Category: creative arts

Posted in Coordination games, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama techniques, Drama workshops for children, Fairy Tales, improvisation, Mime for children

Fairy-tale Chaos: A Fun Journey through Drama

Posted on by Drama Start Books

Fairy-tale Chaos: A Fun Journey through Drama

Duration: 2 hours

Objective: To explore the concept of Fairy-tale Mash-up through creative drama techniques, promoting imagination, teamwork, and confidence among the participants.

Workshop Plan:

  1. Warm-Up (15 minutes): Initiate with a fun “zip, zap, zop” game to warm up the group and enhance focus. Then, engage in some simple physical exercises and stretches to get their bodies moving.Here’s how you play:
    1. Formation: Participants stand in a circle facing each other.
    2. The Game Begins: One person starts by pointing at another person in the circle and saying “Zip”.
    3. Passing It On: The person who was pointed at then points to yet another person and says “Zap”.
    4. Continuing the Pattern: The third person then points to another person and says “Zop”.
    5. The Cycle Repeats: This pattern of “Zip, Zap, Zop” continues to be passed around the circle.

    The objective is to keep the rhythm going and the game should move quite quickly. If someone breaks the rhythm or says the wrong word, they are “out” and step out of the circle, or they can do a quick funny penalty (like a silly dance) before the game continues.

  2. Introduction to Fairy-tale Mash-up (10 minutes): Describe the Fairy-tale Mash-up concept to the children, explaining how characters from different fairy tales have ended up in the wrong stories. Divide participants into groups, and assign each group two different fairy tales.here are a few examples of fun and interesting fairytale mash-ups:
    1. “Cinderella and the Three Bears”: Cinderella, tired of her evil stepmother and stepsisters, runs away and finds herself in the house of the Three Bears. There, she learns to stand up for herself when Goldilocks shows up and starts causing havoc.
    2. “The Beauty and the Beanstalk”: Belle finds a magic bean in the Beast’s garden, plants it, and ends up climbing a giant beanstalk into the sky, where she meets a giant and his golden goose. She needs to find a way back to her Beast and perhaps find something that can break the curse in the process.
    3. “The Little Red Riding Hood and the Seven Dwarfs”: On her way to her grandmother’s house, Little Red Riding Hood stumbles upon the Seven Dwarfs’ cottage and decides to rest. What will happen when the Big Bad Wolf meets Snow White’s friends?
    4. “Puss in Boots and the Frog Prince”: The smart Puss in Boots encounters the Frog Prince and promises to break his curse in exchange for a favor. What ensues is a comical adventure filled with clever tricks and surprises.
    5. “Aladdin and the Glass Slipper”: Aladdin finds a glass slipper instead of a magic lamp. As he tries to find the owner of the slipper, he gets tangled up in Cinderella’s story, providing a different twist to both of their tales.
    6. “Rapunzel’s Tangled Adventure with Hansel and Gretel”: Rapunzel, with her long hair, and Hansel and Gretel, lost in the woods, team up to outwit the witch and find their way home.
    7. Sleeping Beauty and the Pied Piper”: Sleeping Beauty wakes up in the town of Hamelin, where she must team up with the Pied Piper to outwit the rat infestation and a new wicked fairy who threatens the town.
    8. “Jack and the Three Little Pigs”: Jack trades his cow for magic beans and climbs the beanstalk, only to find the Three Little Pigs are the ones living above the clouds. They team up to avoid the Giant and the Big Bad Wolf!
    9. “Pinocchio in Wonderland”: Pinocchio, instead of trying to become a real boy, falls down the rabbit hole into Wonderland. His peculiar condition of having his nose grow when he lies becomes even stranger in the topsy-turvy world of Wonderland.
    10. “Peter Pan and the Snow Queen”: Peter Pan, on one of his flights, veers off course and ends up in the icy realm of the Snow Queen. He needs to find a way to bring the warmth of Neverland to thaw the Snow Queen’s icy heart.
    11. “The Little Mermaid and the Frog Prince”: The Little Mermaid rescues the Frog Prince from the sea. In return, he promises to help her win the love of her prince with a magic potion.
    12. “Red Riding Hood and the Beast”: Red Riding Hood, on her way to her grandmother’s house, meets the Beast who needs her help to break the curse, in a journey filled with excitement, fear, and friendship.
    13. Remember, these are just ideas, and the fun part is in the exploration and creation of the new storyline. Encourage children to use their imagination and creativity to build on these ideas and come up with their unique fairy tale mash-ups.
  3. Character Creation (15 minutes): Encourage each participant to choose a character from one of the assigned fairy tales. Ask them to introduce their character to the group, stating their name, some key characteristics, and how they feel about suddenly being in a new story.
  4. Exploring the Mash-up World (20 minutes): Ask each group to create a tableau representing their mashed-up fairy tale. Encourage them to use exaggerated facial expressions and body language. Once frozen in tableau, walk around tapping each student on the shoulder. When tapped, the student should come alive and explain what they’re thinking or doing in the scene.
  5. The Giant Story Circle (15 minutes): Form a circle with everyone involved. Start a collective storytelling session where you begin the mixed-up fairy tale story, and then each child adds a sentence to develop the story. This will help them to understand narrative progression and sequencing.
  6. Pass the Prop (15 minutes): This activity encourages creativity. Using a basic prop (such as a piece of cloth, a hat, or a stick), each participant must use it in a scene as their character would. For example, the cloth could be Cinderella’s cleaning rag, then become Jack’s beanstalk, then Goldilocks’ blanket.
  7. Mime Time (20 minutes): In their groups, the children will mime a short scene from their mashed-up fairy tale. The rest of the group will guess what is happening. This encourages non-verbal communication and creativity.
  8. Fairy-tale Improv (30 minutes): Now it’s time to bring it all together. In their groups, participants will improvise a short scene from their mashed-up fairy tale, using all the elements they’ve practiced. Encourage them to use dramatic actions, character voices, and props.
  9. Show and Tell (15 minutes): Allow each group to perform their scene in front of the others. After the performance, give positive feedback and ask the performers how they felt about the experience.
  10. Cool Down (5 minutes):Sure, let’s break down that cool-down activity into more detailed steps:
    1. Slow Down the Pace (1 minute): Start by asking the children to find a comfortable space in the room and stand or sit comfortably. They should spread out enough so that they’re not touching anyone else. This is a signal that the high-energy part of the workshop is ending and it’s time to start winding down.
    2. Yoga Stretch (2 minutes): Lead the group in some simple yoga stretches. Start with a “Mountain Pose” where everyone stands tall, reaching their hands up to the sky. Then transition into a “Forward Fold”, bending at the waist and letting the arms dangle towards the ground. After that, sit down and stretch legs in a “Butterfly Pose”, with the soles of the feet touching each other and fluttering like wings. Remember to maintain a calm and soft voice while instructing, helping the children to relax.
    3. Deep Breathing Exercises (1 minute): Once everyone is seated comfortably after the stretch, guide the group through a short deep-breathing exercise. You could say, “Close your eyes. Take a deep breath in through your nose, hold it for a moment, now breathe out through your mouth. Imagine any remaining energy or excitement is leaving your body with each breath out. Let’s do that three more times.”
    4. Group Reflection (1 minute): Ask the group to open their eyes and, if they feel comfortable, share one word about how they’re feeling now or one thing they enjoyed about the workshop. This promotes self-awareness and a sense of community.
    5. Group Cheer (less than a minute): Finally, bring everyone back to their feet and into a circle. Place your hand in the middle and ask everyone else to do the same. Choose a phrase related to the workshop, like “Fairy Tale Magic” or “Drama Stars”. On the count of three, everyone should shout the phrase and lift their hands up together. This creates a sense of accomplishment and unity to end the workshop on a high note.

    Remember, the purpose of the cool-down is to help children transition from the high-energy activities of the workshop to a calmer state, preparing them to return to their regular activities. It’s also a time to reinforce the sense of accomplishment and camaraderie they’ve built during the workshop.

This workshop plan is designed to keep the fun quotient high, while still teaching essential elements of drama. Remember, the key to a successful workshop is creating a safe and supportive environment for the children to express their creativity.

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

Body/self awareness Activities

Posted on by Drama Start Books

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!

 

 

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

Posted on by Drama Start Books

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.

Posted in Aesop's fabes, Animal Stories, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, fables, Fairy Tales, Legends, Panchatantra plays, Plays, Plays for Children, Role playing stories, Storytelling, Storytelling in the Early years

Androcles and the Lion – A five minute playscript for children

Posted on by Drama Start Books

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Androcles and the Lion – A five minute playscript for children

Characters: Two storytellers, Androcles, Lion, Emperor, three slaves, three roman guards and as many spectators as you wish.

Storyteller 1: A long, long time ago when the Romans ruled the world.
Storyteller 2: There lived a slave called Androcles.
(Androcles walks on the stage and addresses the audience.)
Androcles: Hello everyone, I’m Androcles. I’m a slave. Life is not so good when you are a slave. I work hard and I’m always hungry. (He mimes digging and he wipes his brow.)
(Enter slaves and guards. The slaves mime doing manual jobs while the guards observe.)
Guard 1: Slaves, work harder. Any slacking and you will be fed to the hungry lions in the arena.
Androcles: I can’t take this life anymore.
Slave 1: Androcles, we are slaves.
Slave 2: We must do as the Romans tell us.
Slave 3: You should learn to accept your fate.
Androcles: I don’t want to accept this terrible life. I’m going to escape. I need you to cause a distraction.
Slave 1: I’ll do it. (He collapses in pain and the guards run towards him.)
Guard 2: Stop that noise at once.
Guard 3: What is the matter with you?
Slave 1: I’ve twisted my ankle.
Slave 2: Go now and good luck.
Slave 3: Don’t get caught or else you will be fed to the lions in the arena.
(They hug quickly and Androcles escapes without the guards noticing.)
Storyteller 1: Androcles jumped over the wall.
Storyteller 2: And ran through the forest.
Androcles: I’m exhausted. (He stretches, yawns and looks around.) This looks like a good place to sleep.
Storyteller 1: Androcles was just about to lie down when he heard a loud roar.
Lion: Roarrrrrrrrrrrrrrrrrrrrr!
Androcles: It’s a lion. Oh dear, he looks very angry.
Lion: I’m not angry. I’ve got this thorn stuck in my paw. I’m in pain. Roarrrrrrrrrrrrrrrrrrrrr!
Androcles: I’ll help you.
Storyteller 2: Androcles pulled the thorn out of the Lion’s paw.
Androcles: There you go. I’ll put some leaves on it to keep it dry.
Lion: Thank you so much I was in so much pain. Maybe one day I’ll return your good deed.
Storyteller 1: Years passed but one-day Androcles’ luck ran out. (Androcles is casually walking around the stage.)
Guard 1: Caught you at last.
Guard 2: Your luck has finally run out.
Guard 3: The emperor is very angry with you.
(Enter Emperor.)
Emperor: Slave, you are going to pay for escaping. Guards, take him to the arena and throw him to the lions. I could do with something to amuse me.
(Guards throw Androcles into the arena.)
Guard 1: Enjoy.
Guard 2: See you later.
Guard 3: Ha, ha I doubt we will ever see him again, alive.
Storyteller 2: Androcles waited in the arena for the trapdoor to open. The crowd cheered loudly.
Androcles: This is the end for me. I’ll just close my eyes. I hope it will be quick.
(The trapdoor open and the lion comes out roaring but then he sees Androcles with his eyes closed.)
Spectators: Kill him, kill him, kill him.
(The lion walks slowly towards Androcles whose eyes are still firmly shut.)
Lion: Open your eyes, Androcles.
Androcles: No, just eat me and get it over with.
Spectators: Kill him, kill him, kill him.
Lion: Androcles, it is I the lion you helped in the forest. I would never eat you.
Storyteller 1: Androcles slowly opens his eyes.
Androcles: Hello, my friend. (They hug.)
(The spectators cheer)
Emperor: Androcles, you have made friends with a fierce creature. Your reward is your freedom.
Androcles: Emperor, thank you. (Androcles bows.)
Storyteller 2: The Lion and Androcles lived to a ripe old age and remained friends.
(They hug and wave at the crowd.)

 

 

Other links:

Thumbelina – a play script

 

https://www.amazon.com/gp/product/B0B53WVLBB?notRedirectToSDP=1&ref_=dbs_mng_calw_17&storeType=ebooks
Posted in Action Poems, Circle games, Closure activities, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, English as a second language, English teaching games, Esl, Esl Drama, Movement activities, Relaxation games

Action Songs and Poetry for preschoolers.

Posted on by Drama Start Books

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Dingle Dangle Scarecrow
When all the cows were sleeping and the sun had gone to bed
Up jumped the scarecrow and this is what he said
“I’m a dingle dangle scarecrow with a flippy floppy hat,
I can shake my hands like this and shake my feet like that.
When all the hens were rousting and the moon behind a cloud,
Up jumped the scarecrow and shouted very loud
“I’m a dingle dangle scarecrow with a flippy floppy hat,
I can shake my hands like this and shake my feet like that.

Do Your Ears Hang Low?
Do your ears hang low? Do they wobble to and fro?
Can you tie them in a knot? Can you tie them in a bow?
Can you throw them o’er your shoulder like a continental soldier?
Do your ears hang low?
Do your ears hang high? Do they reach up to the sky?
Do they droop when they are wet? Do they stiffen when they’re dry?
Can you semaphore your neighbour with a minimum of labour?
Do your ears hang high?
Do your ears flip-flop? Can you use them for a mop?
Are they stringy at the bottom? Are they curly at the top?
Can you use them for a swatter? Can you use them for a blotter?
Do your ears flip-flop? Do your ears hang out? Can you waggle them about?
Can you flip them up and down as you fly around the town?
Can you shut them up for sure when you hear an awful bore?
Do your ears hang out?

The Hokey Cokey
You put your right hand in
Your right hand out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
Chorus
Whoa, the hokey-cokey
Whoa, the hokey-cokey
Whoa, the hokey-cokey
Knees bent, arms stretched, rah, rah, rah!
(Chorus)
You put your left hand in
Your left hand out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
(Chorus)
You put your right foot in
Your right foot out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
(Chorus)
You put your left foot in
Your left foot out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.
(Chorus)
You put your whole self in
Your whole self out
In, out, in, out
Shake it all about.
You do the hokey-cokey
And you turn around.
That’s what it’s all about.

Little Bunny Foo Foo

Hoppin through the forest

Scooping up the field mice
And bopping them on the head.

Down came
The good fairy
And the
Good fairy said:

“Little bunny foo foo
I don’t wanna see you
Scooping up the field mice
And bopping them on the head!”

“I’m gonna give you
Three chances
Then I’ll turn you
Into a goon!”

Little bunny foofoo
Hoppin’ through the forest
Scoopin’ up the field mice and bopping
Em’ on the head

Down came the good fairy
And she said:

” little bunny foofoo I don’t want to see you
Scooping up the field mice and bopping em’ on the head
I’ll give you two more chances then I’ll turn you to a goon”
*the next day

Little bunny foofoo hoppin’ through the forest scooping up the field
and boppin’ em’ on the the head

Then the good fairy came down
And she said

Little bunny foofoo i don’t want to see you scooping up the field
much and bopping them on the head!I’ll give you one more chance
and then I’ll turn you into a goon!
*the next day

Little bunny foofoo hoppin through the forest scooping up the field
mice and bopping them on the head

Then the good fairy came down and she said:

Little bunny foofoo I don’t want to see you scooping up the field
mice and bopping them on the head I gave you 3 chances and I’m
going to turn you into a goon!

POOF!

For more movement games and activities, click here.

 

Posted in Action Poems, Aesop's fabes, creative arts, Drama, Drama Activities for children, Drama for children, Esl, expressive arts, fables, Panchatantra plays, Plays, Plays for Children, the lion and the mouse

Rhyming Tales – The Lion and the Mouse

Posted on by Drama Start Books

A king lion and a mouse under the tree

Rhyming Tales
The following poem can be used in a variety of ways: The practionner could read it at story time or the children could act out or mime the different parts for fun or in front of an audience. They could also be recited. Each child could learn four lines each and they could recite it as a choral piece. These stories help children with their vocal expression and give them an understanding of rhythm.

The Lion and the Mouse
There was a lion who lived in a cave.
He was extremely big and terribly brave.
The lion was not frightened of anything
Because he was the fearsome jungle king.
One day he was asleep near his house
When he was woken by a little mouse.
The lion grabbed the mouse with his large paw
He licked his lips and opened his wide jaw.-
The little mouse looked at him with sheer dread –
He didn’t want to be some scrumptious spread. –
“Squeak, squeak, Mr. Lion do not eat me
Some day I will help you so let me be.”
“You help me,” he said “I don’t think so
But I’m not that hungry, so off you go.”
One day while hunting deep in the jungle
The lion tripped over and took a tumble.
Suddenly he was stuck in an evil trap
The other animals began to clap.
He saw some grey elephants and he cried:
“Elephants, please help me I’ve swallowed my pride.”
“Oh Mr. Lion we will not help you
So how does it feel to be in a stew?”
The elephants said with extreme delight
And off they trundled into the dark night.
The lion waited and a few hours passed
Then out of the blue he saw some giraffes
“Giraffes, Giraffes,” he said, “please, please help me.”
The Giraffes looked at him and decided to flee.
He was extremely hungry and very cold
He was terribly tired and feeling less bold.
When all of a sudden down by the lake
He heard the hissing of a slimy snake.
“Snake, please, please help me I’m stuck in a trap,
I feel confused and I’m all in a flap.”
The snake hissed: “Jungle King I must admit,
You really do look like a proper twit.”
Snake laughed and laughed and felt real good
And away he slithered into the deep wood.
The Lion felt a sense of despair’
He was stuck outside in the cold night air.
Then all of a sudden out from his house
Came the patter of the little brown mouse.
“Pardon Lion I’m not one for prying
But please tell me why you are crying?”
The lion told the mouse his whole story
In all its wondrous gruesome glory.
The little mouse began to gnaw and gnaw
The scary lion sat there full of great awe.
At last, the lion roared: “I’m FREE I’m free.”
With that he invited the mouse home for tea.

 

 

https://www.amazon.com/gp/product/B078R8ZVMN?notRedirectToSDP=1&ref_=dbs_mng_calw_8&storeType=ebooks
Posted in Aesop's fabes, creative arts, Drama Activities for children, Drama for children, drama for kids, English as a second language, Esl, Esl Drama, fables, Fairy Tales, Hans Christian Andersen, Plays, Plays for Children, The Nutcracker

The Nutcracker – A Playscript for children

Posted on by Drama Start Books

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Characters: Two Storytellers, Clara, Godfather, Nutcracker Toy, Three Mice, Mouse King, Six Soldiers, Sugarplum Fairy, Arabian Princesses, Chinese Tea Dancers and Flower Ballerinas.
Storyteller 1: Once upon a time there lived a girl called Clara. It was Christmas Eve.
Clara: (looks out the window) It is snowing. It is dazzling white except for that golden light coming from my house.
Storyteller 2: Her parents were having a Christmas Eve party.
(Clara’s godfather walks in and greets everyone.)
Godfather: Merry Christmas, Clara. (He gives Clara a hug and a large Christmas present.)
Clara: Thank you very much. I’ll put it under my Christmas tree.
Storyteller 1: That night, when everyone had gone to bed, Clara crept downstairs as quiet as a mouse.
Clara: I’m so excited to open my present from my godfather.
(She opens the present.)
Clara: It is a Nutcracker Toy. What a wonderful present. I’m so tired. (She yawns.) I’ll just have a quick nap under this Christmas tree.
Storyteller 2: Bong, bong; the clock struck midnight.
Clara: My goodness, the tree is rising above me.
(Nutcracker Toy comes to life and starts moving.)
Nutcracker Toy: Hello, Clara.
Clara: The Nutcracker Toy has come alive.
Nutcracker Toy: I’m the nutcracker prince.
Clara: What are you doing here?
Nutcracker Toy: I’ve come to protect you.
Clara: Why do I need protecting?
Nutcracker Toy: The kitchen mice are plotting to kidnap you. (He blows his whistle.) Never mind, these six soldiers are here to help you.
(The soldiers march by.)
(Mice follow the soldiers into the room.)
Mouse 1: There she is.
Mouse 2: Let’s get her.
Soldier 1: We must stop the mice.
Soldier 2: Use these lumps of cheese and fire them at the mice.
Soldier 3: Spray them with water.
Mouse 3: Help us, help us.
(The Mouse King enters.)
Mouse King: Is this the best you can do? (He whips out his sword and points it at the nutcracker prince. They have a sword fight.)
Clara: I must help the Nutcracker Toy. (She takes off her shoe and fires them at the Mouse King.)
Mouse King: Something has hit me. (He collapses and is out cold.)
Nutcracker Toy: You saved me, Clara. I must thank you.
Storyteller 2: The Nutcracker Toy called his reindeer and sleigh.
Reindeer: Your sleigh awaits, Prince.
Nutcracker Toy: Jump on board, Clara.
Clara: Where are we going?
Nutcracker Toy: It is a surprise.
Storyteller 1: They flew through an open window and into a snow-filled sky. Eventually, they arrived at their destination.
Clara: Where are we? Look, the trees are made of lollipops and the flowers are made of marshmallows.
Nutcracker Toy: This is the land of treats.
(They get off the sleigh.)
Nutcracker Toy: Clara, come. I want to show you something. This is the marzipan castle. It is decorated with ever kind of sweet you can imagine.
(He knocks at the door.)
Sugarplum Fairy: Welcome. I’m the Sugar Plum Fairy. I’m so glad you could make it. Please come inside. Make yourself at home and eat anything you want.
Clara: I’ve never seen so many cookies, cakes and candy.
Storyteller 1: Clara and the Nutcracker Toy ate to their hearts’ content.
Storyteller 2: Once they had finished all the food, they were entertained by the Arabian Princesses (the Arabian Princesses come out and dance to music), Chinese Tea Dancers (the Chinese Tea Dancers come out and dance to music), and Flower Ballerinas (the Flower Ballerinas come out and dance to music.)
Clara: This is an amazing place. I’ve had an amazing time.
Nutcracker Toy: Clara, it is time to go home.
Clara: Thank you for a wonderful adventure.
Reindeer: Hop on.
Storyteller 1: The next morning, Clara woke up underneath the Christmas tree.
Clara: Where am I? I’m underneath the Christmas tree. (She picks up the Nutcracker Toy.) Where is the prince? It must have been a dream … unless it was the magic of Christmas Eve.

For More Wold Stories on Stage, click below.

 

Posted in creative arts, Drama, Drama for children, Esl Drama, Legends, Plays, Plays for Children, Role playing stories, Saint Patrick’s day, St Patrick

St Patrick – A play for children based on an Irish Legend

Posted on by Drama Start Books

Characters: Three narrators, three slave traders, Patrick, Patrick’s mother, Patrick’s father, Rich Merchant, three sheep, God, Ship’s captain, three druids, High King, snakes (as many as you want.)
Narrator 1: Once upon a time in the north of France there lived a young boy called Patrick
Narrator 2: Patrick was young and carefree. He lived in a village with his family and friends.
Narrator 3: One night while the whole village was fast asleep, the village was raided by evil slave traders.
(Patrick and his parents are asleep. Slave traders enter the stage very quietly. They have their swords drawn.)
Slave Trader 1: Take any valuables you can lay your hands on.
Slave Trader 2: The only thing of value in this village is this young boy.
Slave Trader 3: Yes, he is young and hearty, he will make an excellent slave.
Slave Trader 1: Seize him.
Slave Trader 2: And leave the rest, they are of no use.
(Slave Traders 1 and 2 tie up Patrick’s parents.)
Patrick’s Mother: Please don’t take our son. He is our only child.
Slave Trader 3: Silence woman.
Patrick’s Father: Where are you taking him?
Slave Trader 1: We are going to sail to Ireland.
Patrick’s Father: What are you going to do with him Ireland?
Slave Trader 2: We will sell him at the market.
Slave Trader 3: People will pay good money for a strong and fit slave.
Slave Trader 1: And there is nothing you can do about it.
Narrator 1: That very night, the slave traders and the boy set sail for Ireland.
Narrator 2: Patrick was very frightened because he had only ever known a comfortable and safe life with his family in the north of France.
Patrick: I’m so scared I’ve never been anywhere by myself before.
Narrator 3: Eventually, they arrived in Ireland and the slave traders sold him to a rich merchant.
Rich Merchant: He looks very hearty and strong. I will be able to work him hard. How much do you want for this boy?
Slave Traders: Five pieces of silver.
Rich Merchant: 1, 2, 3, 4, 5. Boy, come with me.
Patrick: Where are we going?
Rich Merchant: You are going to work as a shepherd. You must take care of my sheep on the mountain. You can live in this stone hut. Now get to work.
Patrick: I know nothing about sheep.
Rich Merchant: I paid good money for you, so you must keep the flock safe. Make sure none of them run off or get injured.
Narrator 1: Patrick worked very hard on the mountain. Soon he became good friends with the sheep as they were his only company. (Patrick sits on a rock and looks very sad.)
Sheep 1: Baa, baa what’s the matter Patrick?
Sheep 2: You always look sad.
Patrick: I miss my family and friends very much. I want to go home.
Sheep 3: I’ve an idea that could help.
Patrick: What is it? I’ll try anything that will help me return to my family.
Sheep 3: Why don’t you ask God to help you escape and return you safely to your family.
Patrick: That’s an excellent plan. (He kneels.) God, please help me escape so I can return to my family in the north of France. (He waits for a response but there is none.) Nothing, I guess I’m stuck here.
Sheep: Be patience. God works in mysterious ways,
Narrator 2: In the seventh winter, Patrick was fast asleep in his hut one night when God came to him.
God: It’s time to leave the mountain and return to your family, friends and village. There is a ship in Wexford waiting for you.
Patrick: (wakes up) God, that’s a very dangerous plan. If I get caught I’ll surely die.
God: Well, just make sure you don’t get caught.
Sheep 1: You must go.
Sheep 2: God has spoken.
Sheep 3: We will miss you.
Patrick: I’ll miss you too, but I need to return home.
Sheep: Go quickly, bye and safe journey.
(They all hug.)
Patrick: Bye and take care.
Narrator 1: Patrick trekked through the mountains. It began to snow. He was cold and hungry.
(Music maybe played as Patrick mime going through the treacherous terrains.)
Narrator 2: He arrived in Wexford just as a big ship was to set sail.
Ship’s captain: All aboard.
Patrick: Where are you going, Captain?
Ship’s Captain: The north of France. Hop on if you want a ride.
Narrator 3: After many days, Patrick arrived home. (His parents are busying working in the fields. They notice someone walking towards. They look carefully realise it is their long, lost son.)
Patrick’s Mother: You are home. I’m so happy to see you.
Patrick’s Father: I prayed to God every day for seven years for your safe return.
(They all hug each other.)
Patrick: I’ll never leave you again.
Narrator 1: A few years later. Patrick is sleeping.
God: Patrick I need you to return to Ireland and tell the people all about me and Christianity.
Narrator 2: Before he returned to Ireland he became a monk.
Narrator 3: And then a bishop. And in 432 he returned to Ireland to tell the people about God and Christianity. (He puts on a bishop’s hat.)
Narrator 1: Patrick arrived carrying the Christian cross. The pagan druids of Ireland were not impressed.
Druid 1: What do you want with your funny ideas and your big cross.
Patrick: I’ve come to tell you stop worshiping your pagan gods. There is only one god and he is three people. The father, son and holy Ghost.
Druid 2: We should get rid of him.
Druid 1: He doesn’t agree with our pagan rituals.
Druid 2: Three people in one God. That makes no sense.
Druid 3: He is a ridiculous person.
Druid 1: How are you going to explain your God to our people.
(Patrick looks around and picks up a shamrock)
Patrick: I’ll explain it. One shamrock, Three leaves. One God, three people.
Druid 2: We have many gods and they aren’t stuck in one person.
High King: Stop this nonsense at once. Patrick, you are free to believe in whatever God you wish. Travel the land and spread the word. However, I think it will be a hard sell.
Narrator 1: Patrick travelled the country and when he reached Mayo he decided ….
Patrick: I will spend 40 days and 40 nights alone on this mountain, praying to God.
Narrator 2: While he was on the mountain top he realised there were lots of snakes. They started to surround him.
Snakes: Hisssssssssssssssssssssss
Patrick: These snakes are annoying and dangerous.
God: Banish all the serpents to the sea,
Druids and High King: Did you see that?
Patrick: All the snakes are gone.
Druid 1: I’m converted to this one god with three divine people.
Druid 2: Me too.
Druid 3: Me too.
High King: You shouldn’t have judged so quickly.
Narrator 2: Word spread and all of Ireland became Christian.
Patrick: Mission accomplished at last.
Narrator 1: Since that day there has never been a snake seen in Ireland.
Narrator 2: Patrick stayed in Ireland and he dies on the 17th March 461.
Narrator 3: Since then the 17th March has been St Patrick’s day.

For more Irish Legends on Stage, click here.

Other Playscripts:

Chinese New Year Play

The Monkey and the Crocodile 

Posted in creative arts, Drama Activities for children, Drama for children, drama for kids, Esl Drama, fables, Panchatantra plays, Plays, Plays for Children

The Monkey and the Crocodile – A playscript for children

Posted on by Drama Start Books

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Characters: Three storytellers, the crocodile, the crocodile’s wife and the monkey.

Storyteller 1: Once upon a time there lived a crocodile that lived in the river Ganges in India.
(Crocodile enters stage swimming slowly.)
Storyteller 2: On both sides of the Ganges there were large music fruit trees.
Storyteller 3: A monkey lived in one of the trees. He ate fruit all day.
(Monkey mimes eating fruit.)
Monkey: These fruits are so delicious and juicy I’m so lucky to live in a fruit tree.
(Crocodile sits under the tree for shade.)
Crocodile: It is very hot I think I will sit under this tree and sleep in the shade. (Looks up.) The fruits on tree look so delicious. I wish I could climb the tree and pick some.
Monkey: (climbs down from the tree) Since you are resting under my tree, you are my guest. Please come and taste some of my delicious fruits.
Storyteller 1: The monkey plucked the juiciest fruit off the tree and gave it to the crocodile.
Crocodile: Oh thank you Monkey you are so kind.
Monkey: You are welcome. Come again, any time.
Storyteller 2: Soon, the crocodile came every day. They would eat the fruit and talk to one another for hours.
(Crocodile and the monkey mime having a conversation and eating lots of fruits.)
Storyteller 3: One day as the crocodile was leaving to swim home. The monkey gave him some fruit.
Monkey: Crocodile give these fruits to your wife. I plucked them especially for her.
Storyteller 1: The crocodile swam home and gave the fruit to his wife, She was very happy.
(Crocodile swims home and gives his wife the fruit.)
Crocodile’s wife: These fruits are delicious. I have never tasted such sweet fruit in all my life. Where did you get them from?
Crocodile: I got them from my friend the monkey. He lives in the fruit tree so he knows which ones are the sweetest.
Crocodile’s wife: Does the monkey eat fruit every day?
Crocodile: Yes, only the sweetest and juiciest ones. Why do you ask?
Crocodile’s wife: Because that means his heart must be so sweet. If I eat his heart I would remain young and beautiful forever. You must steal the monkey’s heart and give it to me.
Crocodile: But he is my good friend. He is my only friend. It would be unfair for me to steal his heart.
Crocodile’s wife: (gets angry) If you loved me you would do it.
Crocodile: Do not get anger my dear, I will do as you wish.
Storyteller 2: The next day the crocodile swam to the riverbank and reached the tree where the monkey lived.
Monkey: Crocodile, you are late today. I thought you weren’t coming.
Crocodile: My wife has made a meal for you. She has invited you to tea because she wants to thank you for giving her your beautiful sweet fruit.
Monkey: That’s very kind of her but I’m a land animal, I can’t swim.
Crocodile: We live on a sand bank just jump on my back and I’ll take you there.
Storyteller 3: The monkey hopped on the crocodile’s back and away they went.
Monkey: Slow down, Croc. You are going too fast.
Crocodile: I’m sorry Monkey but I have to go fast because my wife wants to eat your heart for her tea.
Monkey: Oh Croc, you should have told me this before we left. I always keep my heart in the hollow of the tree for safe keeping.
Crocodile: I’ll take you back to the tree and you can collect your heart.
Monkey: That would be great.
Storyteller 1: Crocodile turns and swims back to the tree where the monkey lives upon reaching the bank the monkey jumps off the crocodiles back and clambers up the tree. After a while the crocodile says…..
Crocodile: Monkey, you must have found your heart by now. My wife will get angry if we don’t arrive soon.
Monkey: You are so foolish crocodile. Don’t you know your heart is within yourself? It was a trick to save my life. Now leave my tree and never come back again.
Storyteller 2: The crocodile left empty handed.
(Crocodile’s wife looks very angry.)
Storytellers: The moral of the story is at times presence of mind pays well.

For more plays based on animal stories click on the links below:

Posted in Aesop's fabes, creative arts, Drama, Drama Activities for children, Drama for children, drama for kids, Esl, Esl Drama, fables, Fairy Tales, Panchatantra plays, Plays, Plays for Children, Role playing stories, Storytelling, Storytelling in the Early years, Storytelling techniques, The ant and the grasshoppers, The Hare and the Tortoise, the lion and the mouse

The Ants and the Grasshoppers – A 5 minute play script for children.

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Ant and Grasshopper, illustration

Characters: Three storytellers, three ants, grasshopper, owls, squirrels and bears.  

(Stage Directions: the owls, squirrels and bears are in a large semicircle stage right; storytellers are stage left and the ants are in the centre of the stage.)

Storyteller 1: One hot summer’s day …

Storyteller 2: … there were some ants working hard.

Storyteller 3: They were collecting food for the winter. (All the ants are miming digging, pulling and pushing.)

Ant 1: I am so hot.

Ant 2: Me too!

Ant 3: This is very hard work.

Storyteller 1: They saw a grasshopper listening to some music on his iPod. (Grasshopper passes by, singing and dancing; the ants stop work and look at him.)

Storyteller 2: He was dancing …

Storyteller 3: … and laughing and enjoying the lovely weather.

Grasshopper: Ants, you are so silly. You need to enjoy the sunshine.

(Ants start working again.)

Ant 1: We are working hard.

Ant 2: We want to have food for the winter. (Grasshopper keeps dancing.)

Storyteller 1: The grasshopper continued enjoying himself. (The Ants keep working and move stage right.)

Storyteller 2: Winter started to come and the weather got colder and colder.

Storyteller 3: The snow began to fall.

Storyteller 1: The grasshopper was cold and hungry. (Grasshopper rubs his stomach and shivers. He looks at the owls that start to fly around the stage.)

Grasshopper: I am cold and hungry; perhaps my friends the owls will feed me. Owls! Owls! Will you please feed me?

Owls: (Owls fly around the grasshopper and stop centre stage. They stand around the grasshopper.) Twit Tuhooo! Oh no, we will not feed you. (They fly back to their place in the semicircle.)

Grasshopper: Oh dear! I know, I will ask my friends the bears to feed me. (Grasshopper walks towards the bears.) Bears! Bears! Please feed me. (Bears are asleep so he wakes them up and they walk to the centre stage.)

Bears: (The bears are very angry that they have been woken up.) Growl! Growl! Oh no, we will not feed you. (The bears go back to their place in the semicircle.)

Storyteller 1: Then the grasshopper saw some squirrels. (The squirrels mime eating nuts stage right.)

Grasshopper: Squirrels! Squirrels! Please feed me! (They squirrels walk towards him.)

Squirrels: Oh no, we will not feed you. (They hop back to stage right.)

Storyteller 2: The grasshopper was very cold and hungry. He didn’t know what to do. (Grasshopper is shivering and rubbing his stomach.)

Storyteller 3: Then he thought of the ants. (The ants move to the centre of the stage.)

Grasshopper: Ants! Ants! Please feed me. (The ants go into a huddle away from the grasshopper.)

Storyteller 1: The ants thought about it and decided to give him some food. (All the ants face the grasshopper.)

Ant 1: You must promise that next year you will work hard in the summer. (Grasshopper gets down on his hands and knees.)

Grasshopper: Oh thank you Ants, I promise.

Storyteller 1: That summer the grasshopper kept his promise and worked hard to collect food for the next winter. (Grasshopper mimes pushing, pulling, carrying and digging with all the ants.)

Storyteller 2: The lesson of the story is: fail to prepare …

Storyteller 3: …prepare to fail.

For more children’s plays and drama workshops based on Aesops Fables, click on the links below: