Dramatized Experiences

“All dramatization is essentially a

process of communication, in which both
participants and spectators are engaged. A
creative interaction takes place, a sharing
of ideas”.

-Edgar Dale
 Dramatized Experiences
By dramatization, we can participate
in a reconstructed experience, even
though the original event is far
removed from us in time. We relive
the outbreak of the Philippine
revolution by acting out the role of
characters in a drama.
 Dramatic
• Something that is stirring or
affecting or moving.
• Something that catches and
holds our attention and has an
emotional impact.
 Dramatized Experiences
Formal Plays
Pageants to less formal Tableau
Pantomime
Puppets
Role-Playing
 Dramatized Experiences
 Plays
• Depict life, character, or
culture or a combination of all
three. They offer excellent
opportunities to portray vividly
important ideas about life.
 Dramatized Experiences
 Pageants
• Are usually community
dramas that are based on
local history, presented by
local actors.
 Dramatized Experiences
 Pantomime
• “Art of conveying a story through
bodily movements only”(Webster’s
New Collegiate Dictionary).
• Its effect on the audience depends
on the movements of the actors.
 Dramatized Experiences
 Tableau
• (a French word which means picture)
• Is a picture-like scene composed of
people against a background
• Is often used to celebrate
Independence Day, Christmas, and
United Nations Day.
 Dramatized Experiences
 Puppets
• Dale (1996) claims that puppets,
unlike regular stage play, can
present ideas with extreme
simplicity-without elaborate
scenery or costume- yet
effectively.
Types of Puppet
•Shadow puppets

flat black silhouette

made from lightweight
cardboard and shown
behind a screen.
Types of Puppet
• 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 Puppet
• 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 Puppet
• Glove-and-finger puppets

make use of old gloves to

which small costume figure
are attached
Types of Puppet
• Marionettes

flexible, jointed puppets

operated by strings or wires
attached to a cross bar and
maneuvered from directly
above the stage
 Dramatized Experiences
 Role-Playing
Is an unrehearsed, unprepared
and spontaneous dramatization of
a “let’s pretend” situation where
assigned participants are absorbed
by their own roles in the situation
described by teacher.
Reference: Educational Technology I
by Brenda B. Corpuz,Ph.D.
Paz I. Lucido, Ph. D.
pp 68-74
Demonstrations
 Introduction
• Like role playing and pantomime of the
dramatized experiences demonstration is also
something very handy.
• It requires no elaborate preparation and yet as
effective as the other instructional materials
when done properly.
What then is a demonstration?
It is defined as a public showing of
emphasizing the salient merits, utility,
efficiency, etc. of an article or product.

In teaching it is showing how a thing is

done and emphasizing of the salient merits,
utility and efficiency of a concept, a
method, or a process or an attitude.
 Guiding Principles

1.Establish rapport
Greet your audience. Make them feel at ease by your
warmth and sincerity. Stimulate their interest by
making your demonstration and yourself interesting.
Sustain their attention.
 Guiding Principles
2. Avoid the COIK fallacy(Clear only IF Known)
What is this fallacy?
It is the assumption that what is clear to the expert
demonstrator is also clearly known to the person for
whom the message is intended. To avoid the fallacy, it is
best for the expert demonstrator to assume that his
audience knows nothing or a little about what he is
intending to demonstrate for him to be very thorough,
clear, and detailed in his demonstration even to a point
of facing a risk of being repetitive.
 Guiding Principles
3. Watch for key points. What are key points?
Dale (1996) says, “they are the ones at which an
error is likely to be made, the places at which many
people stumble and where the knacks and tricks of
the trade are especially important”. The good
demonstrator recognizes the possible stumbling
blocks to learners and highlights them in some way.
What are usually highlighted are the “don’ts” of the
process or a strategy.
In planning and preparing for demonstration, Brown (1969)
suggests Methodical procedures by the following questions:

1. What are our objectives?

2. How does your class stand with respect to these
objectives?
(This is to determine entry knowledge and skills
of your students.)
3. Is there a better way to achieve your ends?
If there is more effective way to attain your
purpose, then replace the demonstration method
with the more effective one.
In planning and preparing for demonstration, Brown (1969)
Methodical
suggests procedures
Methodical by the
procedures following
by the questions:
following questions:

4. Do you have access to all the necessary materials

and equipment to make the demonstration?
Have a checklist of necessary equipment and
materials. This may include written materials.
5. Are you familiar with the sequence and content
of the purposed demonstration?
(Outline the steps and rehearse your
demonstration.)
6. Are the time limits realistic?
Dale (1969) gives several Points to Observe in
Demonstration:
1. Set the tone for good communication. Get
and keep your audience’s interest.
2. Keep your demonstration simple.
3. Do not wander from the main ideas.
4. Check to see that your demonstration is
being understood. Watch your audience for
signs of bewilderment, boredom or
disagreement.
Dale (1969)
Several gives
Points to several
Observe Points to Observe in
in Demonstration
Demonstration:
5. Do not hurry your demonstration. Asking question to
check understanding can serve as a “break”.
6. Do not drag out the demonstration. Interesting
things are never dragged out. They create their own
tempo.
7. Summarize as you go along and provide a concluding
summary. Use the chalkboard, the overhead projector,
charts, diagrams, Power Point and whatever other
materials appropriate to synthesize your
demonstration.
8. Hand out written materials at the conclusion.
Questions to evaluate classroom demonstration?

 Was your demonstration adequately and

skillfully prepared? Did you select
demonstrable skills or ideas? Were the desired
behavioral outcomes clear?
 Did you follow the step-by-step plan? Did you
make use of additional materials appropriate
to your purposes -chalkboard, felt board,
pictures, charts, diagrams, models, overhead
transparencies, or slides?
Questions to evaluate classroom demonstration?

 Was the demonstration itself correct? Was

your explanation simple enough so that most
of the students understood it easily?
 Did you keep checking to see that all your
students were concentrating on what you
were doing?
 Could every person see and hear?
Questions to evaluate classroom demonstration?

 Did you help students do their own generalizing?

 Did you take enough time to demonstrate the key
points?
 Did you review and summarize the key points?
 Did your students participate in what you were
doing by asking thoughtful questions at the
appropriate time?
 Did your evaluation of student learning indicate
that your demonstration achieved its purpose?
 Summing UP
A good demonstration is an audio-visual
presentation. It is not enough that the teacher
talks. To be effective, his/her demonstration
must be accompanied by some visuals.
To plan and prepare adequately for a
demonstration, we first determine our goals, the
materials we need, our steps, and rehearse.
 Summing UP
In the actual conduct of the demonstration itself we
see to it that we:

1. get and sustain the interest of our audience,

2. keep our demonstration simple, focused and clear,
3. Do not hurry nor drag out the demonstration,
4. Check for understanding in the process of demonstration,
5. Conclude with a summary, and
6. Hand out written materials at the end of the demonstration.
• Reference: Corpuz, Brenda B. and Paz I, Lucido
(2012). Educational Technology I.
Quezon City:Lorimar Publishing, Inc.
 End
Thank you for
listening
Prepared by: Leizl C. Dillera