Get Them Talking - Dramatically
Mitzi Geffen
General learning theories which support using drama to facilitate learning:
1 .Howard Gardner – Multiple Intelligences
*Using methods that involve all of the intelligences ensures that more students will learn and retain material learned.
*movement* music* cooperative learning
*visualization•
One can strengthen a weaker intelligence by working through a stronger intelligence.
We have two types of memory – spatial and rote.
We understand best when facts are embedded in natural, spatial memory.
Total Physical Response:
*A significant pathway for memory retrieval is through the physical body – We often recall what we wanted to do by simply getting up and moving.
*An optimal learning environment is rich with multi-sensory, comprehensibly contextualized input.
Reading fluency and language retention:
Research shows repeated reading of the same text contributes greatly to reading fluency in general – not only fluency in the practiced text. (L.Ranger 1995)
Studies of long-term memory in general and language acquisition in particular show that the most important factor is repetition.( R. Gairns and S. Redman 1986)
Aristotle-
“The more I want to get something done, the less I call it work.”
Motivation is a key factor in learning
Alfred Hitchcock:
Drama is life – with the dull bits left out.
The students’ reactions:The things I liked most from what we did was the readings together and the recreation of the crime, although that one I wish more acting was done.
I also liked when we read the play aloud. It made the play to be more lively and to the characters more real, and I also liked the little recreation of the murder we did. It was fun and even a little funny.
6ideas
for using drama in the classroom
1 .The “What” “Oh!” Game
A game adaptable for every level –
"What?! Oh" - Objectives:
Getting even the most reluctant, least confident students to speak.
Practicing a single basic sentence structure.
How To Play:
Students work in pairs
Prepare and practice a less-than-a minute -long dialogue
Presentation: for the class
for another pair for the teacher
The Dialogue
A: I have a pen. (no emotion )
B: What? (= I didn't hear you)
A: I have a pen. (louder)
B: What?!!!! (stunned)
A: I have a pen!
B: Oh.
Adapting for different levels
Choose the type of sentence you want them to practice
Examples: "I have a _______"
"I went to the ___________ last week"
"I think that________________")
“ If I had a _______...
More advanced students think of a suitable reaction instead of “Oh”
2.Role-plays and original skits
Students are given a situation and asked to make up a conversation
depicting the situation .
Advantages
Incorporates vocabulary learned in previous lessons.
Incorporates grammar structure learned in previous lessons.
Opportunity to practice speaking and listening
Challenges
Vocabulary is limited to words that the students know.
Success depends on creativity – not only English knowledge.
Presentations accentuate different levels in the group, which may make weaker students feel bad.
3 .Dramatic Book Reports
4 students in each group
Each student tells the other 3 (briefly) about the book he/she read.
The group decides which book to present.
The reader tells about a good scene in detail.
Using the book, the group “scripts” the scene and practices.
Presentations in front of the class
Advantages
Expands vocabulary
Provides models for grammatically correct sentences
Text provided – less creativity needed
Motivation for repeated reading
Challenges
Time may be wasted arguing about which book to choose
There may be too many or too few charactersin the scene
The “audience” is not familiar with the text and may not understand
4 .Practiced dramatic reading Students each choose one paragraph from a
library book, textbook, magazine, etc.
Each student practices reading his paragraph aloud with expression.
Student may choose to read as a character, in a certain mood, or type of person.
Students are given class time to practice so the teacher can provide feedback.
Each student presents to the class.
Members of the audience have a listening task – a. answer a general question about each passage b. list 3-4 words from each passage
Advantages Motivation for repeated reading
Increases reading fluency
Expands vocabulary
Reinforces grammar
Challenges The “audience” is not familiar with the text
and may not understand
Presentations are time consuming
Vocabulary is not necessarily re-entered after activity
5 .Dramatic test Students are told to study unit of the textbook
for a test.
Students bring textbooks on the day of the test.
The teacher directs them to re-read one of the passages.
Students are given directions to make up a skit based on the passage (pairs or small groups)
Students are required to include a certain number of words from the unit in their skit.
Directions are such that students will have to use the grammar structures learned in the unit.
Audience is given a listening task.
Students are graded according to pre-announced criteria
Advantages Great motivation to review vocabulary and
grammar structures
Motivation for repeated reading
Practices oral fluency
No papers for you to mark!!
Easier for some students to show mastery of the material in this way
Challenges
Takes more time than a written test
Harder for some students to show mastery of the material in this way
Student’s grade depends partly on the success of his teammates.
6 .After reading a play
The class reads a play as part of the literature program.
The class discusses theme, mood, plot, climax, characterization, etc.
In pairs or small groups, students choose an excerpt to memorize, practice and present
Students are given class time to practice so the teacher can provide feedback.
Each group presents excerpt to class.
Students are encouraged to bring bits of costumes and props
Advantages
Students have all read the same text, so the audience understands the presentation
Enhances fluency
Reinforces grammar
Expands vocabulary
Challenges
Some kids have stage fright and forget their lines.
Some students don’t like to perform.
Presentations are time consuming
Summing it all up
Dramatic activities are:
Motivating – Most kids find these activities very engaging and are
happy to practice reading and talking in English.
Effective – For most kids the learning is long lasting and has a
positive affect on the way students approach subsequent challenges.
Fun! – There’s nothing like sharing a laugh with a group of kids to improve the learning atmosphere!