Suggested activities
Set up a display in the classroom that shows drama happening in a range of contexts. You might choose to include terminology such as the elements, techniques, and conventions around the display to stimulate conversation and for easy reference. Use this display at the beginning or end of drama sessions as a focus for talking about your particular learning purpose.
For example you might be looking at working in role. Before the drama begins, you could use the display as the focus for discussing what happens when we work in role. Afterwards, you could use the display to reflect on the drama that you have completed, in particular what roles you and the students took on.
Create a shared class book detailing drama performances that are happening in the school, at home, in the community, within New Zealand, and further afield. Children can write short reviews of drama they have experienced, recommend television shows and movies that they have seen, find relevant pictures and articles from magazines and newspapers, and write short responses about drama that they have done themselves. This book can be kept over a term or longer and shared with other classes.
Older students can keep a journal recording their responses to their drama learning. They can record quotes, take pictures of their work, write or draw about their learning, and collect brochures, information, or articles about their key learning.
Students can respond to a particular drama experience by writing, drawing, talking, making art, or using reflective drama conventions such as a reflection circle, a freeze frame, thought tracking, or marking the moment.