Category: Drama for children

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

Drama learning opportunity based on Little Red Riding Hood

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A drama learning opportunity based on Little Red Riding Hood

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

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

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

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

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

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

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

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

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

Posted on by Drama Start Books

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

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

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

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

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

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

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

Posted on by Drama Start Books

Movement Story

that focuses on the movement concept of different levels

(high, medium, low)


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

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

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

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

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

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

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

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

Posted in Drama for children

Drama in the Early Years and Inquiry Based Learning.

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

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

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

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

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

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

Posted in Drama for children

Process Drama Vs Product Drama

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Difference between product versus process drama

Product drama:

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

Process drama:

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

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

Posted in Drama for children

Theatre of the Oppressed Explained

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

What is the Theatre of the Oppressed?

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

How Does it Work?

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

The Benefits of the Theatre of the Oppressed

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

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

Posted in Drama for children

The Rainbow of Desire Explained

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The Rainbow of Desire is a concept developed by Augusto Boal, the Brazilian theatre director and creator of Forum Theatre, Invisible Theatre, Image Theatre, and Newspaper Theatre. The Rainbow of Desire refers to the various emotions and desires that drive human behavior and can be explored and represented through theatrical performance. Here is a brief overview of what The Rainbow of Desire is and how it works.

What is The Rainbow of Desire?

The Rainbow of Desire is a concept developed by Augusto Boal that refers to the various emotions and desires that drive human behavior. The Rainbow of Desire consists of seven different colors, each representing a different emotion or desire. These colors include red for love, blue for sadness, yellow for happiness, green for envy, black for fear, white for purity, and violet for spiritual aspiration.

How Does it Work?

The Rainbow of Desire can be explored and represented through theatrical performance, with actors using movement, gesture, and physical expression to communicate and embody the various emotions and desires represented by the colors of the rainbow. The performance can be created in real-time, with the actors responding to each other’s movements and creating a shared experience between performers and audiences. The Rainbow of Desire can also be used as a tool for personal and social transformation, allowing individuals to reflect on and explore their own emotions and desires and to create a more harmonious and fulfilling life.

The Benefits of The Rainbow of Desire

The Rainbow of Desire provides a unique and powerful tool for exploring and representing human emotions and desires through theatrical performance. By using movement, gesture, and physical expression, The Rainbow of Desire has the ability to communicate complex emotions and desires in a way that is accessible to audiences of all backgrounds and languages. Additionally, The Rainbow of Desire provides a valuable tool for personal and social transformation, allowing individuals to reflect on and explore their own emotions and desires and to create a more harmonious and fulfilling life.

In conclusion, The Rainbow of Desire is a concept developed by Augusto Boal that refers to the various emotions and desires that drive human behavior. The Rainbow of Desire can be explored and represented through theatrical performance, providing a unique and powerful tool for exploring and communicating complex emotions and desires. By fostering self-reflection and social awareness, The Rainbow of Desire has the potential to promote personal and social transformation and to create a more harmonious and fulfilling life.

Posted in Drama for children

Image Theatre Explained

Posted on by Drama Start Books

 

Image Theatre is a form of nonverbal theatre that was developed by Augusto Boal, the Brazilian theatre director and creator of Forum Theatre and Invisible Theatre. This unique and powerful approach to theatre uses movement, gesture, and physical expression to communicate ideas and emotions, and to create a shared experience between performers and audiences. Here is a brief overview of what Image Theatre is and how it works.

What is Image Theatre?

Image Theatre is a form of nonverbal theatre in which actors use movement, gesture, and physical expression to communicate ideas and emotions. The performance is created in real-time, with the actors responding to each other’s movements and creating a shared experience between performers and audiences. Unlike traditional forms of theatre, Image Theatre does not rely on dialogue or script, making it accessible to audiences of all backgrounds and languages.

How Does it Work?

Image Theatre performances typically begin with a theme or idea that is suggested by the audience or the performers. The actors then use movement, gesture, and physical expression to explore and communicate the theme. The performance is created in real-time, with the actors responding to each other’s movements and creating a shared experience between performers and audiences. The audience is invited to participate in the performance by suggesting new themes or movements, allowing the performance to evolve and change in real-time.

The Benefits of Image Theatre

Image Theatre is a powerful tool for promoting communication and understanding. It allows performers and audiences to connect on a deep, nonverbal level, fostering empathy and a sense of community. By using movement, gesture, and physical expression, Image Theatre has the ability to communicate complex ideas and emotions in a way that is accessible to audiences of all backgrounds and languages. Image Theatre also provides a unique and inclusive form of theatrical performance, allowing individuals of all abilities to participate and be valued for their contributions.

In conclusion, Image Theatre is a unique and powerful form of nonverbal theatre that uses movement, gesture, and physical expression to communicate ideas and emotions. By promoting communication and understanding, Image Theatre has the ability to create a shared experience between performers and audiences and to foster empathy and a sense of community.

Posted in Drama for children

Saint Brigid and the Magic Cloak ~ A play-script for children for St. Brigid’s Day

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Characters:

  • Saint Brigid
  • A poor family (Mother, Father, and two Children)
  • A King

Act 1:

(Scene opens with Saint Brigid walking on a dirt road. She stops in front of a small, rundown house and knocks on the door. A poor family answers)

Saint Brigid: Good morning, my name is Saint Brigid. I have heard that you are in need of help.

Mother: (wiping tears) Yes, we are. Our crops have failed, and we have nothing to feed our children.

Father: We are in desperate need of food and clothing.

Saint Brigid: I understand. I have a gift for you. (She pulls out a cloak from her bag) This is a magic cloak. It will never run out of food or clothing for as long as you need it.

Mother: (in disbelief) A magic cloak?

Saint Brigid: Yes, it is a gift from God. All you have to do is spread it out on the ground and it will be filled with food and clothing.

(The family takes the cloak and spreads it out on the ground. Suddenly, it is filled with bread, fruits, vegetables, and clothes)

Children: (excitedly) Thank you, Saint Brigid!

Saint Brigid: You’re welcome, my children. Remember, this cloak is a gift from God. Use it wisely and always be thankful.

(Saint Brigid leaves)

Act 2:

(Scene opens with Saint Brigid walking on a dirt road. She meets the King who is riding on a horse)

King: Halt! Who are you and where are you going?

Saint Brigid: I am Saint Brigid, and I am on a mission to help the poor and needy.

King: I have heard of your magic cloak. I want it for myself.

Saint Brigid: I’m sorry, but the cloak is not for sale. It is a gift from God for the poor and needy.

King: I am the King, and I demand that you give me the cloak!

Saint Brigid: I will not give you the cloak. It is not mine to give. It belongs to those in need.

King: Then you shall be punished for your disobedience!

Saint Brigid: I will not be punished for following God’s will. You may do as you wish, but I will continue to help those in need with the magic cloak.

(The King, realizing the Saint’s unwavering faith, and the generosity of her actions, changed his mind)

King: You are right, I apologize. Keep the cloak and continue your work, I will make sure to help the poor as well.

Saint Brigid: Thank you, your Highness. May God bless you.

(King rides away, and Saint Brigid continues her journey to help others)

The end.

 

 

Posted in Drama for children

Chinese New Year Drama Activities

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  1. “The Dragon Dance”: The dragon dance is a popular part of Chinese New Year celebrations. Have the group work together to create a dragon costume using materials such as paper, cardboard, and streamers. Then, have the group perform a dragon dance to traditional Chinese music.
  2. “The New Year’s Banquet”: This activity involves role-playing a traditional Chinese New Year’s banquet. Have the group plan and prepare a menu of dishes, and assign roles such as host, guests, and servers. Then, have the group set the table, serve the food, and enjoy a mock banquet together.
  3. “The Fortune Telling Game”: In this activity, the group will pretend to be fortune tellers, and will use props such as paper fortune tellers and tarot cards to predict each other’s futures. Players can take turns reading each other’s fortunes, and can use this activity as an opportunity to practice improvisation and storytelling skills.
  4. The Lion Dance”: Similar to the dragon dance, the lion dance is another popular part of Chinese New Year celebrations. Have the group create a lion costume using materials such as paper mache, cardboard, and streamers. Then, have the group perform a lion dance to traditional Chinese.
  5. The Great Race”: This activity is based on the legend of the Chinese zodiac, in which the animals raced to determine their place in the zodiac calendar. Divide the group into teams, and assign each team one of the zodiac animals. Have the teams perform a series of challenges or obstacles, and the first team to finish wins the race