Students rehearse a simple role in a drama, where the teacher is exploring the techniques of voice and movement. He has read them I'm the King of the Mountain by Joy Cowley, and uses this as a pretext to focus on how to deal with bullies.
He models the vocal techniques and movement the students can use to develop the roles in the story.
The students reflect on what they enjoyed about doing the drama.
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The teacher tells the story and models different vocal techniques.
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Working in Role
Accepts a role within a story, alone or with others (PK)
The students use the techniques of movement and voice to explore the roles in the story.
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Using Dramatic Structures
Follows an intended story line in drama (PK)
The class thinks of words to describe how the lizard might move, and then in pairs they rehearse the lizard and the rooster meeting.
The teacher models another meeting in the story and focuses on the vocal techniques used. Students then rehearse this meeting in pairs.
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Working in Role
Accepts a role within a story independently, with others (PK)
The teacher asks the students to consider similar moments in their own lives. The students have clearly had some anti-bullying teaching and they try this out in their dramas.
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Responding to Drama
Identifies and discusses the way drama tells stories (CI, UC)
Susan identifies that she enjoyed playing the rooster because she got to have a loud voice, wear a comb on her head, and talk in a high-pitched voice.
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