Coursework 3

As an English teacher, I have often been amazed at how effective drama is to

capture the attention of the students in the ESL. Drama activities would sometimes
have surprising and unexpected results. Teacher need to use this medium more
because the artificial world of the classroom can be transformed into a quasi-real
language situation and provides an endless amount of opportunities for students
personal growth. We cannot only teach grammar and phonetics with drama but also it
has the power to transform the actors as well as the audience.
Drama is a powerful tool that can engage student actively with the English
learning process. Using drama techniques also fosters their integrated linguistic by
setting meaningful contexts. Drama also teach the students how to manage
interpersonal relationship. It has great benefit for increasing students enthusiasm for
learning.
Moreover the drama activities can be used to teach language skills and also
develop the cognitive, affective and cultural needs of the students. The utilization of
drama activities will help bring back some of the important emotional content into the
language learning experience which is often lacking in communicative language
classrooms. Drama activities should not be misconstrued as performing plays but rather
they should be considered as teaching tools, which facilitate and deepen the learning
process.
Nevertheless, drama is a useful technique of teaching and learning especially in
encouraging interactions, practicing the language used and in acquiring fluency. From
the perspective of teaching and learning English as a Second Language, the rationale
for using drama rests on the premise that authentic language use develops when the
participants have a purpose for communicating (Brumfit and Johnson, 1979).More often
than not teachers are faced with problems of how to get their students motivated to their
learning tasks. It is not an exaggeration to say that the answer could be drawn from the
use of drama activities. Drama prompts mental and bodily activities. The activities
require active participation. Concentration is also often required and it is not easy for a
student to stay passive for long. Situations are created for the students to use the
language meaningfully and this would motivate students towards participation. The less
motivated students will gradually be drawn into the activity when they see the rest of the
group having a good time (Wan, 1990).
One of the important strength that drama has to offer which is to stimulate the
interest of learners. If the students are young children there will be no problem as they
are natural actors and clowns who like nothing better than a game. But, if the students
are adolescents, the teachers have to cope with the inevitable tension they suffer
because of their developing sexuality and physical changes.
Besides that, some shy students do not wish to appear foolish in front of their
classmates. They just do not want to be embarrassed because of the mistakes and
errors that they could make. So that drama helps many shy students by providing them
with a mask' (Ladousse, 1991). The learner has the support and protection of a mask'
to hide behind but will speak as the character in the situation and not as himself
(Morrow, 1981). Here, inhibited or shy learners can become more responsive, thus
showcasing how drama enhances participation amongst learners.
However, it must be understood that drama activities cannot be substituted for
conventional teaching methods. It merely serves as a complement to the conventional
methods. They are activities that give the students an opportunity to use their own
personality in creating the material on which part of the language class is to be based.
These activities draw on the natural ability of every student to imitate, mimic and
express him or herself through gestures. They draw, too, on the student's imagination
and memory, and natural capacity to bring to life parts of his or her past experience that
might never otherwise emerge.. Each student brings a different life, a different
background into the class. So that we would like students to be able to use this when
working with others (Maley and Duff, 1978).

In conclusion , it makes sense that dramatic skills can help us become the
person we want to be. In this way, drama has a wider reach than simply making the
students more fluent in a second language. It has the potential of making their lives
better as we will be better understood and may help us become the people we want to
be. Drama is all about how we present ourselves. If the student can communicate
better, the more likely others will see him/her as he/she wishes to be seen. Therefore,
the skills of drama can help the student become the person that he/she wants to be.

















Blind Storyteller: Have one person sit in front of the group facing them. Have two or three
people stand behind him with their puppets. The sitting person cannot see the people behind him.
Have him tell a story about these three puppets. The actors then have to act it out as he
narrates. This can have some super funny results!
Puppet Show: Have the group break into smaller groups and come up with their own puppet
show ideas.
Emotional Puppets: Have the people in the group get up one at a time and have their puppets
act out an emotion. The rest of the group must guess what emotion they are acting out.
Me as a Puppet: Give each person in the group various puppet making supplies and have them
make a puppet that reflects themselves. I suggest sticking to one kind of puppet such as a paper
plate stick puppet. The puppets do not have to look exactly like the person. Instead they could
have some of the persons attributes such as being shy, loud, having freckles or glasses. The rest
of the puppet could be imagined, or what the person would like to look like if he had the choice.
After making the puppets you might sit in a circle and introduce the puppets. An interesting
script might be to say one thing or two things about your puppet that is the same as you and one
thing that is different.
Forum theatre: Two puppets go up to the front and start a scene. They have to act out the scene
as best they can. At one point the facilitator yells freeze! And all the puppets must freeze. One
of the audience puppets then goes up and takes the place of one of the acting puppets. They must
then say something to start a completely new scenario.
Music Video: Have the group divide into small groups. Have them pick out their own music and
make up a music video to show the group!
Puppet Talk Show: This talk show is all about puppets! Have three people come up and sit at
the front. Also have a talk show host (a facilitator is probably best) who leads the show. Have
the puppets introduce themselves (they could be regular puppets or they could be famous people.
eg. Elvis, Miley Cyrus, Snow White, The Little Mermaid) The audience members get to put up
their hands and ask the puppets questions. You can use markers or sticks as microphones for the
puppets to speak into. The host can encourage interaction between puppet guests as well as
audience members.
What If?: Two/three people are chosen. Each chooses a puppet and stands at the front of the
group. The audience or facilitator suggests a what if?' question, eg. What if you missed the
bus to work? The group would then have to act out that scenario, coming up with a solution.
Once they were finished you could have other volunteers come up and act out alternate endings.

1 Read stories to children about pets or animals and then engage them in a conversation about
different types of pets. Do they have pets of their own? What types of pets do they have? What
types of pets do they wish they had?
2 Tell the children that they will make sock pet puppets out of socks. Show children the art
materials and ask them to think about the different types of pet puppets they can make. Record
the children's ideas on chart paper.
3 Set out the art materials and invite children to work together in small groups. Offer assistance
if needed. Don't forget to make a puppet for yourself so that you can join in the play.
4 While the glue is drying, ask the children to think about what they would like to name their pet
puppets. Invite everyone to bring her puppet to group time. Children can introduce their pets to
the rest of the class. Be sure to include the pet puppets in the morning greeting.
5 Encourage children to participate in activities that will help develop their dramatic-play and
language abilities. Offer hypothetical situations for children to problem-solve, such as: "Imagine
that one puppet wants to go to the circus, but he has the flu. The other puppet is going, but
doesn't want his puppet friend to miss the fun. What can the puppet say to his friend to cheer him
up?"
6 You can create a small puppet theatre from a cardboard box. Supply markers and other art
materials so that children can decorate the box and then use it in their puppet play. Later
encourage children to use their pet puppets in the block and dramatic-play areas or during quiet
time or naptime.
Curriculum Connection
Music: Singing Puppets. Ask the children to choose a favorite song to sing using their pet
puppets. Explain that they will substitute the words of the song and use animal sounds instead.
Children can have a turn to practice their animal sounds. Now let the singing begin

Three Words
Two/three kids are chosen. Each chooses a puppet and stands at the front of the class. Three
words are chosen (from leader or from audience). The puppets then have a conversation using all
three of those words in sentences. (Leader could decided what the conversation is about, the kids
then have to use those words in a way that makes sense in that conversation).
What If?
Two/three kids are chosen. Each chooses a puppet and stands at the front of the class. The
audience or leader suggests a "what if?'" question, eg. What if they were at school and one of
them forgot her lunch? The kids would then have to act out that scenario, coming up with a
solution. Once they were finished you could have other volunteers come up and act out alternate
endings.
Circle Talk
Everyone sits in a circle with a puppet. Instead of having the kids talk, the puppets do all the
speaking. You could ask each person to give his puppet a characteristic way to speak or move,
eg. very exaggerated; squeaky voice; shy etc. The puppets could take turns talking about their
day, or the things they like best/like worst. You could have each puppet tell a bit of a story and
then pass it on to the next puppet to continue. Shy kids might participate if their puppet gets to do
the talking.
Fairy Tale Endings
Have the kids pick a fairy tale. Talk about the fairy tale and make sure everyone knows the story.
Pick a point in the fairy tale to start, then choose kids to come up and have their puppets act out
an alternate ending.
Puppet's Readers Theater
Pick a couple short children's books. Divide the kids into groups and give one book to each
group. They have to make a puppet for each character (you can specify puppet materials such as
paper and popsicle sticks) and then practise the book using the puppets to act it out. They don't
need to memorize it, the book acts as a script.
Circle Games
A good way to practise with puppets and get the hang of them is to do easy circle games. Simon
Says, I Spy, All My Friends and Duck Duck Goose are all good ones to start with!
Puppet Feet
This is a silly kind of puppet theater. Make sock puppets, (paper bag puppets work as well) then
have the kids lie on the floor and put the puppets on their feet. You can have them lie in a line
and act out a story, or lie in a pinwheel with all their heads touching and play games.
Puppet Charades
This game is fun and challenging! Have one kids come up and have their puppet act out an
object/action and have the other kids guess. Depending on the puppet type, this can be quite
difficult. Better to have the ideas ready for the kids, such as: snake, dancing, jumping, sleeping,
worm, grow etc. If the puppet has an arm it makes it a bit easier.
Another way to do this game is have the puppet and person act together in the charade. Try
things such as: playing ball, holding hands, skipping rope, etc.
Puppet Tag
Best played outside, in this game the puppets are the ones to do all the tagging. It only counts if
your puppet is tagged by another puppet. You might want to let the kids know that hiding
puppets under shirts or in pockets is against the rules.
Puppet Talk Show
This talk show is all about puppets! Have three kids come up and sit at the front. Also have a talk
show "host" (a leader is probably best) who leads the show. Have the puppets introduce
themselves (they could be regular puppets or they could be famous people. eg. Elvis, Miley
Cyrus, Snow White, The Little Mermaid) The "audience" members get to put up their hands and
ask the puppets questions. You can use markers or sticks as microphones for the puppets to
speak into. The host can encourage interaction between puppet guests as well as audience
members.
Human Puppets!
In this game the kids get to act like puppets. Have them try being different types of puppets, (eg.
paper bag, hinged, sock, string/marionette etc) and see how they would move depending on what
kind they are. Have the kids become different puppets and walk around the room introducing
themselves to other puppets.
Puppet Center in your Class
Put a box of puppet making materials out for the kids (fabric, paper, plates, bags, yarn, popsicle
sticks). Include a small puppet theater (homemade out of a box works well), a mirror, and other
small props for the puppets.
Blind Storyteller
Have one child sit in front of the class facing the class. Have two or three kids stand behind him
with their puppets. The sitting child cannot see the people behind him. Have him tell a story
about these three puppets. The "actors" then have to act it out as he narrates. This can have some
super funny results!
Puppet Show!
Have the kids break into groups and come up with their own puppet show ideas. Some
suggestions include a magic show with card tricks and sawing puppets in half, a cooking show, a
reality show, etc.
Emotional Puppets
Have the children get up one at a time and have their puppets act out an emotion. The rest of the
class must guess what emotion they are acting out.
Puppet Reality Show
Have a game show or reality show with puppets! Wheel of Fortune, Jeopardy or Family Feud
work well.
Me as a Puppet
Give the children various puppet making supplies and have them make a puppet that reflects
themselves. I suggest sticking to one kind of puppet such as a paper plate stick puppet. The
puppets do not have to look exactly like the child. Instead they could have some of the child's
attributes such as being shy, loud, having freckles or glasses. The rest of the puppet could be
imagined, or what the child would like to look like if he had the choice. After making the
puppets you might sit in a circle and introduce the puppets. An interesting script might be to say
one thing about your puppet that is the same as you and one thing that is different.
Puppet Says
This game is played like Simon Says but with puppets doing the actions. If they get caught
jumping when puppet didn't say to, they are out.
Freeze!!
Two puppets (or three) go up to the front and start a scenario (eg. grocery shopping). They have
to act out the scene as best they can. At one point a leader (or have the children do this if they
can) yells "freeze"! And all the puppets must freeze. One of the audience puppets then goes up
and takes the place of one of the acting puppets. They must then say something to start a
completely new scenario.
Music Video
Have the kids divide into groups. Have them pick out their own music and make up a music
video to show the class!