Module 3

Drama

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:

  1. Trust, Humour and Empathy: express yourself! (ISQ)
  2. Body language as a connecting tool: posture, breathing and movement (ISQ)
  3. 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:
http://www.blatner.com/adam/level2/dramaed.htm 

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.
http://www.geisteswissenschaften.fu-berlin.de/we06/engdid/ressourcen/blick_in_die_lehre/Presentation_Drama-in-Education.pdf

Slides and training materials by Philipp Schendel, Christiane Iden, Corinna Schaeffer of the Free University of Berlin about “Drama in Education”.
https://www.youtube.com/watch?v=Rb7-pJin3I0
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).