By Francis Prendiville
This ebook for inservice and preservice lecturers demonstrates find out how to use drama to advertise scholars' conversing and listening talents, together with innovations to encourage reluctant freshmen.
Read or Download Speaking and Listening through Drama 7-11 PDF
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Extra info for Speaking and Listening through Drama 7-11
Another example happened with ‘The Wild Thing’. When sharing the planning so far with a group of trainee teachers and looking at the composition of Max’s room, it was suggested that Max would have a den, just like he’s making with a blanket hung over a rope in one of the pictures in the story. This not only parallels the storybook but also gives the teacher, as Max, a place to go and sulk when the class are trying to get him to see sense and gives a place for the Wild Thing, who comes to find Max, to hide and surprise the Lost & Found agents.
To translate this to a drama, the first idea was: how might Max’s mother feel if she went to his room and found him not there? The mother is mentioned in the book but never appears herself; there is just the meal appearing in the room at the end of the story. Let us look at the key components of the frame here, a frame that could be outlined thus: Mother sends Max to bed without supper because he has been naughty. He leaves the bedroom to have an adventure. Mother finds him gone and seeks help to find him.
The three teachers who were observing one of us teach this drama had discussed between the sessions what they thought the class would choose to do in the second session. Two thought they would resolve in a happy ending, the third saw them choosing complete disaster as the outcome for that sense of destruction children can seek at times. In the final analysis, the class did neither; they opted for Maria, the baby’s nurse, to give herself up to the Soldier, a sacrifice to save the baby’s life, and that was what they set up as the ending.