Posted in Aesop's fabes, co-operation, creative arts, Drama Activities for children, Drama for children, Story sacks, Storytelling, Storytelling in the Early years, Storytelling techniques, Therapeutic Story, Therapeutic writing

Therapeutic Writing-Stories

IMG_0278Basics:
• Everyone has learnt a lesson for a story.
• A story is metaphorical when used to communicate something more than the events itself.
• Symbols are the smallest units of metaphor.
• The story is a metaphor for the ideas it expresses.
• The Importance of fantasy.

The Importance of Fantasy:
Fantasy is the inner world of the child.

Two types of play:
• Imitative – follow the leader, cook like a mother
• Fantasy or symbolic play – a chair becomes a rocket.

How therapeutic stories can help with coping methods

Options about what to do when presented difficult issues
• New possibilities, creative solutions for overcoming problems
• Ways to dealing more effectively with emotional difficulties
• Options for new ways of reacting to situations.

Metaphorical Images:

• Allows the child to stay longer in the situation.
• Provides the means for the child to stay look at his powerful feelings from a distance.

Unknown Thought (Bollas, 1987):

• “ I know this exactly but I have not ever thought it” (Margot Sunderland, 2007)
• When an unknown thought can be named, then it can be thought through and felt through.
• Children need emotional education and therapeutic story help achieve this education.

The Child and the therapeutic story:

• Must be aptly chosen
• Must identify with the main character
• Must suffer the defeats, obstacles and courage of the main character
• Must feel the character’s joys and relief in coming through conflict and crisis to resolution.
• Must be indirect – this where safety lies.

When to tell a T. Story:
When the child is
– Giving full attention
– Being receptive
– Not distracted
– Before they go to sleep.

Important things to remember:
Story can be
-Fantastical,
-Absurd,
-Do not put irrelevant character or side plots into the story,
-Symbolic and not literal,
-Can be interactive.

Therapeutic Story Making:

• Identify a list of emotional issues that children may experience.

Starting:

• Set a therapeutic objective
• What would you like to change?
• Think of a strategy to achieve this change.

Develop a framework:

• Put the issues into a different metaphorical context ……to which the child can relate.
• Borrow ideas from stories you know.
• Start at the end a work backwards.
• Present the main character as experience the same emotional problem as the child- Metaphorical conflict.
• Show the main character using similar methods to deal with the problem as those used by the child – personify unconscious processes and potential in the form of heroes/helpers and villains or obstructions.

Further Development:

• Show how these methods lead your character problems which lead to failure –metaphorical crisis.
• The story so far should have captured the whole context of how that character came to that moment of crisis in their life.

Resolution:

Move towards the solution – vital part of the journey-someone in the story appears to help the character change direction and to move on to a better coping mechanism which makes them feel a lot better.
• Don’t move too quick – story becomes unbelievable.
• Show the journey from crisis to positive solution – new
sense of identification
• Culminates with a celebration in which the protagonist’s special worth is acknowledged.

Symbols:

A symbol – a word or image which implies one thing but means something else.
• Sunset
• Sunrise
• Locked door
• Tornado/hurricane/storm
• Light
• Witch
• Hole in the heart
• Mirror
• Burned.

Metaphors:

Metaphors – using language to talk about one thing while meaning something else.
• Watching paint dry.
• Not the sharpest knife in the drawer.
• Give me the bottom line.
• Don’t put your eggs in one basket.

The Ugly Duckling (An example of a Therpeutic Story)

• Metaphorical Conflict – Birth of funny looking duckling.

• Unconscious processes and potentials – Mother defends him, cites positive qualities, gets a first look at swans.

• Parallel learning situations – Learning to swim, take care of himself and fly.

• Metaphorical crisis – Attack in the marsh, cold winter in the pond.

• New identification – Beholds beautiful new image in the water.

• Celebration – The old swans are in awe of him.

• In groups think of a fairytale that could be used as a therapeutic story. Put it into the above framework.
The Magic Forest


Once upon a time there was a young child called Matilda. Matilda’s parents were the king and queen of the magic forest. The king, Matilda’s father was very ……………….. and the queen, Matilda’s mother was always ……………….. Matilda was the kind of child who never …………………… but always ………. Sometimes the king, the queen and Matilda would ………………… but they never ……………… All of them would sometimes go …………and Matilda would feel ……….. One day while walking in the magic forest, Matilda lost her way. She tried and tried to see if she could get back home to the castle. Matilda became ……….. After a while a wizard came hobbling along the path and told Matilda ………………… The wizard also gave …………. The first thing that Matilda did was ………. and she ……………

Finally, after wandering around for a long time, Matilda recognised the path back to the castle. She hurried towards it but suddenly she came across a …………… Now she felt ………… As the sun was setting Matilda trudged through the castle gates and into the castle where the king and queen were very, very, very, ………….. Her father the King told Matilda ………… Matilda felt …………. So told the king and queen……………… It had been a very tiring day for Matilda and she fell asleep. The king and queen watched Matilda as she slept and thought ……………
The next morning Matilda woke up and said to her self “………………………………………………………………………”

In groups, full in the blanks. Read your story out to the rest of the class. Devise an improvisation based around your story.

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Posted in Circle games, Closure activities, co-operation, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, English as a second language, English teaching games, Esl, Esl Drama

Teach English through Drama Games

cropped-img_0052.jpg

 

Drama games are a perfect tool to use in any classroom that encompasses
multiple learning styles, ability levels and age groups in addition, the activities in this book help ESL students to access active language in an effective and imaginative way. The activities in this
book facilitate students’ ability to learn in different ways as visual learners, auditory learners and kinaesthetic learners. 
Here are a few fun, challenging and rewarding drama games.

 

Game: The Fishing Game
Level: Elementary+
Other benefits: The focus of this game is to practice directions. It will also help students to become familiar with different types of fish.
Minimum number of participants: 4
Resources needed: Clear space.
Instructions: The students sit in a circle. The teacher goes around circle and gives each student a fish name such as a dog fish, sun fish, star fish, and cat fish. Then, the teacher chooses one type of fish and the students that are assigned that fish move around the outside of the circle to instructions like high seas- stretching as high as they can, low seas- crouching as low as they can, choppy seas- jumping or hopping, change direction, and then when the teacher calls ‘shark is coming’ they must run back as quickly as they can to their place in the circle. Repeat until all the fish have got a chance.

Game: World’s Greatest Sandwich
Level: Elementary
Other benefits: This is an excellent concentration and memory game. It will help to extend and explore vocabulary.
Minimum number of participants: 2
Resources needed: Clear space.
Instructions: This is an activity can be used as a getting to know you activity as well as giving the students an opportunity to practice specific vocabulary. The students sit in a circle the first-person starts.
Student A: Hi my name is Adam and the world’s greatest sandwich has eggs in it.
Student B: Hi my name is Betty and the world’s greatest sandwich has eggs and bananas in it.
Student C: Hi my name is Carol and the world’s greatest sandwich has eggs, bananas and pickles in it
Everyone in the circle gets a chance. If they make a mistake or pause too long they are out. The game keeps going until there is only one person left.
Extension: This game could be used to practice other types of vocabulary.
Examples:
• The world greatest zoo has …………. (zoo)
• The world’s greatest rainbow has ………… (colours)
• The world greatest orchestra has ………… (musical instruments)

Game: I Like but I don’t Like
Level: Beginners+
Other benefits: This game helps to promote the students’ creativity. It also focuses on negatives.
Minimum number of participants: 3
Resources needed: Clear space.
Instructions: Go around the circle and each student says what they like and what they don’t like. You can make it more difficult by getting them to say items that start with the first letter of their name.
For example: Hi my name is Julie. I like …. Jellies but I don’t like…. Jam.
After everyone has had a chance to say what their likes and dislikes are the students stand in a circle. A volunteer is chosen and he calls out the name of another student across the circle. As he walks towards them he must call their likes and dislikes. The chosen student chooses someone else and walks towards them calling out their likes and dislikes and so on until everyone has had a chance.

For more Drama Games you can use in the classroom, click on the link below.

Posted in Action Poems, Aesop's fabes, Animal Stories, co-operation, 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 workshop for childre, Elements of Drama, Endings, English as a second language, English teaching games, Esl, Esl Drama, expressive arts, Fairy Tales, Freeze Frame, Hot seating, Mime, Movement stories for children, Panchatantra plays, Still image, Story sacks, Storytelling, Storytelling in the Early years, Storytelling techniques, teacher in role, The three billy goats gruff

Using drama strategies in the classroom

Posted in co-operation, Endings

Drama Class – Endings

girls in classroom

Drama Class
Endings

Rounds
• The high point for me was when …
• The low point for me was when …
• The hardest thing for me was …
• The easiest thing for me was …
• What surprised me was …
• Something I knew would happen was …
• Nobody listened when …
• I’m really pleased that I …
• I wish I had …
• I felt like going home when …
• If I’d had a camera …
• If I could do it again I would …
• I wish I had been asked …
• I was annoyed when …
• My motivation went down when …
• My motivation went up when …
• I was helped by …
• I helped …
• I appreciated …
• I was appreciated by …
• I’d like to complain to …
• I’d like to congratulate …
• I’d like the group to tell me …
• One last thing I’d like to say is …

Touch Someone Who…
…you’d like to get to know better.
…you think is a good leader
…inspires you.
…you appreciate.
…you admire.
…is a consistent person.
…you wish you knew more about
…makes you laugh.
…communicates well.
…is a positive influence.
…works well with others.
…you have learned from.
…you enjoy being around
Coded Messages!

 

 

Posted in co-operation, creative arts, Drama, expressive arts, Fairy Tales, Role playing stories

The Magic Forest!

Fantasy Landscape. Mysterious Old Forest

This is an excellent activity to do with a variety of age groups. For younger children you can read out the story and get them to use their imaginations to fill in the gaps. For older children they could fill in the gaps in groups. At the end they could do a group picture/painting of their magic forest. They could also do a group improvisation based on their story.

The Magic Forest

Once upon a time there was a young child called Matilda. Matilda’s parents were the king and queen of the magic forest. The king, Matilda’s father was very ……………….. and the queen, Matilda’s mother was always ……………….. Matilda was the kind of child who never …………………… but always ………. Sometimes the king, the queen and Matilda would ………………… but they never ……………… All of them would sometimes go …………and Matilda would feel ……….. One day while walking in the magic forest, Matilda lost her way. She tried and tried to see if she could get back home to the castle. Matilda became ……….. After a while a wizard came hobbling along the path and told Matilda ………………… The wizard also gave …………. The first thing that Matilda did was ………. and she ……………

 

Finally, after wandering around for a long time, Matilda recognised the path back to the castle. She hurried towards it but suddenly she came across a …………… Now she felt ………… As the sun was setting Matilda trudged through the castle gates and into the castle where the king and queen were very, very, very, …………..  Her father the King told Matilda ………… Matilda felt …………. So told the king and queen……………… It had been a very tiring day for Matilda and she fell asleep. The king and queen watched Matilda as she slept and thought ……………

The next morning Matilda woke up and said to her self “……………………………………………………………………….”

Posted in co-operation, Drama Activities for children, Drama for children, Role playing stories

Setting up a role play in an Early Education Setting

Children dressing up as professionals

Role Play

Role Play can be one of the most important activities for young children; it not only stimulates their imagination but can help with their social development. Literacy, numeracy and other curriculum activities can all be planned as part of a role play situation

A Garden Shop

This can be particularly appropriate in the Spring and Summer Terms when it can coincide with growing activities.

Suggested items to collect:

Plant pots, Containers of artificial flowers, Seed packets (made by the children), Posters, and Child sized: Spade, Fork, Trowel, Canes, Watering can, Seed trays and Sieve

Activities:

Take a trip to a local garden centre.

Grow cress, sunflowers, pumpkins, beans, bean sprouts etc.

Design and make seed packets.

Make paper and card flowers for the shop.

Discuss safety issues in a garden, including poisonous plants and berries.

Maths activities – Counting, using plant pots and seeds, flowers in a bucket.

Money, using a play till and money.

There are endless variations of shops: Bakers, Newsagents, Shoe and Clothes shops, even a mini supermarket which can all incorporate activities from other curriculum areas.

A cafe

This is appropriate any time of the year and can encourage a lot of interaction between the children. Make a change by having a French or Italian cafe – the possibilities are endless.

Suggested items to collect: Plastic Tea set, Beakers, Napkins and serviettes, Plastic cutlery, Trays,  Play food, Cakes and Biscuits,  Menu cards, Blackboard for menu,  Notepads and pencils,  Hats and aprons,  Chairs and tables,

Activities:

Cooking, making small cakes and biscuits to sell in the shop.

Use the cafe as a way of introducing food from other cultures.

Make menu cards or have a blackboard for the children to write the menu for the day.

Maths activities – Weighing out ingredients when cooking.

Money, using a play till and money.

Counting and sorting cups, saucers, plates and cutlery, cakes etc.

A Theatre or Cinema Box Office

Again this is appropriate any time of the year and could coincide with an end of term performance of songs or play for the parents.

Suggested items to collect: Computer,  Keyboard,  Play till,   Posters, (real or child made),  Tickets,  Simple seating plan, Popcorn,  Programmes (made by the children),  Uniform,

Activities:

Making posters and programmes.

The box office could be used to sell tickets to parents for an end of term event.

If possible this activity could coincide with a visit to a local theatre.

Making popcorn, looking at the change in the corn

Maths activities – Money, using a play till and money.

Counting by making a seating plan out of squared paper and using coloured stickers to stick on the squares to represent when the seat has been sold.

Introducing time, what time the performances will start.