’s been sleeping in my bed, too,” said the Mama bear

“Someone’s been sleeping in my bed, and she’s still there!” exclaimed Baby bear.

Just then, Goldilocks woke up and saw the three bears. She screamed, “Help!” And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the woods. And Goldilocks never returned to the home of the three bears.

Introduction: Show the children pictures. Tell there are 8 different types of bears. There are eight species in the bear family: The Asiatic Black Bear, Brown Bear, North American Black Bear, Panda Bear, Polar Bear, Sloth Bear, Spectacled Bear, and the Sun Bear.

Warm up: The warm up is a movement activity called “Does a Bear Live in the Woods?”

A clear space is needed. The teacher explains to the class that when they come across a bear in the woods they must lie down on the ground and keep very still. One child volunteers to be the bear. The bear goes to one end of the clear space and turns his/her back on the rest of the class. All the other children try to sneak up behind the bear. When the bear turns around all the children must lie very still on the ground. If the bear sees you, moving s/he pulls you away to join him/her. Then there are two bears. Eventually all the children are caught moving and become bears. 

Voice production:

Tell the children that they are going to explore different voices. We need to change our voices to show different emotions or become different characters.

Get the group to repeat the following lines together in their normal voices

Who has been sitting in my chair?

Who has eating my porridge?

Who has been sleeping in my bed.

Now get the children to say the lines the following ways:

Loud

Quiet

Fast

Slow

Sad

Happy

Angry

Excited

Surprised

Frightened

Annoyed

Role Play: “Now we are going to warm up our bodies. Everyone find a space and walk around the room as yourself. When I say freeze I will call out different ways of walking….

Walk as

Daddy bear

Mummy bear

Baby bear

Goldilocks

Grumpy daddy bear

Kind mummy bear

Happy baby bear

Surprised Goldilocks”.

Sculpting: Divide the class into pairs. One of the pair is the sculptor the other us the clay. Get the sculptor to mould the clay into

How  goldilocks felt when the bears found her. 

How did baby bear feel when he saw that his porridge had been eaten. 

How did mummy bear feel when she saw that someone had been sleeping in her bed. 

How daddy bear fell when he saw Goldilocks sleeping in the bed.  

It can be abstract. The teacher/children look at each sculpture and guess how the characters are feeling.

Movement Poetry:

When Goldilocks Went to the House of the Bears

When Goldilocks went to the house of the bears, (The children walk on the spot.) Oh, what did her blue eyes see? (The children point to their eyes.)

A bowl that was huge and a bowl that was small and a bowl that was tiny and that was all. (Children make increasingly smaller shapes with their arms to represent each bowl.) And she counted them – one, two, three! (They use one finger to point – as if counting each bowl.)

When Goldilocks went to the house of the bears, (Walk on the spot.)Oh, what did her blue eyes see? (Point to their eyes.)

A chair that was huge and a chair that was small, and a chair that was tiny and that was all. (Use hands to show the different heights and the size of each chair, getting smaller all the time.) And she counted them – one, two, three! (Use their fingers to point, as if counting each chair.)

When Goldilocks went to the house of the bears, (Walk on the spot.) Oh, what did her blue eyes see? (Point to their eyes.)

A bed that was huge and a bed that was small and a bed that was tiny and that was all. (Use their hands to show the increasingly smaller length and size of each bed.) And she counted them – one, two, three! (Use their fingers to point, as if counting each bed.)

When Goldilocks went to the house of the bears. (Walk on the spot.) Oh, what did her blue eyes see? (Point to their eyes.)

A bear that was huge and a bear that was small and a bear that was tiny and that was all. (Use hands to show the increasingly smaller height and size of each bear.)

Closure: The Bears are Coming

The teacher tells the children before we had the internet, cars, computers, trains, planes, washing machines, hoovers, people had to chop wood. Talk about type of jobs people did in the olden days. All the children then have to find some physical action, based on an old fashioned job like wood chopping, hunting, or washing clothes and begin doing this action somewhere in the room.

The teacher/volunteer then leaves the room momentarily and returns as the bear. Once the bear arrives, the children  must freeze where they are, and  the bear  must try to make the other children  laugh. If a child laughs they’ve come a bear and the bears work together until they have made everyone laugh. The bears cannot touch the frozen children!

For a variety of Goldilocks and the three bears books, click on Amazon.com

 

Goldilocks and the Three Bears – Movement story

Storytelling in the Early Years.

 

Posted in Action Poems, English as a second language, English teaching games, Esl Drama, expressive arts, Mime, Mime for kids, Movement activities

Emotions -a drama workshop for children based on emotions


Drama is a great way of expressing emotions. Explain to the children everything we do and every thought we have comes with a feeling. Sometimes the feelings feel good and sometimes not so good. Some feelings are strong, some are weak. When we feel something we can choos want to do about that feeling. Sometimes we try to ignore it and it goes away and sometime it takes over and we cannot think of anything else. When you get a feeling, first work out what it is and come up with an idea about what to do about it.

When you are feeling…….
Happy
Angry
Bored
Worried
Sad
Excited
Grumpy
Scared
Quiet
Jealous
Embarrassed
Shy

Everyone makes mask with different emotions. Walk around the trying portray their emotions.
The rest of the class has to get what emotion you are portraying.

ACTIVITY: EMOTION ACTION SONG.

The song is a variation on the classic “If You Are Happy, And You Know It.”

When I sing this, I over exaggerate my faces. And I encourage the children to make the faces along with the body language. So often we focus emotion lessons only on faces, but children’s bodies tell us how they are feeling too.

If you are happy, and you know it clap your hands
If you are happy, and you know it clap your hands
If you are happy, and you know it, then your face will surely show it
If you are happy, and you know it, clap your hands.

Now replace happy with different emotions:

Mad – cross your arms.
Frustrated – stomp your feet.
Excited – jump up and down.
Sad – make a frown
Scared – hide your face.

Mirror, Mirror

Pair the children up. One child makes an emotion face and their partner identifies the emotion and duplicates it.

For more drama activities for children visit my amazon page.

For more free drama activities click below.

Drama workshop for children based on the Bear Hunt by Michael Rosen

A Play  script for children – The Frog Prince

Posted in Action Poems, Bear Hunt, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Drama games for 4 year olds, Drama strategies, Drama workshop for childre, Elements of Drama, fables, Fairy Tales, Freeze Frame, Goldilocks anD the three bears, Movement activities, Movement stories for children, Plays, Plays for Children, Still image, Storytelling, Storytelling in the Early years, Storytelling techniques

Goldilocks and the Three Bears – A drama workshop for children

 

 

image_2ecde2fa-3b51-4ab9-b4b8-d32ee2707fbeWarm up – Tell the children that they are going to explore different voices. We need to change our voices to show different emotions or become different characters.

Get the group to repeat the following lines together in their normal voices
Who has been sitting in my chair?
Who has eating my porridge?
Who has been sleeping in my bed.

Now get the children to say the lines the following ways:
Loud
Quiet
Fast
Slow
Sad
Happy
Angry
Excited
Surprised
Frightened
Annoyed

“Now we are going to warm up our bodies. Everyone find a space and walk around the room as yourself. When I say freeze I will call out different ways of walking….
Walk as
Daddy bear
Mummy bear
Baby bear
Goldilocks
Grumpy daddy bear
Kind mummy bear
Happy baby bear
Surprised Goldilocks”.

Main Focus:
Read the movement story Goldilocks and the three bears. Click on the link.

 

Goldilocks and the Three Bears Movement Story for children.

When Goldilocks went to the house of the Bears – movement poetry. Click on the link below.

Action Poems for Young Children – Movement

Closure: In groups of 4 make a still image of your favorite scene. Present your still image to the rest of the class.

For more drama activities for young children, click here.

Goldilocks and the Three Bears – Movement story

Storytelling in the Early Years.

 

Posted in Action Poems, buddha stories, Buddhism, Buddhism stories, Drama for children, drama for kids, Panchatantra plays, Plays, plays about destiny, Plays about graditude, Plays for Children, Plays for well being, The Buddha and the angry man, the Buddha and the beggar man

The Buddha and the Beggar Man – a children’s play about gratitude and destiny

 

 


Characters: Two storytellers, Beggar Man, Mouse, Man, Woman, Daughter, Wizard, Giant Turtle and Buddha.


Storyteller 1: Once upon a time there was a homeless man who begged every day for food.
(People pass by and give him food.)
Beggar Man: I’m so lucky that kind people give me food.
(Beggar Man falls asleep and mouse creeps up and steals his food. The Beggar Man wakes up suddenly and sees the mouse.)
Beggar Man: Mouse, why are you stealing my food. I’m just a poor beggar man.
Mouse: I’m doing you a favour because no matter how much you beg or how generous people are, you will never be allowed to keep more than eight items.
Beggar Man: You has decided that I can’t ow more than eight items.
Mouse: The Buddha has decided.
Beggar Man: But why me?
Mouse: Why don’t you go find him and ask him.
(Mouse scampers off with the food.)
Beggar Man: Well, I better go find the Buddha and ask him why I’m not allowed to possess more than eight items.
Storyteller 2: So the beggar man gathered his few belongings and went on a journey to find the Buddha.
Storyteller 1: He travelled all day. As night fell, he grew cold and hungry.
Beggar Man: There is no sign of the Buddha. I’m tired and hungry. There is a light over there. Perhaps if I knock on the door, they may let me stay for the night.
(He Knocks on the door. A man opens the door with a warm smile.)
Beggar Man: I’m cold and hungry, please can I stay the night?
Man: Of course, Please come in.
Woman: Sit down and have some food with us.
(He enters the house and sits down on a table with the Man, woman and their daughter.)
Man: Where are you going at this time at night?
Beggar Man: I’m going to find the Buddha. I’ve a very important question to ask him. I just need a good night’s sleep and I’ll be on my way early in the morning.
(Man and woman look at each other.)
Woman: We have a question for you to ask the Buddha.
Man: Our daughter can’t speak. Please ask the Buddha what we need to do hear her beautiful voice.
Beggar Man: Of course, I’ll ask the Buddha your question. Thanks you for the food and bed.
Storyteller 2: The beggar man continues on his way and his quest to find the Buddha.
Storyteller 1: He comes across a range of mountains.
Beggar Man: Oh dear, the mountains look to difficult to climb but I really need to find the Buddha to ask my questions.
(He starts to climb the mountains.)
Beggar Man: This is very difficult. I will never make it. (he sits downs and starts to weep.)
(Enters wizard.)
Wizard: What’s the matter, young man? Why are you crying?
Beggar Man: I’ve a very important questions to ask the Buddha but I can’t climb these mountains. I’ll never find him now.
Wizard: I’ll help you. We can use my magic to fly over the mountain come with me.
Storyteller 2: Wizard used his staff’s magic to fly the beggar man and himself across the mountains.
Beggar Man: Thank you so much, wizard. I’d have never made if it wasn’t for you.
Wizard: You are welcome but can I ask you a favour.
Beggar Man: Of course, I’ll do anything to show my gratitude.
Wizard: Can you ask the Buddha what do I have to do to get to heaven. I’ve been trying to get there for a thousand years.
(The beggar man nods his head and they hug and the wizard hops on his staff and flies off.)
Storyteller 1: The beggar man continues on his journey and comes across a river.
Beggar Man: I don’t believe this. How am I going to get across the river? (he sighs)
(Enters Giant Turtle.)
Giant Turtle: You look sad. What’s the matter?
Beggar Man: I’ve a very important questions to ask the Buddha and I can’t get across the river to find him.
Giant Turtle: Jump on my back and I’ll swim across. (The beggar man jumps on the Giant Turtle’s back and they swim across the river.
Beggar Man: Thank you, Giant Turtle. How can I repay you?
Giant Turtle: Can you ask the Buddha a question for me?
Beggar Man: Of course, what is your question?
Giant Turtle: Ask the Buddha why I haven’t become a dragon. I’ve been trying to become a dragon for 500 years.
(Beggar Man nods and hugs the giant turtle.)
Storyteller 2: Eventually the beggar man finds the Buddha under the Bodhi Tree.
Beggar Man: I’m so glad. I’ve found you. I’ve got so many question to ask you.
Buddha: I will only answer three questions.
Beggar Man: But I’ve four questions to ask and they all very important.
Buddha: Ask yourself, are they equally important?
Storyteller 1: The beggar man thought very carefully.
Beggar Man: Well, the giant turtle is trying to be a dragon for fifty years. The wizard has trying to go to heaven for 1000 years. The young girl will be unable to speak for the rest of her life if I don’t ask her question. I’m just a homeless beggar. I can go back and continue begging. My question is the least important by far.
(Beggar Man goes back to the Buddha.)
Beggar Man: My first question is how can the turtle become a dragon?
Buddha: Simple, he needs to leave the comfort of his own shell, unless he does that he will never be a dragon.
Beggar Man: My second question is how can the wizard go to heaven?
Buddha: He must put down his magic staff as it keeps him on earth. The moment he puts it down he will be free to go to heaven.
Beggar Man: My third question how can the young girl speak.
Buddha: She will speak when she meets her soulmate.
Beggar Man: Thank you for answering my questions.
Storyteller 2: The beggar man turned around and started his journey home. He meets the Giant Turtle.
Giant Turtle: Hey Beggar man, did you ask the Buddha my question?
Beggar Man: Of course I did. The answer is simple. Take off your shell and you will become a dragon.
(Giant Turtle takes off his shell.)
Giant Turtle: I’ve this priceless pearls in my shell. Here take them. I won’t need them anymore because I’m a dragon. Good bye and good luck.)
(The dragon flies off.)
(Enters the wizard.)
Wizard: Did you ask the Buddha my question?
Beggar Man: Of course I did. The answer is simple. Put your staff down and you can go to heaven.
Wizard: Here take my staff, Use its power wisely. Thank you.
(The wizard ascends into heaven.)
Beggar Man: I now I’ve wealth from the turtle and power from the wizard. He hops on the staff and makes his way back tom the family that gave him food and shelter.
Man: Hello, did you ask the Buddha our question?
Beggar Man: Of course I did. The answer is simple. Your daughter will speak when she meets her soulmate.
Daughter: Hello, you are the man that was here last week.
Woman: Looks like you found your soulmate.
(Daughter and beggar man hug.)
Storytellers: The moral of the story if you do good, you will be repaid.

 

If we’re willing to lend a hand to those who are struggling more than us, willing to help them, it may change the course of your life, your destiny. And the universe may repay you in such a way that you never would have imagined.

For more plays based on Buddha stories click here.

The Buddha and the Angry Man – A play to help children handle insults

 

 

Posted in Action Poems, co-operation, Drama, Drama Activities for children, Drama for children, drama for kids, Drama games for 3 year olds, Mime, Mime for all ages, Mime for children, Mime for kids, Movement activities, Movement stories for children

Fun Movement Activities for Children

IMG_0028

Game: Object relay
Age: 5 years +
Minimum number of participants: 4
Resources: Clear space, a ball and a variety of objects (optional).
Other Benefits:
Instructions: Children stand in a line. If there are lots of children in the class you make more than one line. Each line has a ball. The ball must be passed down the circle. The teacher calls out the instruction of how the ball should be passed down the line. Once the ball gets to the end of line it has to be passed back.

Suggested instructions:
Pass the ball overhead.
Pass the ball between your legs.
Pass the ball without using your hands.
Pass the ball by just using your chest.
Pass the ball by just using your head.

If a team drops the ball then they have to go back to the beginning.
Extension: You could have a box of different objects that they must be passed down the line. Each line should have the same objects. The line that gets all the objects down safely are the winners.

Game: Bean Bag balance
Age: 4 years +
Minimum number of participants: 2
Resources: Clear space, bean bags for each member of the class.
Other Benefits:
Instructions: Have the children put a bean bag on their heads and they walk slowly around the room. Once they feel comfortable the children can walk faster and faster. They can see if they can run with the bean bag on their heads. Once they have master balancing the beanbags on their head then they can see if they can balance the bean bag on other parts of their bodies.

Suggested Body Parts:
Knees
Foot
Hand
Thigh
Shoulder
Face
Wrist
Toes
Again they start off slowly and then they get faster and faster. The child can balance on the most body parts and move the fastest is the winner.

Game: Pick up the bean bag
Age: 3 years +
Minimum number of participants: 2
Resources: Clear space and a variety of bean bags.
Other Benefits:
Instructions: The teacher gets a variety of bean bags and spread them across the space. The children have 10 seconds to see how many beanbags they can collect.

For more movement games click here.

For more free movement games, click below.

Movement Activities for Children that focus on Coordination (Drama Games)

More Movement Games for Children

More Movement Games

Posted in Action Poems, Drama Activities for children, drama for kids, Drama workshop for childre, English teaching games, Esl, Mime for children, Mime for kids, Movement activities, Movement stories for children

Body/self awareness Movement Activities

image

Game: Colour Jump

Instructions: Ask the children to look at their clothing. Ask them to notice the colors they are wearing. Tell the children that when you name a color they are wearing, they will jump up and then sit back down. Be sure the children have enough space to move without hurting other children. If your space is limited, they can all stand and then hop when their color is called. Call out one color. Help children by drawing attention to the colors they are wearing. Example: “Mara, is that red on your shirt?”

Game: Alphabet Jump

Instructions: Tell the children that you are going to name a letter of the alphabet. When a child’s name begins with that letter, that child can jump up and then sit back down. Recite the alphabet, and pause when you reach a letter that begins a child’s name. If that child hesitates, repeat the letter and look at the child. You can prompt a child by saying, “B. B. I think Bryan starts with B.” If a child jumps on the wrong letter, say, “Oops, Janna, you jumped to

Game:The Shake it Song

Instructions: As you sing this little song, move your body with the words. (i.e. when you say “shake it high!” shake your arms and head up high. When you say/sing “shake it low”, bend down and shake your body in a low crouched or squat position – a pile for my ballet trained friends!)

SHAKE, SHAKE, SHAKE
SHAKE, SHAKE, SHAKE
Shake it HIGH!
Shake it LOW.
Shake it all about!

(repeat at least 3X)

You can choose to turn around when you sing “Shake it all about” – or you can simply shake your whole body. Allow whatever movement happens freely as you play with your child. Sing the song at least three times. You really want to get into the fun like to end my 3-4 and 5-6 classes with what I call “body awareness freeze game”. So it’s like freeze dance except no one’s out if they move during a freeze moment. Instead, I shout out directions every time the music stops. There are two categories: directions that affect how they move, and directions that will affect the shape they will form with their bodies when the music stops.

For example, I may say: “until the music stops you will make a hand dance” and dance mostly with their hands. Then the music stops and I say “Now you will make a shoulder dance”. etc.
With the other variation, I let them dance however they want, and then I say “Next time the music stops I want you to make straight lines with your arms and legs” and then they do it when the music stops. Then I give them something else “Next time the music stops you have to have one foot and one hand in the air”… It can be anything really, I just want them to be creative and start problem solving with their bodies… When there’s a holiday coming up I ask them to shape their body like a star, like a Christmas tree, or like a heart for valentine’s day. They love it and that way they are still developing skills and body awareness while having crazy loads of fun!

For more movement games and activities, click here.

Movement Activities for Children that focus on Coordination (Drama Games)

Movement Story -Adventure in Space