In a pers
on’s lifetime, one individual
must fill a variety of different roles. Just as theidentity of an individual can consist of the roles which they occupy, the role of the primaryschool teacher can be divided into smaller roles. These roles are particularly prominent insubjects such as drama. In the short period of a drama lesson, an effective teacher can revealthemselves to be a proficient lesson planner, drama facilitator, dramatist and learner. Eachrole has a number of characteristics and actions associated with them and all of the rolesinteract during a drama lesson. The student drama teacher must develop the ability toconstantly shift between these roles because each one plays a vital part in creating amemorable, fulfilling and educational drama experience for students.
The teacher as a proficient planner
Each role has a critical part to play in a drama lesson. The amount of time invested ineach role and the lessons learned from experience can determine whether or not a drama
experience becomes “diluted” and struggles to reach it’s full explorative potential.
The pre-planning stage is an essential aspect of drama and it can have a positive or negative effectwhich reverberates throughout the entire experience. In the type of drama used in the primaryschool classroom (known as process drama), the children are at the core of the lesson, leadingand interpreting the drama as a group. The teacher provides a structure or frame through theirchoice of theme and the children use it as a foundation for their exploration. The fictionallens and theme
for a drama lesson can be seen as a “canvas”
and it’s creative development
determined by the children’s interpretations.
The final product of the drama experience canvary from class to class, with different personalities and creative inputs present at each level.The choice of fictional lens
for a drama experience can influence a child’s view of
drama across their lifetime. From my own personal experience of drama as a child, I often