Move to the mat to hear a story about a grandmother:? ?The Granny who wasn?t like other grannies? by Denis Bond.? As chn settle you might like to discuss how they used drama techniques ? facial expression or posture, gesture to show their role.? You may also like to look for examples from the work that highlight/discuss how DIFFERENT everyone?s grandparents are.
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Read the story up to the bus conversation. Discuss the problem with Tim?s Gran and explain that we are going to bring to life some of these moments so we can really understand what is happening for Tim.? Discuss/clarify what drama techniques we use when we are creating a frozen moment.
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Re-creating the story
In small groups create these frozen moments: -
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- Gran arrives on a noisy motorbike while Tim?s friends look on and laugh.
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- Gran cheers loudly at the football match and joins in scoring the winning goal.
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- Gran drives very fast on the fairground bumper cars and scares people
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- Gran goes on the rollercoaster while other grannies watch, unimpressed.
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- Gran climbs on the adventure playground, higher than the children
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- Gran jumps in the puddles getting Tim and another child all wet and tells the child, ?Don?t be such a cry-baby!?
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Present and use spoken thought, overheard conversations and playing the action to explore the situation and the characters.
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Reflecting on our understandings
Move chn back to the mat and create a Role on the Wall ? Tim?s Gran.? Together generate words to describe Tim?s Gran. Set aside. (Leave room for additions later in the lesson.)
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The Pre-text The teacher explains that a letter has arrived for the chn.? She opens it and discovers that it?s from Tim.? Since Tim?s heard the chn are experts on grandparent behaviour, he wants them to help his Gran, who he is sending along in a few minutes.? Generate ideas for questions.
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Teacher in role as Tim?s Gran
Go into role using a prop or costume item for Tim?s gran. Chn meet Tim?s Gran. In role, share your concern about Tim and ask chn to help you to learn how to be a ?proper? grandmother.? Do they know how she should be behaving?? Who could she go and speak to to learn about these matters?? Where did their grandparents learn?? Take chn?s suggestions but maintain a confused, uncertain demeanour.? Thank the children and ask if the children would take a bit more time to think about this so she can be a better grandparent to Tim.
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Circular drama and teacher in role
The Perfect Grandparent.? Brainstorm ideas of what grandparents are like and how they should behave.
The teacher (out of role) explains that there are other people who might know about how to be a good granny.? Together with the chn identify people to consult on grandmother behaviour ? Therapist, other grans, chn, and teachers.? Come up with several options.? From these, form several small groups (4-5 chn) and assign each group one of these roles.?
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Developing Role: Discuss the kind of advice would this group give to Tim?s Gran.? Arrange the space to suit these roles and prepare to meet & advise Tim?s Gran.? How would these characters behave when they meet Tim?s Gran?
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Teacher-in-role visits each group and gets advice on how grannies should behave.? She thanks everybody and teacher comes out of role and moves chn to the mat to hear how the story progresses.
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Read the rest of the story.
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Discussion:
Ask the chn to explain the ending and clarify this change in Tim?s understanding.? Through the discussion and with reference to the story, highlight the idea that being different makes life interesting, that we don?t have to be the same to be okay.
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Come up with some other (positive) adjectives, describe her feelings, thoughts ? as much information as we need to provide to have our work capture this new perspective Tim has of his gran? add these on the Role on the Wall.
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In pairs, create a sculpture of Tim?s Gran to go in our Grandparents gallery.? One sculpt, one be clay.? As the teacher activates your pair, have the Sculptor create an adjective statement using the words from the role on the wall or adding your own.? ?Tim?s Gran was?.?
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Reflection:
Who loves you ?just the way you are?? Discuss differences in our grandparents, in people.? Discuss the idea of ?equal but different?.?
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Discuss what we learned about using drama techniques to show roles and to tell our story today.
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You may like to move the discussion into the ways we are ?equal but different? to others including people who are disabled, have a different colour skin, a different way of talking etc.
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If chn have prior experience, they can craft a frozen moment.? If not, you may like to ask them to play the moment and then freeze. Ask roles to speak aloud the thoughts of their character and/or allow the audience to overhear conversations from the characters who are watching Tim?s gran.? Vary the use of conventions as you wish, depending on the scene and confidence of group members. Give rehearsal time and rove to assist.?
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?What kind of things might we need to ask Tim?s gran in order to help her??
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?What kind of advice would this group give to Tim?s gran? Come up ideas for Tim?s Gran in order to become a better grandparent.? How would these characters behave when they meet Tim?s Gran??
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?Tim changes his mind!? What were the positive things about his Gran?s behaviour?? What did Tim?s friends really think???
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?I love you just the way you are? ? What does that mean??
Who loves you ?just the way you are?? Think about the differences in our grandparents.? They are not perfect, and we are not perfect, but we love each other ?just the way we are?.?
Source: http://www.drama.org.nz/?p=2729
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