Strategies

Each week we were introduced to a variety of different strategies to use in the classroom. For each week, I have stated which ones were introduced and which one was my personal favourite. All of these strategies are excellent and can be modified to use in any classroom!

Week 1: Position Mapping, Tableaux, Tap In, Living Venn Diagram

Week 2: Alter-Ego, Teacher in Role, Gibberish, Graffitti

Week 3: Picture Walk, Side Coaching, Soundscape, Flashback, Role on the Wall

Week 5: Kamishibai, What If, Hot Seat, Caption Making, Eavesdrop, Shadow Puppets, Slow Motion

Position Mapping

This was the first strategy we were introduced to, and I think it’s a great drama strategy. In this strategy, you use an object to represent something – in our case we used a chair to represent drama. The entire class had to position themselves in relation to the chair representing their comfort level with drama. This can be used for any subject as a diagnostic tool to see where students are at, and where they may need help. Not to mention, it allows students to see how the rest of the class feels about the same topic. If I see that the rest of my friends aren’t comfortable, it instantly makes it easier for me because we are all in the same boat!

Gibberish

This strategy was probably my favourite of all – it encouraged creativity! In essence, we would read a book and have story line. We were encouraged to change the story and adding a unique twist. Two students would talk in Gibberish to one another, while others translate the story. It gave us an opportunity to to be creative and have a great time doing it. The sky is the limit with this strategy. It really allows the teacher to gain insight on specific problem solving, critical thinking, and story telling skills. If someone is uncomfortable creating a storyline by translating the gibberish, they can speak the gibberish and act it out!

Soundscape

This was another one of my favourites. It really allowed us to focus on the elements of choral work in drama. Once again, this strategy encouraged creativity. In class we read a book called “Ladybug Garden.” After the completion of the book, we were encouraged to brainstorm sounds and noises that were happening in the pictures. In sync, we created vocals to the sound of the garden in the story. You were free in your choice. I chose to be a bee buzzing around the garden. The buzz would get louder as I was closer, but fade in and out. Everyone is involved in this strategy at the same time, nobody is singled out. If students are uncomfortable, they can make a quieter noise or join in with their peers!

 Caption Making

In the final week, my favourite strategy was caption making. As we read through the story, each group was assigned a specific, and important part of the storyline. The story was from an outside perspective of the caterpillar. Caption making allowed us to create captions for how the caterpillar was feeling at each stage of the story. Once the captions are created, groups are encouraged to share their thoughts and act them out!

All of these strategies have certain things in common – the encourage creativity and differentiate for multiple learners. These are certainly valued in my opinion and will be the pedagogy that represents myself as a teacher. My future classroom will rely on these two common themes in everything that has to do with learning. All of these strategies are effective because they are simple, easy to understand and can be combined with a wide variety of other strategies to make drama fun.