Creative Dramatic

Play

Creative Dramatics Plays

Microteaching Learning
By: Shakika Booker, Ellyn Lurey,
Samantha Vodopia, and Amanda
Weinstein

Creative Dramatics Summary

Creative Dramatics in social studies allows
students to become actively involved within their
learning experiences. There are various forms of
creative dramatics that can be implemented
within a social studies lesson. The different forms
are an excellent way to engage students and
allow creative flow and movement into the
classroom. The various types of strategies include
dramatic play*, role-play, simulation, and
mock trials.
* Indicates strategy implemented within the
lesson plan.

Why Creative
Dramatics?
Hands on
Minds on
Engages students
Allows students to link what
they are learning to real life
situations

*Dramatic Play
Dramatic Play, an interactive learning experience,
is an excellent way to engage students. Dramatic
play is very much like a drama except there are
no scripts, no stage, and no formal scenery. The
students often times use props and act out
roles to help engage them in their learning
experience. Props are a good source because they
are hands on and can be used as a manipulative.
Acting out roles is a creative way for teachers to
assess their students. They can determine what
their students know and what possible
misconceptions they might have.

*Dramatic Play Step-By-Step

Arranging the environment- Establish a place within the

classroom where there is room for dramatic play to occur. Have
the area set up for the unit you are about to teach. For example, if you
are teaching about seasons and the clothing you wear, have a trunk of
clothes full of different outfits.
Play- Have part of the designated class period set aside for
students to try on outfits or explore the different props. It is
always important to lay down ground rules about sharking and
taking care of the items before the students engage in play. On
occasion, ask a question to see if it can spark a conversation or lead
to new inquiries.
Discussion- Examine what students thought about the strategy.
Prompt them with, I wonder along with listening for any
misconceptions can help aid in future lessons.
Research and future lessons- Depending on the age, class research
on questions and misconceptions will be done to answer any unsolved
questions.

Summary of lesson plan

strategy, dramatic play
The students will be split into four groups. The four
groups will each be given a box with clothing inside.
The students must try on all the clothing and decide
which season they are trying on. This is dramatic play
because the students use props to help them figure
out their roles/ seasons.

Step-By-Step of Lesson
Plan Strategy
1. Have four boxes prepared with seasonal clothing inside.
A) Summer: bathing suits, sun hats, sunglasses, pool
floats, beach towels;
B) Winter: coats, mittens, scarves, pretend cups of
hot chocolate, snowflake cutouts;
C). Fall: Halloween costumes, football gear, lots of
orange, yellow, and red accessories, leaf cutouts,
pretend cups of apple cider;
D) Spring: lots of flowers, t-shirts, gardening
supplies, rainboots and umbrellas
2. Each team till have 10 minutes to play with
everything in their box and decide which season it is
from. They need to also act out as if they are playing
in that season ie: winter they would play with the
snow.

Role Play

Role-Play is more carefully organized, sequenced, and allows

students to play around with problem/ resolution. Certain
students will enact a situation while the rest of the class
observes. They will then become involved within a discussion
and analyze the situation. This is good experience for
walking in another persons shoes. Example: Coming
through Ellis Island.

Role Play Step-By-Step

Warming up- Set the stage and identify the
problem to be resolved.
Selecting Participants
Prepare the audience to participate as observers.
Setting the stage- Role-players should plan what
they will do to demonstrate line of action. ( Steps
3 and 4 usually occur together).
Role-play enactment
Discussing the enactment
Further enactments- if necessary
Further discussion
Generalizing

Simulations
Simulations place students in situations that
are closely related to those of real world
situations. The ultimate goal is for the
students to make decisions and experience
the consequences. An example would be the
Oregon Trail. After a simulation is picked,
develop the big idea.

Simulations Step-By-Step
Overview- Introduce the simulation, what the
goals are, and the challenges. This is where the
rules are laid out.
Training- Walk though the steps, and allow times
for questions.
Activity- The simulation takes place during this
step.
Debriefing- Discus the conclusions and what
strategies were most effect. What did the
students learn about peoples behavior under the
conditions provided by the simulation.

Mock Trials
Mock Trials include an element of competition,
which engages students interest. Mock trials are
something that would typically be done in upper
elementary grades during the study of
governments. For best results, have the students do
research outside of the classroom.

Mock Trial Step-By-Step

1. Preparation- Introduce the purpose of a mock trial. Students must
understand that there is information associate with both sides of the
disputed issue. Allow the students to pick the roles needed and
provide students with specific information about their
responsibilities. Allow plenty of time for students to actively
research in preparation for the trial.
2.Enactment- Provide an explanation of how to set up for the trials.
Include:

Opening court
Opening statement
Witnesses for the prosecution
Witness for the defense
Closing arguments
Jury deliberations
The verdict

3. Debriefing- The big ideas are revisited and the process is

reexamined.

PASS Components:

Creative Dramatic learning is active!

Active: Learning is both hands on and minds on.
(Dramatic Play*, Role Play, Simulations, Mock Trial)

PASS Components:

Creative Dramatic learning is value-based!

Value-based- The values are embodied in our democratic
form of government and focus on equality, and freedom
of though and speech. Social studies classrooms are
established for the above to be practiced. (Simulation,
Mock Trials)

PASS Components:

Creative Dramatic learning is integrated!

Integrated- Subjects include history, economics, and
civics. It also connects with the past, present, and the
future. (Dramatic Play*, Role Play, Simulations, Mock
Trial).

PASS Components:

Creative Dramatic learning is meaningful!

Meaningful- Learning is built of the curriculum skills,
beliefs, and attitudes. Overall, questions, important
ideas, and goals are established. (Dramatic Play*, Role
Play, Simulations, Mock Trial).

Visual Representations
Changing Seasons *

Why Seasons Change- Reasons for Seasons for Kids*

https://youtu.be/UlCLX27NqMg
Bill Nye explains seasons*
https://youtu.be/KUU7IyfR34o

Strengths of the strategy for teaching

social studies:
Strengths:
Knowledgeable teachers give students the
opportunity to learn about other cultures and
historical events that affects us today.
In elementary, social studies is a collection of
enjoyable experiences; its meaningful
instruction that is integrative by nature.
Social studies is also value-based meaning.
Allow the students to practice critical think and
engage in real world issues and make
reasonable decisions about the situation.

Weaknesses of the strategy for

teaching social studies
Weakness:
Challenging students to take as much
information from the subject and allow it to have
life-long positive effects on them.
Relevancy: the way the subject is being taught
is not always meeting the need of them
understanding their place in the world.
Being active: providing the students with the
materials to support their interest in the subject.

Additional resources:
http
://ssol.tki.org.nz/Social-studies-Years-1-10/Teachi
ng-and-learning/effective_teaching_in_social_studie
s/teaching_strategies
http://www.ccsoh.us/SocialStudiesStrategies.aspx
http://www.engagingschools.org/store/index.p
hp?main_page=product_info&cPath=3&products_i
d=101&gclid=COKulNHy-cUCFZUkgQodCYQArQ
http://socialstudiesdifferentiatedinstruction.com/

Work Cited
Images Google Images https://images.google.com
Bing.com http://www.bing.com/images/search?
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