A booklet describing the intent as well as the structure of a Drama lesson in school.

1. D r a
m a
A T L - L E A R N I N G B Y D O I N G
© mu 2011-2012

2. EXPRESSIVE ARTS DEPARTMENT, MARIE UMERKAJEFF, 5
T H
F L O O R
I think it is absolutely essential in teaching, to be aware of so-called
value-charged words, and stay away from them, always. Due the risk
that they arouse too complex associations or some emotions. Dare
being yourself and admit your worries, as well as theirs.
© mu 2011-2012

3. © mu 2011-2012

4. Warm Ups -
seems to be so plain
and simple
but will be the starting
point for visualizing:
What we value as norms!
The Drama lesson begins with two games,
the bean bag and the sound-scape
Whole group – Bean Bags
We all stand in a circle. I start with one ball that goes from
me to a student on the other side of the circle and from
that student to another student and in the end back to me.
And after that I start over again throwing the ball to the
same student keeping the same order. The focus is to
make sure the person you pass the ball to will fetch it and
that you have eye contact with the person that throws the
ball to you.
If you throw a ball that the other person can not catch you
are out of the game. And the person who dropped the ball
stays in the game. Therefore it is important to have in
mind who that person was throwing to after s/he has
gotten the ball from you.
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5. Basic skills
• Focus and concentration
• Observation
• Awareness of eye contact
• Spatial awareness
• Self-discipline and group ability to remain on task
On the surface this is an ordinary warm-up,
however, the fact is that with a type of contrast
rule in the game for what we are used to follow
without questioning, in other situations, it
makes us frustrated and irritated.
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6. That is; those who do not manage to capture a lyre is out of the game,
or...
Students are outraged by this reverse rule.
They are used to take the blame for the failure when not catching
the ball. Therefore they feel uncertain and guilty when they will be
kept in the game. And those who are illuminated due for not
throwing an easier ball, is not used to value their responsibility in
the situation.
Why is it obvious that it is the person who does not catch the ball
that will be excluded from the game?
Why do we not require the person that throws the ball to another
that s / he makes it in the best manner so that the other person
catches the ball.
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7. After a while a student comes up with a reflection. If you want
someone to be out , you can pretend you lose the ball and it has
thus eliminating someone to maybe be left as the winner in the
end.
This game will be played in the opposite direction as well. Then
the students might get to experience their own method. Anyone
who was unjustly outed are now able to give back. We talk about
revenge and what comes with that after finishing the game.
Some students are able to resist this opportunity of revenge and
instead shows how to break a bad trend and becomes a rolemodel
for something more noble.
A discussion of this type arise spontaneously, and I know I'm
connecting it to the IB learner profile, but not necessarily obvious
for students, who instead find it authentic and relate to their real
life experiences.
Whole group - ‘sound-scape’/the sound
journey
We all stand in a circle. I start with a sound of a vocal; I
always start with aaaaaaaaaa, that goes from me to the
student on my left and from that student to the student
next on the left side and in the end back to me. And after
that I start another sound. Then I ask for two volunteers
to stand in the middle of the circle with their eyes closed.
We start over and make different sounds, adding
consonants and different onomatopoetic words. The focus
is to listen for the next sound and to keep it until the next
person has it.
After a minute we stop and ask the two in the circle to
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8. open their eyes and tell us if they imagined something
from the sound. Without being logical, not referring and
connecting “that sound made me see”. Instead as the
game name imply tell us the landscape created within
them. It was a jungle, ants ran by, nothing, okay, but what
do you mean with nothing. Black, maybe dots of blue and
red. Anything is all right, trying is what is asked of them.
Basic skills
• Imagination • Focus and concentration
• Knowledge and application • Observation
of group image-building • Eye contact
• How to use voice/sound • Listening
• Ability to overcome • Self-discipline and group
self consciousness ability to remain on task
A different way of presenting yourself
2 students presents themselves with four
figures of numbers. Two students at each lesson
otherwise they lose concentration. Ask those
who want to do it today. I try to take one girl
and one boy. They know what to do.
They write the numbers on the white board and
then have their classmates guess. As an
example:
ME = 61 4 38 8
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9. I was born 1961, I have 4 children, my shoe
size is 38 (in Sweden, other figures in USA or
UK once again awakening their awareness of
different norms in different countries), 8 is my
lucky number.
Power Nap
When having a double lesson with the students I use the
last ten minutes for a power-nap. They take the mats and
spread out in the room. I talk calm and go through the
body parts and make sure they do not fall asleep. Here are
also different titles of the exercise, depending on what
discipline presenting the action, power nap is mine since I
was taught so in theater school. However if one is in to
martial art it could be called meditation, or yoga, or if
having adhd it could have been presented as mindfulness
in a cognitive therapy.
© mu 2011-2012

10. When doing this power nap with the students I have
different kind of speeches. I always include a part where I
ask them to imagine something they want to achieve, and
I tell them that they are more beautiful then they think
they are. The first time I do it, they laugh, but after a
while do they get used to it. Sometimes it is hard for me
to say it, and really mean it. Then I have to start saying,
that goes for me as well, sharing my doubts with them.
That I myself also struggle with self confidence.
Environments
I will always come back to the environmental aspect, in
the classroom as well as in the students choices for a
solution. When they are making the cover of the
Developmental Work-book (DW) they will be using
recycled material only. Environment will also be connected
to themselves. Their inner environment needs to feel good,
having fun, but in a serious way.
Human ingenuity
Games - a form of human ingenuity. I will make sure the
students does the connection within the art form Drama
and games, and how it have had an impact on peoples life
through history.
A game is a set of rules that the player stays within. The
rules help the player to live within the game. The rules are
not for restrictions but for making it serious fun.
Health and social education
We will establish the idea that you and your body
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11. are the tool in drama, so you must learn to listen to it.
Motivation
For short-term reward.
For example, hunger, whether it is food, romance or
intense desire for a new electronic device.
Long term motivation
For example, wealth-fair, money and power.
Reduction
As opposed to motivation, uncertainty and not daring to
take risks.
Motivation is driven via the avenues of dopamine in the
brain. However it can be influenced by energy as well as
information and in addition boost the transformation to
constructive action.
Introducing a Game
There are some game suggestions you can do with the
students, or if you prefer others that is fine with me. I
would appreciate if you leave some notes for me so I know
what you have done with them. Most of the games can be
taught in 10 or 15 minutes. In this time period you will be
able to demonstrate the game and offer turns to two or
three players. Whenever possible keep your words of
introduction to a minimum.
Responding to Students
Try to respond with respect and pleasure. Restate the
© mu 2011-2012

12. contribution with a tone of approval, trying to repeat the
student’s exact words. This can help the group understand
what s/he said.
Here are some simple responses you can make to any
student’s contribution:
Thank you. Yes! Very good! Great! Marvelous!
Wow! Good idea!
Great thinking!
That’s a way to solve that.
That’s fascinating! (interesting... creative... )
That’s a new way to think about that!
Dealing with Inappropriate Responses
If a player’s response seems inappropriate, you can still
treat it with respect:
So you thought of...! Are you saying that...?
I never thought of that! Keep going!
Interesting! Then what?
That’s certainly a way to do it!
Remind students:
Put-downs and teasing are never fun!
In Drama we have fun in a serious way!
“Be who you are, be a role model”
© mu 2011-2012

13. Photo T. Ebbersten
Good Luck with your work at SIS!
© mu 2011-2012

14. © mu 2011-2012

15. DW=students developmental workbook for reflection and evaluation
© mu 2011-2012