"So do not fear, for I am with you; do not be dismayed, for I am your
God. I will strengthen you and help you; I will uphold you with my
righteous right hand." Isaiah 41:10
Humor:
Teacher: You aren’t paying attention to me. Are you having trouble hearing?
Pupil: No, teacher I’m having trouble listening!
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Theater in Education (TIE) is a process in which it
includes all
the interactive theater/drama practices
that help aid the educational
process.
As TIE is used, new strategies and objectives for
using theater
as an educational tool emerge. It
includes the interactive theater
practices that helps
student in their educational process (learning
Drama in Education
In the school curriculum, this is both a method and
a subject. As a curriculum subject it uses
various
dramatic elements, and acting out.
In many high schools drama is
now a separate
department. In some Primary schools it is used
as a
method to teach a number of subjects.
Story dramatizations are based on a story that
students are familiar with. While it is planned by
students, a script is not necessary.
Students know the story and characters well enough
to improvise action
and dialogue. The dramatization
can be recast with different students
playing
different parts each time it is played so that
everyone has an
opportunity to step into the roles.
Many stories have characters and
elements that
can be played by several students so that all can
participate in a story dramatization.
What is a story theater?
Story
Theater takes a text—a piece of fiction,a fable,
or a folk tale— and
students act it out.
They do not write dialogues; but
if characters in the
story have dialogue, then students will speak
that
dialogue. Students will orchestrate the drama that a
story
portrays, choosing sound effects, props, and
blackboard pictures to
provide background.
They decide who stands where and what actions
are
needed to bring the story alive…in a special way.In
Story
Theater, students, not the teacher,do the telling,
although the
success of the telling depends, first of all,
and mostly, on the
teacher’s original decision in
selecting a tale.
In making
this choice, the teacher should remember
that while students may become
frustrated, truly
exasperated, as they struggle with
this foreign
language, they also have the faculty of
imagination.
The benefits:
1-Story
Theater evokes imagination, putting a number
of formal pedagogical
principles into play
simultaneously as action proceeds.
2-language
materials ought to engage the students,
pique their curiosity, and be
within their range of
proficiency so that they are not bored.
3-Story Theater is especially relevant at that time
when students are tired or are about to become tired.
4-It
is also useful with students who are afraid to make
mistakes, or with
those who have a knowledge about
the language and can recognize words,
but cannot
easily produce what they can recognize.
5-The text of a story gives words to them so that they
can actively use the language. This provides security.
The main element of TIE
These are the following characteristics of TIE
There is a clear aim and educational objective running throughout this process.
The cast should be small so actors must be versatile and often take several roles.
A low budget project has to be taken so that actors can play instruments too.
The production must be portable and the design of the production will be simple and representational.
The exploration of issues has to be from various viewpoints, so that we can see the effect of the action upon a range of people.
There should be involvement by the audience.
They are rarely wholly naturlistic because narration is often used.
As actors have multiple roles, the costumes are representational and simple.
For educating the audience facts and figures can be included.
They may have a strong message or moral running throughout the production
TIE creates different productions:
Supported by the resource materials, Production can to
be designed
to stimulate reaction and participation from
its small audience, through
role play and debate. By
specifically targeting an area for a particular age group
in a school’s personal, social and health education
curriculum.
For the young audience the play designed can be based
on the
traditional story and allowing range of follow-up
activities if desired. Linking the story in the given activities
for very young children can help in the opportunities for
involvement.
For the adult age group some dramatizing activities as
to be add
with specific needs, e.g.- learning parenting
skills or preparing for
employment. It should be
organized meaningfully.
Strategy
Read the book aloud to both older and younger
students, and older
students may read different
stories in groups related to a single genre
of story
(e.g., Greek myths).
Lead discussions using reader response
questions
and prompts, tapping into students' personal
experiences of
the story. The teacher and students
can then plan and play a story
dramatization:
Re-read and discuss the story
So
that students are completely familiar with the
story, the teacher can
do repeated read alouds of
picture books for younger students, and older
students can read and discuss a story in groups.
Ask students to note
the setting, characters, and
sequence of events or plot, as well as the
most
exciting parts, the climax, the way the story ended
(i.e., the
resolution), mood and theme, and important
phrases and characteristic
things characters say.
Make a story chart
The
teacher can record students' ideas about each
of these on chart paper
for younger students and to
model planning a story dramatization, and
older
students may do this independently in groups:
Plan for story dramatization
Setting (Where)
Characters (Who)
Sequence/Plot (When/What)
Make a story map: Use
the whole classroom space, adjusting furniture as necessary. Make a map
of the classroom and place the settings needed for the story. Add the
numbered sequence of events of the plot, with arrows showing the
direction of the flow of the action.
Take volunteers for the first cast
Do
a walkthrough of the story with the first cast. All
students can be
engaged in each dramatization by
using stories that have a type of
character that can
be played by many students. Or students not
playing
in the story can be the audience, and
then vice versa.
Play the scene
A
narrator can be added to read parts of the story.
This could be the
teacher for younger students,
who would also guide students through the
actions.
Debrief and discuss
Ask questions that emphasize the positive and
make plans for the next playing of the story:
What did you see that you liked?
Who did something really interesting (or exciting,
realistic, funny, etc.)?
What can we do next time to make the play even
better?
Play the story again
The
teacher can take new volunteers to play
characters in the story so that
all students have
the opportunity to step into one of the roles.
Ask for volunteers for the main characters to
dramatize the story.
Students can improvise the
dialogue to tell the story. All students can
participate
at the same time. Any students not playing one of
the
characters can form a group that can all be the
Demon King Ravana
because he has ten heads.
Students playing Ravana can link arms and
stand
in a semicircle to signify that they are all the same
character.
Ravana can speak from any one of his
many heads. Other students not
playing main
characters can be monkey soldiers in Hanuman's
army.
After
playing the story, debrief with students-ask
them what they saw that
they liked and make
adaptations for another playing where students
take
on parts different from those played the first
time.
Students can add
simple costume pieces such as
lengths of cloth over one shoulder, crowns
for Rama
and Sita, masks for the ten heads of the demon
king, or monkey
masks for Hanuman and his army.
Feedback:
Active learning depends on dramatization, miming,
acting and playing roles among learners to change
the theoretical text
into alive practical learning or
real life situations through using
language in real
situations.
The teacher must be like an artist , a
musician or
a clown that has a role to perform on the stage.
The stage
at school is the classroom. The team
of artists that share the teacher
are the learners
themselves.
This brings life into the content, text,
the vocabulary
and the structure to be means of communication.
Besides, story theater
addresses and involves the
learners physically, mentally and
environmentally.