The Arts in the New Zealand Curriculum
Achievement Objectives
Developing Practical Knowledge in Drama (PK)
Students will explore elements and techniques of drama.
Developing Ideas in Drama (DI)
Students will contribute ideas and participate in drama, using personal experiences and imagination.
Communicating and Interpreting in Drama (CI)
Students will share drama through informal presentation and respond to ways in which drama tells stories and conveys ideas.
The Arts in the New Zealand Curriculum, page 40
http://www.tki.org.nz/r/arts/curriculum/statement/dramal1_4_e.php
Te Whāriki
Strand 4: Communication – Mana Reo
Goal 2 – Children ... develop verbal communication skills for a range of purposes.
Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna
o Aotearoa/Early Childhood Curriculum, page 76
 (PDF, 454kb)
This teacher's intended outcomes were for the students to:
- build a role
- rehearse in pairs the roles from the story
- rehearse in pairs a similar story from their own experience
- reflect on their role in the drama: Accepting a role within a story, alone or with others.
The students had been reading I'm the King of the Mountain, by Joy Cowley, as their Big Book of the week.
The teacher asked them to rehearse the roles of the different characters in the story. They did this as a whole group in blanket roles, and then they rehearsed the moments from the story in pairs.
The teacher then asked them to think about when they were confronted by some one who thought they were "king of the mountain". In pairs, the students rehearse these roles.
Teacher-student conversations
| Teacher: |
How do you think a lizard would move? |
| Julie: |
Like that. [she demonstrates] |
| Teacher: |
Have you got a word, do they run? |
| William: |
They step, they stomp. |
| Teacher: |
You think they stomp? OK. |
| Reece: |
They slither. |
| Teacher: |
Can you show lizard slithering along? |
The teacher might take the role of someone who is unable to stand up to the king of the mountain. He could ask the students' advice as to what he should do next.
Alternatively the teacher might take the role of the parent of a bully and ask for advice as to what they should do for their child.
The teacher might finish the drama at this point but return to similar structures using the Big Book series for students to meet and interact with the roles inherent in each story.
References
Cowley, Joy (1984). I'm the King of the Mountain. Ready to Read series. Wellington: Learning Media.
Ministry of Education (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa/Early Childhood Curriculum. Wellington: Learning Media.
Ministry of Education (2000). The Arts in the New Zealand Curriculum. Wellington: Learning Media.
TKI The Arts/Ngā Toi community
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