TRAIN THE TRAINERS CURRICULUM
The implementation of actions within this methodology of using Drama to develop competences involves:
- Introduction to drama art form and selection of themes that can be (or the ones which should not be) explored.
- Icebreaking exercises to establish confidence, a safe environment and creative thinking.
- Implementation of practical activities to develop “dramatic” skills, such as verbal and non-verbal communication abilities.
Section 1. Introduction: why to use drama in education and training
Section 2. Preparation and warm up: how to use drama in education and training
Section 3. Technical activities: what drama skills in education and training
Section 4. Work activities: which techniques to improve drama in education and training
Section 5. Performance: which are the results of using drama in education and training
Educational resources related to this Module (original production by partners)
The open educational resources, selected and developed for/during the local pilots, are:
- Trust, Humour and Empathy: express yourself! (ISQ)
- Body language as a connecting tool: posture, breathing and movement (ISQ)
- Express yourself through the practices of “mime” and “slow motion” (SF)
Where to learn more (files/images archive and links available on the www)
Some very useful and relevant links which could be used by trainers and youth workers to find more information are:
Through the article of Adam Blatner, M.D. “Drama in education as mental hygiene: a child psychiatrist's perspective” you can find further interesting links connecting drama and education. This article appeared in the Youth Theatre Journal, (9, 92-96, March, 1995) and re-published on website, August 2, 2002.
Slides and training materials by Philipp Schendel, Christiane Iden, Corinna Schaeffer of the Free University of Berlin about “Drama in Education”.
Get inspiration from this video (c.a. 14’) of George Belliveau: Drama in education. Dr. George Belliveau is a professor of theatre/drama education at the University of British Columbia, Canada. The content explores A Midsummer Night's Dream, however other pieces of literature, history, or current events could be used.
Assessment Instruction Sheet
We suggest the following exercises:
- To pre-assess / Formative assessments
Use method Piece- of- the basket in different ways (a basket as a container for anonymous thoughts written down in pieces of paper):
- To discuss sensitive issues - participants respond anonymously and when patches are drawn and answers are read, they remain anonymous. The answers and opinions will then be the basis for a discussion without being "hung out".
- As a rehearsal or a basis for discussion – how can we deal with xenophobia and prejudice? – trainers will write and then will discuss with trainees possible solutions, which are going to be de basis of role-plays.
- Formative assessments
Guidelines given by trainer to be followed. An assessment grid can easily scale the abilities that are expected and achieved by each trainee.
- Final evaluation
Launch the event (Final Performance).
- Assess the success of the Final Performance event and the role each of the trainees had in the organization of the play – (see Participation and responsibility assessment criteria).
- Evaluate the performance of each trainee in the play - (see Participation and responsibility assessment criteria and Matters domain assessment criteria).