TEACHING WITH

DRAMATIZED
EXPERIENCES
Dramatic experiences
come next to contrived
experiences in the Cone.

 Dothese dramatic experiences

require us to be dramatic in
our entrance classroom and
in our lesson presentations?
“All dramatization is essentially a
process of communication, in
which both participant and
spectators are engaged. A
creative interaction takes place,
sharing ideas”.
-Edgar Dale
Dramatized
experiences can
range in formal
plays, pageants to
less formal tableau,
pantomime, puppets
and role playing.
 PLAYS- depict life, character, or culture or a
combination of all three.
 PAGEANTS- are usually community dramas that
are based on local history, presented by local
actors.
 Both plays and pageants require much time and
preparation.
 PANTOMIME- is the “art of conveying a story
through bodily movements only”(Webster’s New
Collegiate Dictionary. Its affect on the audience
depends on the movements of the actor.
 TABLEAU( a French word which means picture)- is
a picture-like scene composed a people against a
background. It is often used to Independence Day,
Christmas Day, United Nations Day.
 Both are less demanding in terms of labor, time and
preparation.
PUPPETS
 Dale (1996) claims that puppets,
unlike the regular stage play can
present ideas with extremely
simplicity- without elaborate scenery
or costume yet effectively.
 As an instrumental device, the puppet
show can involve the entire group of
students- as speaker of parts,
manipulators of the figures, and
makers of the puppet
 TYPES OF PUPPETS
 Puppets come in
different kinds. These
are the most common.

1.SHADOW PUPPETS-
flat black silhouette
made from lightweight
cardboard and shown
behind a screen.
TYPES OF PUPPETS
2. ROD PUPPETS-
flat cut-out figures
tacked to a stick,
with one or more
movable parts, and
operated from below
the stage level by
wire rods or slender
sticks.
TYPES OF PUPPETS
3. HAND PUPPETS-
the puppet’s head
operated by the
forefinger of the
puppeteer, the little
finger and thumb
being used to
animate the puppet
hands.
TYPES OF PUPPETS
4. GLOVE-and-
FINGER PUPPETS-
make use of old
gloves to which
small costumed
figure are
attached.
TYPES OF PUPPETS
5. MARIONETTES-
flexible, jointed
puppets operated by
strings or wires
attached to a cross
bar and maneuvered
from directly above
the stage.
  Cardboard on a stick is
 Stocking puppet
excellent for lower-grade
children.

 Cardboard face
fastened to a band
 Silhouettes make good
of pupils head
shadow puppets
OTHER PUPPETS IDEA

Two others ways of

making puppets heads are
shown here. You may
staple a cardboard face to
STOCKING a stick(excellent for lower-
PUPPET grade children). Or paint a
cardboard face and attach
it. A third type is the
stocking puppet head,
draped with cloth
HOW TO MAKE A PUPPET
 MAKING PUPPET THEATERS
 The first step is to nail stick
legs to each corner of a wooden
crate that has two side remove.
 Drape cloth from the bottom of
the box and tack it around
sides and front. Operators
crouch behind the theater.
 You may also use pieces of
plywood, heavy cardboard, or
to produce a self-standing
puppet theater.
SIMPLE PUPPET STAGES
 WHAT PRINCIPLES OF MUST BE OBSERVED IN
CHOOSING A PUPPET PLAY FOR TEACHING?

 Dale, (1996) quoting from the Puppeteers of

America offers many suggestions, among which are
the following:
*Do not use puppets for plays that can be done
just as well or better by other dramatic means.
*Puppet plays must be on action rather than
on words.
*Keep the play short.
*Do not omit the possibilities of music and
dancing as part of the puppet show.
*Adapt the puppet show to the age,
background, and tastes of the students.
 ROLE PLAYING
-is an unrehearsed, unprepared, and
spontaneous dramatization of a “let’s pretend”
situations where assigned participants are
absorbed by their own roles in the situation
described by the teachers.
How role playing is done?
-It can be done by describing a situation which
would create different viewpoints on an issue and
then asking the students to play the roles of
individuals involved. Any kind of conflict situation,
real or potential, is useful for role-playing or any
situation on which real feelings are concealed.
The role-playing has to be followed by a discussion.
Among the questions that may be asked are:

 How did you, as actors, feels? Would you act/think

that way in real life?
 As observers, would you agree with what the
actors said or did?
 Any lesson learned?
DRAMATIC EXPERIENCES FOR
MULTIPLE INTELLIGENCES
 The kinesthetic intelligence of students can
be seen through plays, pageants,
pantomimes, tableau, puppets and role –
playing.
 Musical intelligence is at work when
pantomimes, tableaus and puppets are
accompanied by music.
 The interpersonal intelligence is shown by
the students who find it easily to relate and
work with people as they plan, prepare and
implement any of the dramatic experiences.
THANK YOU
AND
GOD BLESS 