Category: Drama workshops for children

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 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

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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 Drama for children, Drama workshops for children, Mime, Mime for all ages, Mime for children, Movement activities

Solo Mimes For Children

Posted on by Drama Start Books

Solo mimes 

A solo mime is a complete mime scene where you create the setting, the plot, the other participants. There is always a story or a theme to a solo mine scene.

Here are some examples of solo mimes for you to practice.

Washing the dog – Solo Mime 1

Carry a heavy bath in, put it down.

Lift up a bucket of water- pour it into the bath.

Check the temperature – too hot, pour some cold water in.

Look around for your dog. There it is.

Try to coaxit into the bath.

It doesn’t want to come,so lift him up. He is very heavy.

You wash the dog all over.

You try to get hold of it but it jumps out of the bath.

It shakes itself and you shield yourself.

It runs away and you run after it.

The Flyaway Balloon – Solo Mime 2

You enter with a tray of gallons.

You select one and blow it up.

Throw it up and catch it.

You tie a string to it.

It start to fly away so you chase it..

You pull the string and it comes back.

You sit on it to prevent it flying away again.

The balloon burst.

You pick it up, looking very sad.

You walk off.

The Lion Tamer – Solo mine 3

The lion tamer walks on and bows to the audience.

He points to the lion.

He lets the lion out of his cage.

The lion jumps up on him and the lion tamer jumps back.

He picks up a round hoop.

He indicates to the audience the lion will jump through the hoop.

He commands the lion to jump through it.

The lion refuses.

He pleads with the lion.

The lion jumps over the hoop and not through it.

The lion tamer commands the lion to jump through it again.

The lion walks under the hoop.

The lion tamer is annoyed and puts his fists up to the lion.

The lion chases the lion tamer around the stage and the lion tamer runs off.

For more mime ideas click here.

Mime activities for all ages.

Posted in Action Poems, Animal Stories, Drama techniques, Drama workshops for children, Fairy Tales, Goldilocks anD the three bears

A drama workshop for young children – Goldilocks and the Three Bears

Posted on by Drama Start Books

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This Goldilocks and the Three Bears workshop is from “Drama Workshops for Young Children” by Julie Meighan. This book contains 10 drama workshops for young children. These fun-to-use and easy-to-follow workshops are designed for children between the ages of 3 and 7. The workshops are based on children’s stories. Each story is introduced at the beginning of each workshop through a movement story or a play. The definition and aim of each drama strategy used are outlined in the drama strategy glossary at the beginning of the book. The aims of these drama workshops are to

Promote children’s self-regulation

Develop children’s language and communication skills

Teach children conflict resolution

Relieve children’s emotional tension

Allow children to develop a sense of ownership.

Promote children’s social interaction skills

Empower children

 Goldilocks and the Three Bears

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

Movement: Action/sound.

Goldilocks: Skip around the space.

Bear/Bears: Walk slowly and growl.

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

Porridge: Wiggle body up and down.

Chair/s: Squat down and stick out arms.

Bed/s: Lie straight on the floor.

First: Hold up one finger.

Second: Hold up two fingers.

Third: Hold up three fingers.

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

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

“This porridge is too hot!” she exclaimed.

So, she tasted the porridge from the second bowl.

“This porridge is too cold,” she said.

So, she tasted the third bowl of porridge.

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

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

“This chair is too big!” she exclaimed.

So, she sat in the second chair.

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

So, she tried the third and smallest chair.

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

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

As she was sleeping, the three bears came home.

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

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

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

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

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

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

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

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

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

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

More movement stories can be found here and here.

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

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

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

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

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

Who has been sitting in my chair?

Who has eating my porridge?

Who has been sleeping in my bed?

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

Loud

Quiet

Fast

Slow

Sad

Happy

Angry

Excited

Surprised

Frightened

Annoyed

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

Walk as

Papa bear

Mama bear

Baby bear

Goldilocks

Grumpy Papa bear

Kind Mama bear

Happy Baby bear

Surprised Goldilocks

Sculpting: Divide the class into pairs: one person is the sculptor the other is the clay. Get the sculptor to mould the clay into…

How did Goldilocks feel when the bears found her?

How did Baby bear feel when he saw that his porridge had been eaten?

How did Mama bear feel when she saw that someone had been sleeping in her bed?

How did Papa bear feel when he saw Goldilocks sleeping in the bed?

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

Movement poem: Teach the children the following poem and actions.

When Goldilocks Went to the House of the Bears

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

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

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

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

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

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

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

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

Closure/the bears are coming: The teacher tells the children, “Before we had the internet, cars, computers, trains, planes, washing machines, and hoovers, people had to chop wood. Talk about the type of jobs people did in the olden days.” All the children must find some physical action, based on an old-fashioned job like wood chopping, hunting, or washing clothes, and begin doing this action somewhere in the room. The teacher/volunteer leaves the room momentarily and returns as the bear. Once the bear arrives, the children must freeze where they are, and the bear must try to make the other children laugh. If a child laughs, they become a bear, and the bears work together until they have made everyone laugh. The bears cannot touch the frozen children!