Category: Drama strategies

Posted in Aesop's fables, Drama for children, Drama strategies, Drama workshops for children, Greek myths, Hot seating, Mantle of the expert

“Journey to Ancient Greece: A Mantle of the Expert Drama Workshop”

Posted on by Drama Start Books

“Journey to Ancient Greece: A Mantle of the Expert Drama Workshop”


Aim: In this workshop, the children will take on the roles of expert archaeologists and historians tasked with exploring and uncovering the rich history, myths, and culture of Ancient Greece.

Materials Needed: Props for archaeology (like faux artifacts, excavation tools), costumes, art supplies, and materials to create a “Greek museum”.

Workshop Outline

Introduction (10 minutes): Introduce the scenario: the children are part of a world-renowned team of archaeologists and historians who’ve been commissioned by a museum to create an exhibit on Ancient Greece. They’ll need to conduct research, unearth artifacts, and prepare presentations on their findings.

Role Assumption (10 minutes): Discuss what it means to be an archaeologist or historian. How do they work? What are their responsibilities? This sets the stage for the children to take on their roles as experts.

Archaeological Dig Activity (20 minutes): Set up a faux “dig site” where children can “excavate” replicas of Greek artifacts like pottery, sculptures, and coins. Each artifact can have a tag with some information about its historical context, which children can later research further.

Research and Preparation (30 minutes): The children should then research more about their artifacts and Ancient Greece’s history, mythology, philosophy, and lifestyle. Encourage them to use books, online resources, and even create imaginary interviews with prominent Greek figures.

Here is a list of some famous characters, both historical and mythological, from Ancient Greece:

Historical Figures:

  1. Socrates: An influential philosopher who is known as one of the founders of Western philosophy.
  2. Plato: A student of Socrates and the teacher of Aristotle, Plato was a philosopher and the founder of the Academy in Athens, the first institution of higher learning in the Western world.
  3. Aristotle: A Greek philosopher and polymath who made significant contributions to a number of fields, including physics, biology, zoology, metaphysics, logic, ethics, aesthetics, poetry, theater, music, rhetoric, psychology, linguistics, economics, politics, and government.
  4. Alexander the Great: A military genius who created one of the largest empires in the world by the time of his death.
  5. Hippocrates: Often referred to as the “Father of Medicine,” he is credited with establishing medicine as a profession distinct from philosophy or theurgy.
  6. Homer: The legendary author of the epic poems the Iliad and the Odyssey.

Mythological Figures:

  1. Zeus: The king of the gods, god of the sky, lightning, thunder, law, order, and justice.
  2. Hercules (Heracles): A divine hero, the son of Zeus, known for his strength and for his twelve labors.
  3. Achilles: A hero of the Trojan War and the central character of Homer’s Iliad.
  4. Odysseus: A hero of the Trojan War and the protagonist of Homer’s Odyssey, which recounts his 10-year struggle to return home after the war.
  5. Perseus: The legendary founder of Mycenae and a demigod renowned for his exploits, including beheading the Gorgon Medusa and saving Andromeda from a sea monster.
  6. Athena: The goddess of wisdom, courage, inspiration, civilization, law and justice, strategic warfare, mathematics, strength, strategy, the arts, crafts, and skill.
  7. Apollo: God of the sun, the light, the music and prophecy.

Remember, some of these figures are based on mythology and may have different attributes or stories depending on the particular source or interpretation.

Creating the Museum Exhibit (30 minutes): Children can now prepare their exhibits. They can make placards explaining their artifacts, create scenes depicting Ancient Greek life, or prepare performances enacting Greek myths or philosophical debates.

Here are some of the most well-known ones:

  1. The Creation of the World: According to Hesiod’s “Theogony”, in the beginning, there was only Chaos. From Chaos came Gaia (Earth), Tartarus (the Underworld), and Eros (Love). Gaia gave birth to Uranus (Sky), who became her mate and covered her on all sides. Together they created the Titans, the Cyclopes, and the Hecatoncheires (giants with a hundred hands).
  2. Titanomachy (War of the Titans): This is the story of the battle between the Titans, led by Cronus, and the Olympian gods, led by Zeus. Zeus and his siblings ultimately won, banishing the Titans to Tartarus.
  3. The Twelve Labors of Hercules: These are a series of episodes concerning a penance carried out by Hercules, the greatest of the Greek heroes.
  4. Perseus and Medusa: Perseus, a demigod, was sent to kill Medusa, a monster who could turn people into stone with her gaze. He was successful and later used her head as a weapon.
  5. Theseus and the Minotaur: Theseus, a prince of Athens, volunteered to be one of the youths sacrificed to the Minotaur, a creature with the body of a man and the head of a bull, and managed to kill the beast.
  6. The Odyssey: The epic poem by Homer follows the hero Odysseus as he journeys home from the Trojan War, facing numerous trials and tribulations along the way.
  7. The Iliad: Also an epic poem by Homer, “The Iliad” tells the story of a few weeks during the last year of the Trojan War, focusing on the hero Achilles.
  8. Orpheus and Eurydice: Orpheus, a legendary musician, journeyed to the underworld to bring back his wife, Eurydice, who had been bitten by a snake and died. He was allowed to take her back to the living world on the condition that he not look back at her until they were out of the underworld, but he failed to keep the condition.
  9. Pandora’s Box: Pandora, the first woman on Earth, was given a box (actually a jar) and told not to open it, but curiosity got the better of her, and when she opened the lid, all the troubles and evils of the world flew out, leaving only Hope inside once she quickly closed it again.
  10. Daedalus and Icarus: Daedalus was a skilled craftsman who, along with his son Icarus, was imprisoned in a tower. He crafted wings made of feathers and wax for himself and Icarus to escape. Despite being warned not to fly too high, Icarus did so, the sun melted his wings, and he fell into the sea and drowned.

These stories formed a large part of Ancient Greek religion and provided moral and practical lessons for people. They also helped explain natural phenomena and the origins of the world and humanity. For more Greek myths click here.

Presenting the Exhibit (20 minutes): Once the exhibits are ready, children take turns guiding the group through their displays, explaining their artifacts, and possibly performing their Greek myth enactments.

Here’s a list of some of the most famous and significant Greek artifacts:

  1. Mask of Agamemnon: Found at Mycenae and supposedly belonging to King Agamemnon, this artifact is a gold funeral mask dating back to the mid-second millennium BC.
  2. Antikythera Mechanism: This ancient Greek analogue computer was used to predict astronomical positions and eclipses decades in advance. It’s a complex clockwork mechanism composed of at least 30 meshing bronze gears.
  3. The Parthenon Sculptures: Also known as the Elgin Marbles, these sculptures adorned the Parthenon in Athens and are considered some of the highest achievements of Greek sculpture. They include the metopes, the frieze, and the pedimental statues.
  4. The Venus de Milo: This ancient Greek statue is believed to represent Aphrodite, the Greek goddess of love and beauty.
  5. The Winged Victory of Samothrace: Also called the Nike of Samothrace, this second-century BC marble sculpture of the Greek goddess Nike (Victory) is one of the most celebrated sculptures in the world.
  6. Dipylon Amphora: This large grave amphora was used as a grave marker in the ancient Athens cemetery of Dipylon. It features geometric patterns and shows funerary rituals and processions.
  7. Bronze statue of Zeus or Poseidon: This is a nearly life-sized, over 2-meter tall bronze statue of either Zeus or Poseidon, made around 460–450 BC. The statue holds either a thunderbolt (if Zeus) or a trident (if Poseidon), but the object is missing.
  8. The Riace Bronzes: These are two full-size Greek bronzes of naked bearded warriors, cast about 460–450 BC that were found in the sea near Riace in 1972.
  9. Disk of Phaistos: This is a disk of fired clay from the Minoan palace of Phaistos on the island of Crete, possibly dating to the middle or late Minoan Bronze Age (second millennium BC). Its purpose and meaning, and even its original geographical place of manufacture, remain disputed, making it one of the most famous mysteries of archaeology.
  10. Knossos Palace Artifacts: Knossos is the largest Bronze Age archaeological site on Crete. Several artifacts, including beautiful frescoes, tablets, and the throne room, have provided valuable insight into Minoan culture.

Please note that while many of these artifacts can be found in Greece, particularly in the National Archaeological Museum in Athens, some are held in other countries due to historical circumstances, such as the Parthenon Sculptures in the British Museum.

Discussion and Debrief (10 minutes): End the workshop with a discussion about what they’ve learned about Ancient Greece. Talk about the importance of history and archaeology, and how it helps us understand our past.

Conclusion (5 minutes): Wrap up the workshop by praising the children for their hard work and excellent archaeological and historical skills. They have now experienced a bit of what it’s like to be an archaeologist and historian, and have developed a deeper understanding of Ancient Greek culture.

Note: The activities and timings are flexible and can be adapted based on the age group, number of children, and available time. This Mantle of the Expert approach will allow children to learn about Ancient Greece in an engaging, immersive, and hands-on way.

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 Drama for children, Drama strategies, Drama techniques, Drama workshops for children, Environment

Under the Sea – Exploring Ocean’s Wonders Drama Workshop

Posted on by Drama Start Books

Title: Under the Sea – Exploring Ocean’s Wonders

Age group: 7-12 years old

Duration: Two hours

Goal: To foster creativity, encourage teamwork, and increase understanding of the ocean’s ecosystem and its inhabitants.

Materials Needed: Props (sea creature cutouts, mermaid tails, etc.), music, and a “sea” setup (blue sheets, shells, starfish, etc.).

Warm-up activity (15 minutes):

  1. Ocean wave movement: Have the children stand in a circle. Start by making a wave motion with your arms and pass it around the circle. Encourage the children to follow the rhythm and pass it along until the wave comes back to you.
  2. Sea Creature Charades: Each child picks a sea creature from a hat and then acts it out without making any sound. The rest of the group guesses the creature. This game helps the children warm up and get into the mindset of acting like sea creatures.

Main Activities (60 minutes):

  1. Underwater Discovery: Divide the children into smaller groups. Assign each group a specific underwater location (e.g., coral reef, sunken ship, deep sea). Each group creates a short scene depicting the life and interactions of creatures in their assigned location.
  2. Mermaid/Merman Adventure: In this activity, some children are chosen to be mermaids/mermen. The mermaids/mermen narrate a story about their life under the sea, interact with other sea creatures (played by other children), and solve a problem or overcome a challenge (such as cleaning up pollution, helping a lost creature find its family, or protecting the sea from a villain).

Reflection and Discussion (20 minutes):

  1. Ocean Habitat Discussion: Discuss different sea creatures and their habitats. Talk about the importance of each creature in maintaining the balance of life under the sea.
  2. Reflection: Have children share their experiences – what was it like to be a sea creature or a mermaid/merman? What did they learn? How did they feel when they were acting out the scenes?

Cool-down Activity (15 minutes):

  1. Ocean Meditation: Have the children lie down and close their eyes. Play calming ocean sounds. Guide them through a visualization of peacefully swimming through the sea, interacting with different friendly sea creatures, and observing the beauty of underwater life.

Closing (5 minutes):

End the workshop with a group huddle and ask the children to share one thing they enjoyed most about the workshop. Reiterate the importance of our oceans and how every sea creature plays a part in the ecosystem. Encourage them to think about how they can help protect and conserve our oceans in their own small ways.

Note: Make sure the workshop is inclusive, fun, and respectful. Adapt the activities according to the group’s age and capabilities.

Here’s  a list of sea creatures that children could portray in an “Under the Sea” themed drama workshop:

  1. Dolphin: Intelligent and playful, dolphins are loved by everyone. They can communicate with each other using a series of clicks and whistles.
  2. Octopus: Known for their eight arms and high intelligence, octopuses can make for interesting characters. They are also known for their ability to camouflage and escape predators.
  3. Sea Turtle: Sea turtles are known for their long life spans and lengthy migrations. They could be portrayed as wise, older characters.
  4. Shark: Sharks can be portrayed in a variety of ways, not just as scary predators, but also as misunderstood creatures trying to survive.
  5. Clownfish: Known for their bright colors and living among sea anemones, clownfish are recognizable due to movies like “Finding Nemo”.
  6. Jellyfish: These creatures can be interesting characters due to their unique appearances and abilities, like stinging predators and glowing in the dark.
  7. Starfish: Starfish, or sea stars, are known for their ability to regenerate, which could make for a fun character trait.
  8. Whale: Whales are the largest animals on Earth, known for their impressive size and beautiful songs.
  9. Seahorse: Seahorses are unique and could make for an interesting character, especially given that it’s the males who carry the babies!
  10. Crab: Crabs are known for their hard shells and sideways walk, which can be fun traits for a child to act out.
  11. Lobster: Similar to crabs, but with large claws and a more elongated body.
  12. Stingray: Known for their flat bodies and long tails, stingrays are unique creatures of the sea.
  13. Anglerfish: These deep-sea fish are known for the glowing lure they use to attract prey, and can make for a more mysterious or scary character.
  14. Pufferfish: These fish inflate into a ball-like shape when threatened, which could make for a funny and interesting character.
  15. Mermaid/Merman: While not a real sea creature, these mythological beings can allow for even more creative storytelling and role-playing.

Remember, each of these characters can be portrayed in different ways to create diverse and interesting storylines during the workshop.

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama techniques, Drama workshops for children, Environment

Drama workshop for children based on Environmental Awareness

Posted on by Drama Start Books

Warm up

  1. Mimicking animals: In pairs or small groups, children can take turns mimicking the movements and sounds of different animals that they might find in their local environment, such as birds, insects, or fish. This activity can help children appreciate the diversity of life around them and the important role that each species plays in the ecosystem.
  2. Movement through different environments: The group can imagine that they are moving through different environments, such as a forest, a beach, and a city. They can use their bodies to mime the different features and challenges of each environment, such as climbing trees in the forest or dodging traffic in the city. This activity can help children understand the ways in which human activity can impact different types of environments.
  3. Exploring natural elements: The group can explore different natural elements, such as wind, water, and fire, through movement and gesture. For example, they might use their bodies to show the flow of a river or the intensity of a storm. This activity can help children appreciate the power and beauty of natural elements and the importance of protecting them.
  4. Movement and recycling: The group can use movement and gesture to show the process of recycling, from sorting materials to reusing them in new ways. This activity can help children understand the importance of reducing waste and conserving resources.

Hot seating\thought tracking

Each child gets a chance in the hot seat, the chose a character.
Here are some characters that could represent different perspectives on environmental issues:

  1. A factory owner who is reluctant to reduce emissions because it will cut into profits
  2. A scientist who is deeply concerned about the impact of climate change
  3. A farmer who relies on pesticides to protect their crops
  4. A fisherman who depends on a healthy ocean for their livelihood
  5. A hiker who loves spending time in nature and wants to protect it
  6. A politician who is under pressure from their constituents to prioritize economic growth over environmental protection
  7. An environmental activist who is passionate about protecting the planet at any cost
  8. A resident of a city who is concerned about air pollution and traffic congestion
  9. A representative of a renewable energy company who is pushing for greater investment in green energy
  10. A parent who is worried about the future their children will inherit if environmental issues are not addressed.

While the child is in the hot seat, we will use thought tracking to help them further explore their character’s thoughts and motivations. We might ask them to describe what their character is thinking in response to a particular question or situation.

This activity can help children understand that there are many different perspectives on environmental issues, and that people may have different motivations and priorities when it comes to protecting the environment. By exploring these different perspectives, children can develop empathy and a more nuanced understanding of environmental issues, which can help them become more effective advocates for the environment in their own lives.

Here are some possible hot seating questions to explore different perspectives on environmental issues:

  1. How do you feel about the environment?
  2. What is your perspective on [specific environmental issue]?
  3. What do you think are the causes of the issue?
  4. How important do you think it is to address this issue?
  5. What do you think are the potential consequences of not addressing this issue?
  6. How do you think this issue affects different groups of people differently?
  7. What do you think are the biggest barriers to addressing this issue?
  8. What actions do you think should be taken to address the issue?
  9. How do you respond to criticism of your perspective on this issue?
  10. How do you balance your personal interests and concerns with the need to protect the environment?

These questions can be tailored to the specific characters and environmental issues being explored. By asking these questions, we can help children develop a deeper understanding of the different perspectives on environmental issues and the complexity of the challenges involved in addressing them.

Still image\SoundScape

In a still image, actors freeze in position to create a picture that represents a particular moment or situation. In this activity, we will use still images to create tableaux that represent different environmental scenarios. For example, we might create a still image of a forest that has been clearcut or a beach that is covered in plastic waste.

Once the actors have created the still image, we will add a soundscape to the scene. A soundscape is a collection of sounds that help to create an atmosphere or environment. For example, we might add the sounds of chainsaws and falling trees to the clearcut forest scene, or the sound of waves and seagulls to the beach covered in plastic waste.

Here are some examples of environmental scenarios that we might explore using still image and soundscape techniques:

  1. Deforestation: Actors might create a still image of a forest that has been clearcut, with stumps and debris littering the ground. The soundscape could include the sound of chainsaws, falling trees, and heavy machinery.
  2. Air pollution: Actors might create a still image of a city skyline obscured by smog, with people wearing masks to protect themselves from the polluted air. The soundscape could include the sound of traffic, factory machinery, and coughing.
  3. Plastic waste: Actors might create a still image of a beach covered in plastic waste, with plastic bottles, bags, and other debris scattered along the shore. The soundscape could include the sound of waves and seagulls, as well as the sound of plastic waste being washed up on the beach.
  4. Oil spills: Actors might create a still image of a coastline covered in oil, with oil slicks stretching out into the water. The soundscape could include the sound of waves and seagulls, as well as the sound of oil being spilled and cleanup efforts in progress.
  5. Climate change: Actors might create a still image of a flooded city, with people wading through water up to their waists. The soundscape could include the sound of rain, thunder, and flooding, as well as news reports or other media coverage of the climate crisis.
  6. Coral reef destruction: Actors might create a still image of a coral reef that has been damaged by pollution or climate change, with bleached and broken coral. The soundscape could include the sound of waves, as well as the sound of boats or other human activity that can damage coral reefs.
  7. Overfishing: Actors might create a still image of a fishing boat that has caught more fish than it can sustainably support, with fish spilled over the sides of the boat. The soundscape could include the sound of waves, as well as the sound of fishing nets and other equipment.
  8. Habitat destruction: Actors might create a still image of a bulldozer tearing down a natural habitat, such as a forest or wetland. The soundscape could include the sound of machinery, as well as the sounds of the animals that live in the habitat, to emphasize the impact on wildlife.
  9. Water scarcity: Actors might create a still image of a community struggling to access clean water, with people carrying buckets or waiting in long lines at a water source. The soundscape could include the sound of running water, as well as the sounds of people talking and moving about.
  10. Renewable energy: Actors might create a still image of a wind turbine or solar panel farm, with the soundscape including the sound of the wind or sun, as well as the sound of the renewable energy source in action.

Conscience alley

Finally, we will use the conscience alley technique to explore the choices we make as individuals and the impact those choices can have on the environment. Children will walk through a “conscience alley” of their peers who will offer different perspectives on environmental issues and encourage them to make choices that benefit the earth. Here some examples of environmental issues that we might explore using the conscience alley technique:

  1. Recycling: The child will walk through the conscience alley and hear different arguments for and against recycling. One person might argue that recycling takes too much effort and time, while another person might point out the benefits of conserving resources and reducing waste.
  2. Energy consumption: The child will walk through the conscience alley and hear different arguments for and against energy conservation. One person might argue that they need to keep the lights on all the time because they feel safer, while another person might point out the benefits of reducing energy consumption to protect the environment.
  3. Transportation: The child will walk through the conscience alley and hear different arguments for and against different modes of transportation. One person might argue that they need to drive everywhere because they have a long commute, while another person might point out the benefits of walking or biking to reduce emissions and improve health.
  4. Water conservation: The child will walk through the conscience alley and hear different arguments for and against water conservation. One person might argue that they need to take long showers to relax, while another person might point out the benefits of conserving water to protect the environment and ensure access to clean water for all.
  5. Wildlife conservation: The child will walk through the conscience alley and hear different arguments for and against protecting wildlife. One person might argue that humans are more important than animals and that we need to use resources to meet our own needs, while another person might point out the benefits of protecting endangered species to maintain biodiversity and the health of ecosystems.

For more drama workshops click on the links below:

 

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama workshops for children, Freeze Frame, Hot seating, Mime, Mime for all ages

Space Adventure – A Drama Workshop for Children ages 5 to 8

Posted on by Drama Start Books

Objective: To help children explore their imagination and creativity, while learning about space and the different elements involved in space exploration.

Age Group: 5 to 8 years old

Materials Needed: Space-themed props (such as helmets, cardboard cutouts of spaceships, planets, etc.), costumes, a space-themed soundtrack (optional).

Warm-Up Activity: Space Walk

  • Have the children stand in a circle, and explain that they are going on a space walk to explore the galaxy.
  • Begin walking around the circle with a slow, steady pace, and have the children follow you.
  • After a few minutes, start introducing different movements, such as walking backwards, tiptoeing, jumping, or spinning.
  • Encourage the children to come up with their own movements, and have them lead the group.
  • Slowly increase the pace, until the children are “zooming” through space.

Mime and Movement: The Launch

  • Divide the children into groups, and explain that they are going to act out the launch of a spaceship.
  • Provide the children with cardboard cutouts of a spaceship and other space-themed props, and encourage them to use mime and movement to simulate the launch process.
  • Ask the children to work together to come up with different movements and sounds that represent the different stages of the launch, such as countdown, liftoff, and acceleration.
  • Once each group has had a chance to practice, have them perform their launch sequence for the rest of the group.

Improvisation: Alien Encounter

  • Explain to the children that they have landed on a strange planet and encountered an alien creature.
  • Assign each child a role, either as an astronaut or as the alien, and encourage them to use improvisation to interact with one another.
  • Encourage the children to use movement, gesture, and voice to create their characters and the scene.
  • As the scene progresses, encourage the children to add more details and dialogue to their improvisation, as they discover more about the alien and its world.

Role play: Mission Control

  • Explain to the children that they are going to act out a communication between the spaceship and Mission Control on Earth.
  • Provide the children with props such as walkie-talkies, headsets, or toy telephones to represent the communication devices.
  • Assign one child as the spaceship captain and another as the Mission Control operator.
  • Encourage the children to use talking objects to communicate with each other, such as speaking into the walkie-talkies or using hand gestures to indicate different commands.
  • Encourage the children to switch roles and try different communication devices, to explore the different ways that communication can be used in space exploration.

Still Images and Thought Tracking: Spacewalk

  • Explain to the children that they are going to act out a spacewalk, where they will explore the surface of a planet or asteroid.
  • Have the children work in pairs, and encourage them to use still images to create different poses and movements that represent the spacewalk.
  • After a few minutes, ask the children to freeze in their current pose, and have them silently think about what their character is feeling and thinking in that moment.
  • Encourage the children to share their thoughts and feelings with their partner, and to use thought tracking to add more detail and depth to their character.

Soundscape: The Return Home

  • Explain to the children that they are going to act out the return journey home, where they will encounter different sounds and obstacles along the way.
  • Provide the children with different sound-making props, such as rattles, drums, or bells.
  • Encourage the children to create a soundscape that represents the different stages of the return journey, such as the re-entry into Earth’s atmosphere, turbulence during the descent, and the landing on the ground.
  • As the soundscape progresses, encourage the children to add more details and variations, such as different rhythms and volume levels.
  • After the soundscape is complete, have the children share their experiences and reflections on their space adventure.

Cool-Down Activity: Reflection and Sharing

  • Have the children sit in a circle, and encourage them to share their favorite moments from the space adventure workshop.
  • Ask the children to reflect on what they learned about space exploration and how they used their imagination and creativity during the workshop.
  • Finally, thank the children for their participation and encourage them to continue exploring the world of drama and creativity.

Note: Depending on the age and skill level of the children, you can modify or adjust the drama strategies used in the workshop. You can also add or remove certain activities to suit your needs and objectives.

 

Posted in Drama, Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama techniques, Freeze Frame, Hot seating, improvisation, Mime for kids, Plays about graditude, Plays for Children, Plays for well being, Plays that teach emotions, Role playing stories, Still image, Storytelling

A drama workshop for children which is based on gratitude.

Posted on by Drama Start Books


Here is a drama workshop for 5 to 8 year olds based on the theme of “The Magic of Thankfulness”: It is from the book Gratitude Stories on Stage.

Introduction: Begin the workshop by discussing the concept of gratitude and what it means to be thankful. Ask the children to share examples of things for which they are grateful.

Main Focus/The Magic Wand: Mime and Movement – Explain to the children that they will be using their imaginations to pretend they have a magic wand that can make things appear or disappear. Have them practice moving the wand in different ways to make different things happen, such as waving it to make a flower appear or flicking it to make a rock disappear.

Still Image – In small groups, have the children create a frozen image of themselves holding their magic wands and casting spells.

The Ungrateful Friend: Action Narration – Tell the story of an ungrateful friend who never says thank you or appreciates the things others do for them. Have the children act out the story as it unfolds.

Narration: Once upon a time, there was an ungrateful friend named Max. Max had many friends, but he never thanked them for their help or appreciated what they did for him. One day, Max’s friend Sam cooked him a delicious dinner and invited him over. Max came over and enjoyed the meal, but when he left, he didn’t even say thank you to Sam. The next day, Max’s friend Sarah invited him to her birthday party. She decorated her whole house, baked a cake, and had a special present for Max. But when Max arrived, he didn’t even say happy birthday to Sarah or thank her for inviting him. Max’s friends started to get tired of his ungrateful behaviour. They started to distance themselves from him and stopped inviting him to their events. Max didn’t even notice and thought nothing of it. One day, Max needed help with a big project, so he reached out to his friends for assistance. But none of them wanted to help him. Max was surprised and didn’t understand why. He realized that he had taken his friends for granted and never showed them appreciation or gratitude. Max decided to change his ways and started saying thank you and showing appreciation for his friends. He even threw a party to apologize for his past behaviour and to thank his friends for always being there for him. From then on, Max’s friendships grew stronger, and he learned the importance of showing gratitude and appreciation.

During the story, the children can act out the various scenes by showing appreciation, saying thank you, and giving hugs to each other. They can also show Max’s ungrateful behaviour by ignoring their friends and refusing to say thank you. The children can also act out the scene where Max realizes his mistake and shows gratitude to his friends by hugging and thanking them.

Hot Seating – Choose one child to play the ungrateful friend and another to play their best friend. The rest of the children will take turns asking them questions about their actions and feelings towards each other.

The Magic of Thankfulness: Flash Forward – Have the children create a scene showing the ungrateful friend realizing the importance of being thankful and expressing gratitude towards others.

Role Play Sculpting – In small groups, have the children take turns playing the role of someone who has done something kind for them, while the others sculpt them into a frozen image to represent their gratitude towards that person.

The Thankful Tree: Conscience Alley – Set up a “thankful tree” by taping a large piece of paper to the wall and drawing a tree trunk and branches. Have the children take turns walking through the “conscience alley” and adding leaves to the tree with things they are thankful for.

Storytelling – End the workshop by reading a story about thankfulness, such as “The Giving Tree” by Shel Silverstein, and encourage the children to share their favourite parts of the story and how it relates to the theme of gratitude.

Conclusion: Gather the children in a circle to reflect on the workshop. Discuss how the different drama techniques helped them understand the theme of gratitude and its importance.

Encourage the children to practice being thankful and expressing gratitude towards others in their daily lives.

 

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

Posted on by Drama Start Books

Subscribe to my mailing list and receive a free copy of Aesop’s Fables on Stage

If you would like to sign up to our mailing list and receive a free copy of Aesop’s Fables on Stage, click here.


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 Drama strategies, Drama techniques

Drama Techniques

Posted on by Drama Start Books

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

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

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

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

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

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

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

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

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

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

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

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

Posted in Drama strategies, Drama techniques, Forum theatre

Forum Theatre Explained

Posted on by Drama Start Books

Forum Theatre is a form of participatory theatre that was developed by Brazilian theatre director Augusto Boal in the 1970s. It is a unique and innovative approach to theatre that engages audiences in a dynamic and interactive way, allowing them to actively participate in the performance and explore solutions to social issues. Here is a brief overview of what Forum Theatre is and how it works.

What is Forum Theatre?

Forum Theatre is a form of theatrical performance in which a scene is enacted, usually depicting a social issue, and the audience is invited to participate in the performance by suggesting alternative solutions to the situation being portrayed. The scene is then replayed with the audience’s suggestions, allowing them to see the impact of their ideas in real-time.

How Does it Work?

Forum Theatre performances typically begin with a short scene that depicts a social issue, such as discrimination, poverty, or inequality. The scene is then frozen, and the audience is invited to offer solutions to the situation being portrayed. A member of the audience is chosen to act out their suggestion, and the scene is replayed with the new solution. This process is repeated several times, with different audience members offering different solutions, until the audience is satisfied that they have explored all possible solutions to the issue being depicted.

The Benefits of Forum Theatre

Forum Theatre is a powerful tool for promoting social change and empowering communities. It allows audiences to explore and experiment with solutions to social issues in a safe and supportive environment, fostering critical thinking, creativity, and collaboration. By participating in Forum Theatre performances, audiences can gain a deeper understanding of social issues, develop empathy and compassion for those affected by these issues, and gain the confidence and skills necessary to take action and create positive change in their communities.

In conclusion, Forum Theatre is a dynamic and innovative form of participatory theatre that engages audiences in a unique and interactive way. By allowing them to actively participate in the performance and explore solutions to social issues, Forum Theatre has the power to foster social change and empower communities.

Posted in Drama Activities for children, Drama for children, drama for kids, Drama strategies, Drama techniques, Elements of Drama, Esl Drama, improvisation, Improvisation around bullying

Improvisation for beginners

Posted on by Drama Start Books

What is improvisation?

Improvisation is theatre without a script. The performers hear it for the first time at the same time as the audience. Improvisation is shared creation. Improvisers make it up on the spot, often working from a suggestion from others. We build ideas step by step, using, “Accept the offer and build on it.”.

 This means that the improvisers must  listen carefully and add to what their partner is offering.

Beginner improvisation activity: 1, 2, 3 Counting

This is a very popular warm-up and one Augusto Boal mentions in his book ‘Games for Actors and Non-Actors’. The premise is simple yet requires concentration.

  1. Divide the group into pairs and ask the members of each group to name themselves either A or B.
  2. Ask them to count to three as a pair with A saying ‘1’, B saying ‘2’, A saying ‘3’, B saying’1′, A saying ‘2’, B saying ‘3’ etc.
  3. Now ask the As in each group to come up with a sound and movement that will replace ‘1’. The pair will continue counting with each partner substituting the sound and movement for the number ‘1’.
  4. Now ask the Bs in each group to come up with a sound and movement that will replace ‘2’. The pair will continue counting with each partner substituting As sound and movement for the number ‘1’, and Bs sound and movement for the number ‘2’
  5. Now ask A to come up with another sound and movement, this time for the number ‘3’. By now, there should be no numbers heard, only the unique sounds and movements that have been substituted for each number.

This exercise is simple and low-pressure yet begins to awaken the creative muscles by calling on students to create movement and sound on the spot.

Warm up improvisation activity: Word Ball

Word ball is another simple game but regards a high level of concentration. It works by gathering the students into a circles and ‘throwing’ words around.

  1. Choose any word to begin with (e.g. cat) and place your hands as if you were holding the word in them, then ‘throw’ the word using both your voice and your hands to a member of the group.
  2. The member of the group must ‘catch’ the word, and then throw the first word that comes to mind (e.g. cuddly) to the next member of the group.
  3. The next member ‘catches’ this word, and throws the first associated word that pops into their head (e.g. teddy bear) to the next person. The exercise continues like this until everybody has had plenty of chances to throw words around. Try to dissuade students from hesitating and encourage them to simply go with the first thing that comes to mind, reminding them that there is no such thing as wrong or right when it comes to improv.

Some  Simple Rules for improvisation:

It’s time to introduce some basic rules of improv. Although there is no right or wrong, there are rules that can help in the creation of improvisational theatre.

RULE ONE: Offer and Accept

There’s nothing worse when doing improv than working with somebody who constantly negates your ideas. e.g.

A: Wow, did you see that elephant over there?

B: No. What are you talking about?

Negating an idea forces your partner to do all the work by coming up with idea after idea. In the example above, B has stopped the flow of the scene by rejecting A’s offer. If he had accepted it, the scene could continue quite easily:

A: Wow, did you see that elephant over there?

B: WOW! That’s the biggest elephant I’ve ever seen! Where do you suppose it came from?

Yes, and improvisation activity:

This is a nice little game that trains students to accept offers and add to them. Like in the second example above, B accepts the existence of the elephant, and offers a question as an addition to his acceptance.

  1. Divide the class into two even lines, call one line A, and the other line B. Have the two lines face each other
  2. Begin with the students who are at the top of the lines. Ask the student in the A line to come up with an offer. The student in the B line must accept and add to it. A must then accept B’s addition, and add to it again. e.g.:

A: Would you like to cut my hair for me?

B:Yes!I have a hairdressing set in my room, let’s do it there.

A: Great! I’ll bring a picture of what I want it to look like.

3.   When they’re finished, each student will go to the end of the opposite line (i.e. The student from line A will go to the end of line B, the line B student will go to the end of line A), and the next two students will have their chance to go.

  1. Keep this game going until all students have had a chance to be in both lines.

RULE TWO: Keep Questions Direct

Open-ended questions can really stump your partner as you are essentially forcing them to do the work in the scene. For example, starting a scene by saying

– What’s going on here? means someone else has to supply the information for the scene. A better way to go about it would be to say

-Why are you Riding that horsurs Here, you are still asking a question but are also supplying your partners with information while you do it.

The most basic ground rule is that there is no right or wrong. Something that inhibits a lot of students is the worry that they are somehow doing something wrong. Improv is about going with your impulses and creating something from them. While there are some rules we will cover in this lesson that can make improv easier, there is no right or wrong.

Teach your students to repeat these questions and answers to themselves when they are feeling unsure:

– How do I do it?

– Just do it.

– Am I doing it right?

– Yes

What are you doing? Improvisation activity:

Group stands in a circle. One person goes into the centre of the circle and starts an action (such as brushing her teeth).

A person goes into the centre, and asks, “What are you doing?”

The person brushing her teeth answers by saying something other than what she is doing. “I’m dribbling a basketball.”

The first person then leaves, and the new person starts “dribbling a basketball.” Then a new person goes in and asks, “What are you doing?”

And so on…

Encourage students to make new choices each time. (No repeats.)

Newspaper Headlines

In a group of 3 pr4, chose one of the following headlines:

Airline removes passenger who won’t stop doing pull ups.

Arrest over theft of £5million gold toilet from palace.

Fisherman gets shock, as he reels in dinosaur like fish with huge eyes.

Two headed snake, named Double Dave found in the forest.

Woman dreams of swallowing a ring and wakes up to find she has.

Queen returns pet monkey to girl.

Make a still image, freeze frame, mime, improvise the story.

 

Airline removes passenger who won’t stop doing pull ups.

 

Arrest over theft of £5million gold toilet from palace.

 

Fisherman gets shock, as he reels in dinosaur like fish with huge eyes.

 

Two headed snake, named Double Dave found in the forest.

 

Woman dreams of swallowing a ring and wakes up to find she has.

 

Queen returns pet monkey to girl.

Some other links:

Therapeutic Storytelling 

Anti bullying workshop for children