Dramatic Teaching Dramatic Results

TITLE Dramatic Teaching Dramatic Results

Many teachers love the idea of bringing drama activities into

ABSTRACT
their English classes. Others are not so enthusiastic. But drama
(for participants doesn’t have to only be performing on a stage with a script and a
& organisers) lot of props! Drama techniques can, for example, be silent
(mime) or simply ask students to respond to music or a text – the
variety of techniques that we call ‘drama’ is astounding. This
session explores both the pedagogical reasons for using drama
with students and presents a wealth of motivating activities to try
out with them.
SESSION AIMS • To explore the use of different forms of drama in class
(bullet points) • To highlight the steps that need to be taken to effectively
prepare learners for drama
• To give teachers experience of drama activities

OVERVIEW 1. Ice Breaker

(synopsis of the 2. Aims of the session
session content 3. Gifted athletes activity
and order for
trainers) 4. Why use drama?
5. Exploring the two levels of drama
6. Planning and timing tool
7. Practical activity and analysis
8. How to prepare students for drama
9. School-based practical task with coursebooks

MATERIALS  Powerpoint presentation

REQUIRED
 Worksheet & Handout
 Titanic type music for the Breaking the Ice activity
 Personal selection of background music for other
activities
 A coursebook featuring a dramatic story (optional)
Wessels C 1987 Drama Oxford: OUP
OUP
Ken Wilson 2009, Drama and Improvisation: OUP
REFERENCES

© Oxford University Press 2009 1