Drama Ed Weekly Newsletter

Volume 1 Number 37

Hi Folks,

Kim's Drama Blog

Happy Birthday to me... yes, I celebrated (well, observed the passing) of another birthday this week.. November 25... I keep telling people I was born a month early.. most miss the joke!

Apart from a prank phone call at 2.00am, my birthday only brought with it an upper respiratory tract infection, sinusitis and pharyngitis! What more could a boy ask for?

I began discussions about the university courses I'll be teaching and am looking forward to them kicking off next year. Otherwise it has been a fairly uneventful week.

LESSONS/ACTIVITIES

Drama and Language Learning

I'm sure that many LOTE/ESL teachers utilise Drama techniques without even realising they are doing so. What I hope to do this week is simply outline a few approaches to using Drama in Language Learning, or in learning situations where multiple languages are present.

The lesson listed in the recommended websites section, "Learning from Direct Experience", could be read by any Drama teacher as a standard production activity, yet its intention is to foster foreign language learning. Such is the strength of Drama and its capacity to engage communication on all levels... verbal, linguistic, gesture, facial expression, kinesics, etc... and it should be a boon to any learning context that is about communication.

I've witnessed LOTE teachers at school utilising what they call "conversation cards", effectively these are a script in palm card format... and in a foreign language. A simple improvement would be to get the students off their bums and into action. The simple process of embodying the experience through role-play is going to clarify meaning, enhance expressive elements such as inflection and accent, and the kinaesthetic nature of the experience is going to map the learning across a wider range of modalities. That is, the learning is more likely to be encoded in different sensory based terms. brain-based learning theory suggests that more effective learning occurs in immersive and meaningful contexts. Drama can assist in providing that context.

I have had brief discussions with the Italian teacher at school - we both believe that the use of Commedia dell'Arte forms will provide an exciting and engaging context for learning in both Italian and Drama. In an integrated classroom it would be possible to teach and assess student learning in both learning areas. Using standard commedia scenarios and lazzi it is possible for students to utilise Italian (as a second language) to enact the situations. And because the form is largely physical and visual it is quite possible to work with a limited Italian vocabulary to begin with. I am almost certain that as students gained expertise in the form their demand for greater knowledge of the language would increase so that they could more effectively expand their comedy repertoire.

Another idea is to engage with the mythologies associated with the new language - I think this might be especially effective in learning Asian languages. Students could initially engage with the myths (even folktales and legends) in English, perhaps create enactments in the new language.

Using Drama to construct a fictional context for communication is yet another approach. Imagine creating a standard improvisation scenario... you are visiting Tokyo and are separated from your tour guide. You need to find your way back to your hotel. Students can then be assigned roles and they can play out the scenario in the new language. It is also a useful way to highlight the significance of some of the learning. I know from experience! I got lost in Padua late one evening, and as I was staying at a youth hostel that closed its doors at 11.00pm, I was so worried that I might be sleeping on the doorstep that I managed to dredge shreds of Italian phrses that I thought were long forgotten... and indeed I also relied heavily on charades to enhance my meaning!

One of the easiest and best ways to promote student-to-student interaction is to use role playing in a culturally relevant context. I found this comment on an ESL site and it seems to me that Drama - even formalised theatre - can provide such contexts with ease. I have a small collection of children's Kabuki plays, that while quite simple are an example of cultural; learning and could challenge intermediate language learners to recreate them for young audiences using Japanese. Similarly, the average TheatreSports^® or improv game can also be used in language learning. Imagine an Italian talk show, a Japanese game show, a Spanish dating show, etc enacted in the appropriate language. The short form of theatre games makes the activities less daunting and possibly more fun for students. The spontaneous nature of the games is also useful in developing a more natural use of the language. These games could be made collaborative by allowing students in the audience to suggest words and phrases when the actors get stuck.

RECOMMENDED WEBSITES

Creating Drama with Poetry: Teaching English as a Second Language Through Dramatization and Improvisation

Marie Gasparro, Pelham Public Schools, Pelham, NY; Bernadette Falletta, New Rochelle City Public Schools and College of New Rochelle, New Rochelle, NY

Creating drama with poetry is an exciting language learning experience. The technique employs a multi-sensory approach to language acquisition by involving second language learners physically, emotionally, and cognitively in the language learning process. The use of poetry as drama in the English as a second language (ESL) classroom enables the students to explore the linguistic and conceptual aspects of the written text without concentrating on the mechanics of language. Students are able to develop a sense of awareness of self in the mainstream culture through the dramatic interpretations of the poems.

Encouraging English Expression through Script-based Improvisations
Manette R. Berlinger

Queensborough Community College, City University of New York (New York, USA)
Abstract
Dialogues, scenes and plays that approximate real communication provide a dynamic format in which language skills can be introduced and reinforced. Improvisation greatly enhances this approach. This article describes how students can create an original dramatic production starting with a "kernel" situation, scripting the opening lines of each scene and improvising a plot that adds characters until every student is included. While rehearsals reinforce the correct scripted language, the improvisation encourages students to mobilize their vocabulary, respond to grammatical and syntactical cues, develop cultural and social awareness, and gain confidence and fluency.

TEFL.NET ESL Lesson Plans - Improvisations

“Improvisations are not role-plays or simulations (although many of them can be adapted as such). The objective here is total spontaneity and improvisation.“

Body Movement and Drama in Language Teaching

A PowerPoint presentation.
Using drama texts in the classroom
Henry Robinson, MA Applied Linguistics and ELT, LCTL DIP TESOL

In this article, I try to define what I mean by language learning through drama/theatre texts, outline some of the benefits it can bring to the language learning classroom and some of the differing methods and approaches that can be utilised to fully exploit the potential of drama and theatre texts.
Drama and EFL

A short article with references.
Creative Drama in the Second Language Classroom
by David Dodge

Some action research from Queens University in Canada.
SEEDS - Stimulating Educational Excellence through Drama Standards

Researchers nationwide are working to quantify the impact of arts education on the intellectual and social growth of students. We are contributing to this body of research through SEEDS, funded by the California Arts Council (CAC) through the Arts in Education Demonstration Project. Playwrights Project is one of 55 exemplary organizations selected to participate in the Demonstration Project, whose goal is to show that the arts foster academic learning.
Drama Project - Learning From Direct Experience - a Lesson description
When we observe our pupils during their everyday activities such as, for example, talking to their friends, playing games or working at school, it is noticeable that they possess a natural ability to take roles - they very often imitate the sounds they have heard, they impersonate their favourite characters, and what is more they do it without any fear of being observed or judged as would be the case with teenagers. If so, why don't we, teachers, use these innate abilities in our classrooms? This could be one of the best ways for our pupils to learn a foreign language, using innate abilities developed from their personal experience.

PROFESSIONAL NEWS

TransVision 2004: Art and Life in the Posthuman Era
JJR McLeod Auditorium, University of Toronto
Dates TBA (But either July 30 to August 1, 2004, or August 6-8, 2004)
Toronto, Ontario, Canada

Website: http://www.transhumanism.org/tv/2004/ <http://www.transhumanism.org/tv/2004/>

Call for Proposals
Deadline: March 1, 2004

Include all of the following information in a two-page proposal for your presentation:

- Title of presentation
- Type of presentation (i.e. talk, performance, exhibit, video, etc.)
- Program track to which topic relates:
        - Transhuman Art and Culture
        - Transhuman Science and Technology
        - Transhuman Ethics, Law, and Politics
        - Other (see list of suggested topics for examples at the TV04 Website)
- Objective(s) of the presentation
- Description of the content and format (300 words or less)
- Abstract (25 - 50 words) for inclusion in the conference program
- Presentation space requirements, media to be used and audiovisual equipment needed (if any).
- Designated contact person (only one per proposal)
- Complete name, title, organization, address, phone and fax numbers, and e-mail address for each session presenter
- Brief biographical sketch (50-100 words) of each presenter

Please submit your proposals electronically to World Transhumanist Association secretary James Hughes Ph.D. at james.hughes@trincoll.edu. If necessary, you may submit your conference proposal to Dr. Hughes by mailing it to him at: Trinity College, 71 Vernon St., Hartford CT 06106, or by faxing it to: (860) 297-4079.

RECOMMENDED RESOURCES

Drama Techniques in Language Learning : A Resource Book of Communication Activities for Language Teachers
by Alan Maley (Author), Alan Duff (Author)

This book offers a large selection of techniques for use at all levels which focus learners' attention on communicative tasks or activities. These involve the whole personality of the learner and provide real reasons for expressing feelings and opinions. The techniques require no special training and can easily be introduced into normal course work. This greatly expanded edition of a highly successful book provides: advice on using the techniques in the classroom; 150 ideas for interesting and productive fluency practice; clear instructions for the teacher; and detailed cross-referencing between exercises.

Five-Minute Activities : A Resource Book of Short Activities
by Penny Ur (Author), Andrew Wright (Author)

Five Minute Activities is a collection of over 100 ideas for the foreign language classroom, all of which can be used effectively with little or no preparation. The collection offers a convenient reference for established activities and an introduction to a large number of new ones. The activities can vary pace and content, provide transitions, and otherwise contribute to the "well-orchestrated" lesson; give an opportunity for brief review and practice of vocabulary or grammar; help students and teacher to get to know each other; and offer extra material when a teacher has to fill in for a colleague at short notice. Though many of the activities are enjoyable and game-like, they are not mere "fillers" but genuine language-learning procedures, whose use can contribute significantly to the learning value of lessons and to the interest and enjoyment of students. The activities can be used at various levels of proficiency.

Body and Language: Intercultural Learning Through Drama (Advances in Foreign and Second Language Pedagogy)
by Gerd Brauer (Author)

Highlights the bridging character of drama-based foreign and second language teaching for intercultural learning. Drama here is not limited to theater-related work, but means the interplay between body and language in general, to include, for example, sports, dancing, singing, and storytelling. The major techniques and curricular structures of educational drama and its application in the foreign and second language classroom are introduced.

Games for Language Learning
by Andrew Wright (Author), David Betteridge (Author), Michael Buckby (Author)

Games provide meaningful and enjoyable language practice at all levels and for all age groups. They can be used to practise any of the skills - speaking, listening, reading and writing - at any stage of the learning process, from controlled repetition through guided practice to free expression. To enable teachers to select the activities most suitable for their needs, precise information is provided, both at the beginning of each game and in the summary chart, about the language content, the skills to be practised, the level, the degree of teacher-control, and the time and materials required. Clear advice is given on preparation and classroom procedure, with many illustrations and examples. There is a comprehensive index.

Drama in the Classroom: Creative Activities for Teachers, Parents & Friends
by Polly Erion, John C. Lewis (Illustrator)

Drama is not just play acting, it includes creative activities, conceptual learning, and whole body involvement. Drama helps all children gain confidence and a better sense of self. Adult and child alike are involved in both teaching and learning through the process of intuitive discovery. The activities included in Drama In The Classroom can be used as an adjunct or even an integral part of a regular curriculum. Parents at home, working and playing with their children, or adults seeking more creativity in their lives, will also enjoy and benefit from the exercises. Through dramatic activities, young people can find their true and unique selves; appreciate the talents and needs of others; feel the satisfaction of working successfully with a group; develop skills which will be useful for other endeavors; help add meaning to factual material; and provide a safe working atmosphere that is as free as possible from anxiety and competition. Drama In The Classroom features 76 original lessons including a variety of activities for grades K-8; a question and answer section; specific goals, readiness activities, step-by-step procedures, and evaluations for each lesson. Drama In The Classroom is as appropriate and effective for home schooling collaborations as it is for public school classes.

Grammar Games : Cognitive, Affective and Drama Activities for EFL Students
by Mario Rinvolucri (Author)

This is a resource book for teachers containing material for a wide variety of games which can be played in the English language classroom. Each game focusses on one or more points of English grammar. A specification is given for each game, describing its level, materials needed, grammar points practised and time required. Grammar Games enables teachers to integrate grammar practice into their classes in novel and motivating ways: humanistic and affective approaches involve students in thinking and action; games use either simple materials like dice and pencil-and-paper, or provide materials which can be copied; written by a well-known, active EFL teacher and writer; all games have been thoroughly tested in class; range of levels from beginner upwards; variety of different games: competitive games, collaborative games, awareness activities, grammar through drama, and a miscellany.

eBOOKS - Can be downloaded immediately - A full listing of available eBooks.

Kim Flintoff