Get Them Talking - Dramatically Mitzi Geffen

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Get Them Talking - DramaticallyMitzi Geffen
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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

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• One can strengthen a weaker intelligence by
  working through a stronger intelligence.

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• We have two types of memory spatial and rote.
  We understand best when facts are embedded in
  natural, spatial memory.

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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.

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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)

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• 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)

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Aristotle -

• The more I want to get something done, the
  less I call it work. Motivation is a key
  factor in learning

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Alfred Hitchcock

• Drama is life with the dull bits left out.

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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.

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6ideas for using drama in the classroom
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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.

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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

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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.

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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

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2.Role-plays and original skits

• Students are given a situation and asked to
  make up a conversation depicting the situation.
  

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Advantages

• Incorporates vocabulary learned in previous
  lessons.
• Incorporates grammar structure learned in
  previous lessons.
• Opportunity to practice speaking and listening

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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.

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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.

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• 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

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Advantages

• Expands vocabulary
• Provides models for grammatically correct
  sentences
• Text provided less creativity needed
• Motivation for repeated reading

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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

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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.

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• 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

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Advantages

• Motivation for repeated reading
• Increases reading fluency
• Expands vocabulary
• Reinforces grammar

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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

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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)

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• 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

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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

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Challenges

• Takes more time than a written test
• Harder for some students to show mastery of the
  material in this way
• Students grade depends partly on the success of
  his teammates.

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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.

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• 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

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Advantages

• Students have all read the same text, so the
  audience understands the presentation
• Enhances fluency
• Reinforces grammar
• Expands vocabulary

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Challenges

• Some kids have stage fright and forget their
  lines.
• Some students dont like to perform.
• Presentations are time consuming

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Summing it all up

• Dramatic activities are
• Motivating Most kids find these
  activities very engaging and are
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  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! Theres nothing like sharing a
  laugh with a group of kids
  to improve the learning atmosphere!