DRAMA R-6: EMOTIONAL MIND … Session 5
ASK STUDENTS TO
Bullying role plays
• create their own role plays basing them on incidents that have either happened to them or that they know about
This can take several weeks to explore, or a single lesson. Source ready-made role-play cards from the internet. Most will involve emotions with characters that depict strong or weak choices. Once you’ve made a selection, discuss the situation with the students by asking the following kinds of questions: • What can I do when I see it (bullying) happen? • Where can I go for help? • How did you feel, what can you do about it, what do you want to happen? • What could you do to help, what could you have done? • What emotions does a bully feel? • What emotions may a bully’s victim feel?
• incorporate the use of dramatic elements, for example: choral speech (speaking sections of text together in unison); voice (projection, characterisation, portrayal of emotion); mime; still image (freeze frames/tableau); body levels (low, medium, high), using the drama space in interesting/different ways • script their improvisations, rehearse and present them to other classes. Alternatively, students could develop their role play as a film, a claymation or a photo-story using the script for ‘voice overs’.
learning (eg by reflecting on their knowledge of emotions and how other’s and our own actions impact upon our emotions). • Write/draw their learning journey – what have they learnt? • How did the performers use their voices/body language/movements? • What did you observe in others’ performances that you might consider when making your own drama and why? • How did the performers vary their voices/movement/gestures to shape believable characters? • Discuss with students how different cultural groups might display their emotions in different ways. Could this cause communication problems?
RESPONDING AND VIEWPOINTS
• How are the elements of drama such as role, situation, time and place, part of the action?
Ideas to explore with the class include:
• How is dramatic tension developed in the role plays?
• Create an ‘interview TV program’ where students interview other students regarding their learning journey with this segment of
• How do emotions impact on day-today routines? How can we change/ improve/celebrate this?
happy ❝Arts education ai ds students in skills needed in the workplace: flexibi lity, the ability to so lve problems and communicate, the ability to learn new skills, to be creative and innova tive, and to strive for excellence.❞ Joseph M. Calahan, Director of Corporate Commun
ications, Xerox Corpo
ration
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