Process drama from picture books
On Friday I tried Viv's lesson plan - Mrs Grinling's Problem
(summary of plan - warm up game of freeze, explain we we're doing something a bit different, tell children I'm going to be going into role, explain what that means and how they'll know (a signal - today it was wearing an apron), go into role as Mrs G and explain problem - husband is missing, should have lit the light in the lighthouse by now but I don't know where he is, come out of role, talk with kids about what Mrs G's problem was and how was she feeling, read part of book for more info/clues about problem. Book tells children that Mr G is always falling asleep. Children are asked to work with a buddy to create a 'freeze frame' showing what Mr G and his cat might be doing. Discuss and list possible solutions/ideas. Work with buddy to show freeze frame of solution. Teacher goes into role as Mrs G again and asks children about their solution. thanks them for their help. Teacher out of role and reflect on process - what was it like having their teacher go into role? how did they feel? Who do they think did a good job etc.?)
So,
The freeze game was engaging and majority of students participated.
We sat together on mat and I told them about what we were doing and going into role. By now Jason, Makaira, Milton, Jayden, Te Neha, Karauna had left the mat. I put apron on and went into role. It seemed a bit exciting and kids got quite loud and there was lots of laughing. They did listen to 'her' though - I noticed Neo, Henare, Jesame, Yoleena, Paechence, Aaliyah were particularly interested. These kids were fine with playing along and accepting of me in role. I came out of role and we discussed Mrs G's problem. Henare and Jesame realised she was worried about her husband.
I asked children to work with a buddy - which one pair managed to do! Pihanga and Jesame, Pihanga acted as a cat asleep and Jesame acted as Mr G rowing a boat. 2 out of the class is a start I guess. A few other acted like they were asleep. The working together thing seemed a big asked so this will be a consideration for me next time - how to support this.
Coming up with solutions on how to solve the was good - Jayden had rejoined by now and offered several. Jesame and Neo also offered several ideas (such as an alarm, a rooster, loud music, vacuuming)
We attempted a freeze frame again to show a solution to Mrs G. As Mrs G, I prompted the children to show me how I could solve my problem. About half the group acted something out that related to a solution we'd talked about.
A big issue with this plan was that it was someone else's. The children didn't really have prior knowledge of a lighthouse - even though Mrs G tried to explain it. It wasn't an engaging topic for most of the class. I chose it as a first step for myself - for safety/comfort/support - and now I'll be able to plan my own for next time with a context more fitting for the class.
Two conventions of drama were introduced - one being Teacher in Role - kids were accepting of this and were engaged. I look forward to using it more. Freeze frame was difficult. Kids were able to freeze as part of game - but freezing to create a tableaux (sp?? - actually don't even know if that's the right word..) was tricky. We'll practise this more via games - show you're about to start a race...Freeze.
I'll also make sure children have opportunity to work with a buddy more. This was most surprising actually - the look of wonder and disbelief and 'are you kidding me' looks I got from students when I asked them to work with a buddy. There are several games I can utilise to help mix things up a bit. This is really important.
Next step for me is to plan another drama session similar to this, based on a different picture book and attempt to engage more of the students. It will involve teacher in role, freeze frame and maybe another drama convention.
Some of the students who didn't engage sat quietly and watched. Some popped in and out of what was happening. A couple attempted to disrupt us. I need to make clear expectations with the children that if this is something they're not comfortable participating in - then they quietly watch.
(summary of plan - warm up game of freeze, explain we we're doing something a bit different, tell children I'm going to be going into role, explain what that means and how they'll know (a signal - today it was wearing an apron), go into role as Mrs G and explain problem - husband is missing, should have lit the light in the lighthouse by now but I don't know where he is, come out of role, talk with kids about what Mrs G's problem was and how was she feeling, read part of book for more info/clues about problem. Book tells children that Mr G is always falling asleep. Children are asked to work with a buddy to create a 'freeze frame' showing what Mr G and his cat might be doing. Discuss and list possible solutions/ideas. Work with buddy to show freeze frame of solution. Teacher goes into role as Mrs G again and asks children about their solution. thanks them for their help. Teacher out of role and reflect on process - what was it like having their teacher go into role? how did they feel? Who do they think did a good job etc.?)
So,
The freeze game was engaging and majority of students participated.
We sat together on mat and I told them about what we were doing and going into role. By now Jason, Makaira, Milton, Jayden, Te Neha, Karauna had left the mat. I put apron on and went into role. It seemed a bit exciting and kids got quite loud and there was lots of laughing. They did listen to 'her' though - I noticed Neo, Henare, Jesame, Yoleena, Paechence, Aaliyah were particularly interested. These kids were fine with playing along and accepting of me in role. I came out of role and we discussed Mrs G's problem. Henare and Jesame realised she was worried about her husband.
I asked children to work with a buddy - which one pair managed to do! Pihanga and Jesame, Pihanga acted as a cat asleep and Jesame acted as Mr G rowing a boat. 2 out of the class is a start I guess. A few other acted like they were asleep. The working together thing seemed a big asked so this will be a consideration for me next time - how to support this.
Coming up with solutions on how to solve the was good - Jayden had rejoined by now and offered several. Jesame and Neo also offered several ideas (such as an alarm, a rooster, loud music, vacuuming)
We attempted a freeze frame again to show a solution to Mrs G. As Mrs G, I prompted the children to show me how I could solve my problem. About half the group acted something out that related to a solution we'd talked about.
A big issue with this plan was that it was someone else's. The children didn't really have prior knowledge of a lighthouse - even though Mrs G tried to explain it. It wasn't an engaging topic for most of the class. I chose it as a first step for myself - for safety/comfort/support - and now I'll be able to plan my own for next time with a context more fitting for the class.
Two conventions of drama were introduced - one being Teacher in Role - kids were accepting of this and were engaged. I look forward to using it more. Freeze frame was difficult. Kids were able to freeze as part of game - but freezing to create a tableaux (sp?? - actually don't even know if that's the right word..) was tricky. We'll practise this more via games - show you're about to start a race...Freeze.
I'll also make sure children have opportunity to work with a buddy more. This was most surprising actually - the look of wonder and disbelief and 'are you kidding me' looks I got from students when I asked them to work with a buddy. There are several games I can utilise to help mix things up a bit. This is really important.
Next step for me is to plan another drama session similar to this, based on a different picture book and attempt to engage more of the students. It will involve teacher in role, freeze frame and maybe another drama convention.
Some of the students who didn't engage sat quietly and watched. Some popped in and out of what was happening. A couple attempted to disrupt us. I need to make clear expectations with the children that if this is something they're not comfortable participating in - then they quietly watch.
Comments
Post a Comment