• Use drama games and exercises (physical, verbal or creative) to: introduce the main theme of the lesson; remove inhibitions; increase concentration and focus; help pupils to listen; develop imagination, creativity, personal, social or emotional values of the group; mix up group positions and dynamics; arrange groupings to reflect differences of sex, aptitude and ability. Spend no longer than 10 minutes on any drama game.
  • Introduce more activities which require negotiation skills and the ability to work with others, solving the practical problems that arise through working as part of a group.
  • Vary the groupings – from individual and pair work, to small groups of differing sizes and whole class work.
  • Explore issues and dilemmas through improvised scenes and such methods as Hotseating and Thought-tracking.
  • Use role play to identify with characters and actions, for example in a dramatised story or as audience. Encourage invention and development of convincing roles in specific situations.
  • Encourage knowledge of how to structure dramatic sequences in order to convey meaning and expect students to achieve more sophistication in their selection and execution.
  • Make students aware of the need for dramatic conventions, for example, light, dark, movement, pause, sound, silence, quick and slow.
  • Use a variety of dramatic forms and methods to express ideas and feelings, for example, mime, movement, costume, proxemics, make-up, lighting, sound and make-up.
  • Develop students’ awareness of the concept of ‘audience’ – both as a spectator and as a performer.
  • Expect students to be able to work, listen, and focus for sustained periods of time.
  • Encourage students to develop a full vocabulary of drama and theatre using appropriate terminology and language.
  • Explore a wide range of cross-curricular themes and issues to develop sensitivity and empathy. Try to make these both varied and relevant.
  • Make drama lessons a mix of pure drama work, covering exploratory processes, and theatre-based work covering performance elements. Try to ensure that performance doesn’t outweigh process.
  • Use evaluation to develop critical awareness of students’ own achievements as well as learning how to evaluate others’ work.
  • Students should devise, write, produce and perform their own material, including monologues, short play scripts, sketches, and Theatre in Education pieces and other material for younger audiences.

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