Taklimat Pendedahan Modul Komponen Sastera Bahasa Inggeris Sekolah Menengah Ting 1 dan 4

Drama in the language Classroom

BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MAAYSIA NOV 2009

Benefits of Drama:
Encourages students to speak : Gives confidence and elevates their shyness Allows students to communicate, using both verbal and nonverbal communication Helps students learn about emotions, problem solving and relating to other people Builds up imaginations and confidence Stimulates creativity in problem solving Challenges students perception of their world and about themselves Provides students an outlet for expressions of emotions, thoughts and dreams Helps in the total development of students : builds confidence ,self image, self control and discipline. Dramatizing a text is motivating and fun

Drama Activities
dramatic play story enactment

music

dance

imagination journeys

games

DRAMA EXERCISES
1. 2. 3. 4. Think of a character in the story. Prepare a simple mime. Mime it to the group. The rest will guess who they are and what they were saying.

Im Walking on Clouds
1.

Find a space in the room. Take off your shoes if you wish to. You are invited to go on an imaginary walk.

2. 3.

You are invited to walk down a lane into the jungle trail. The surface of the path is smooth and you can walk fast. As you walk deeper into the trail, you find that the path is rough with a lot of tiny pebbles and then you need to hike a little hill which is slippery. Next, you descend the hill and walk through mud. It is sticky and muddy. At this stage, it is very difficult to walk but you walk through the mud and you see a river close by. You run to the river and wash your feet in the cool waters of the river.

Monologues

1. Choose a scene from a story. 2. Dramatize the scene individually using different voices for different characters in the story.

Mime - walking with beasts

In this mime, pupils become creatures in an alien or prehistoric environment. They can do this individually, or several can join to form one large animal. Ask them to make their faces ugly, scary or unusual. You will take them through a series of activities:

It is night - they must stay still, so predators cannot see them, but may make occasional strange noises, as they sleep and dream. Gradually, light begins to grow as the day breaks - creatures stir and wake. Now fully awake animals may move around, mark territory, look for food. Animals may attack or prey on one another It begins to rain creatures find a place to shelter

Silly voices
Give students simple texts to read aloud like advertisements, passages from novels, magazine articles or poems. The catch is that they must use someone else's voice. They can combine two or more voices.

As the Queen As a Teletubby As someone who is out of breath As someone who has inhaled helium As someone who is drunk As someone who speaks with the accent of a city or rural person

In groups of two or three pupils devise three short scenes based on a title.
Excuses No Smoking Pardon me, but could you...? Waiting Engaged Help! Room Stuck

Scenarios for improvisation

These are ideas for scenarios with two performers - so students should work in pairs          Director instructing rather useless, awkward, overpaid actor. Fortune teller and client. Hairdresser and customer Traffic warden and driver about to get a ticket. Married couple watching TV - channel arguments. Casualty - nurse informing family of bad news. Suspect being interviewed by the police. Boss giving employee the sack. Job interview.

Students prepare spontaneous speech

Good News Get Your Hair Cut The Doctor and the Patient Crime The Baby Kidnapped Gangsters In the Middle of the Night A Fairy Tale The Secret Formula The Box of Chemicals The Key Fire In the Aeroplane The Time Machine The Secret Grandad The Dream

The Stranger at the Door The Birthday Surprise Robots Bad News Shock In the Year 2100 The Haunted House World War II The Nightmare Grandma Divorce Money, money, money It's just not fair! Why don't you ever listen to me? Dad's mad with you.

Funny walks
Devise different ways of moving around the room, such as hopping , skipping, crawling , running , slow motion , in reverse, carrying something heavy, hot or cold

Storytelling games
Put class into groups of four or five. Place up to three props in their circle, for example: hat, toy and pen. Give group three minutes to devise a story, using the props, in which everyone must utter at least one line.

PREPARING FOR A PLAY (THE BASIC STEPS FOR PREPARING A PLAY)

Introducing the characters and telling the story Introducing the dialogue Casting and character building Learning the lines and rehearsing Voice production Stage make-up Stage lighting Music Effects Sound Effects Reflecting and giving feedback The final rehearsal The props and costumes The performance

Reflecting and giving FEEDBACK

Ask students to talk in groups Ask students to think about their performance Ask students to write a report/ reflection of their performance

USING AIDS IN THE DRAMA CLASSROOM?

     

stimulates interest among students makes learning concrete helps students visualize increases students participation increases students creativity increases students interest in language learning

USING MASKS IN THE CLASSROOM

variety

hideouts

MASKS

stimulates creativity

confidence

SAMPLES OF MASKS

Figure 1

Figure 2

USING PUPPETS IN THE CLASSROOM

presenting a play develop communication skills develop oral language and drama skills.

Puppetry help students develop creative writing skills

develop interpretive and comprehension skills

retell stories when students write their own scripts learn about art and theatre

design puppets and other aids

TYPES OF PUPPETS
finger stick hand

Puppets
sock humanette rod paper bag

Teachers Role
Make teaching and learning of drama fun Must be excited and bring life to drama Encourage students to speak Build up students imagination and confidence Stimulate creativity among students Act as role models

References
Baldwin,P and Fleming, K. (2003) Teaching Literacy Through Drama. London: Routledge Falmer. http://www.universalteacher.org.uk/drama/drama.htm

THE END