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TRANSCRIPT
S-INTEGRATIONSOCIAL INTEGRATION OF IMMIGRANTS STUDENTS BY
USING DRAMA APPLICATIONS
DRAMA GUIDE BOOK
PREPARED FOR ERASMUS+ PROJECT
PUBLISHED IN 2018
INDEX
DRAMA METHODOLOGY, TECHNIQUES PAGE 3-21
DRAMA LESSON PLANS PAGE 22-72
SOCIAL EMOTIONAL LEARNING SKILLS SCALE PAGE 73-74
MULTI DIMENSIONAL LIFE SKILLS SCALE PAGE 75-76
CHILDREN’S HOPE SCALE PAGE 77
SEMI-STRUCTURED INTERVIEW FORM PAGE 78
Social Integration of Immigrants Students by using Drama Applications
The issue of migration is at the agenda and concerns all and everything not only in
migration receiving countries but in all the geographies where the globalization is felt or
intensively experienced Almost every counrty in the World is influenced by the migration.
There are many reasons why people leave the land where they are born and migrate the new
places. Political developments, economical reasons, war, acculturation are some of
them(Springford, 2013; Som, 2017).Migration can happen for a variety of reasons, either
individually or together with the family or caused by the difficulties of people or their own
accord. Reducing the distance between people from different cultures allows the cultures to
recognize each other as well as causing them to engage in conflict with each other and <x
preventing the immigrant population from socializing in the country where they emigrate.
Immigration is a reality that inholds many contradictions. Considering that immigration
has emerged due to economic and political reasons in general, economic underdevelopment in
the emigrating country can lead to new instabilities particularly on the basis of costs, social
cohesion process and educational problems especially in the migrated country. (Schleicher,
2015; Picot, 2013).
Many problems arise such as crowded cities, the formation of unhealthy settlements,
unemployment, poverty and inadequate services, sincompatibility in the society, acquiring
harmful habits and lack of education as a result of immigration. (Palo, Faini, Venturini, 2006)
The adaptation problems that immigrants experience in the new society they are involved are
not only affecting and influencing them but also the whole society. It is difficult for a migrant
family to be in a new setting, in a new environment.. These families have many concerns for
themselves and their children.
One of the most important concerns of immigrant parents is that the education of their
childeren and they will not be able to bring up their children in the way they would like them
to be in their own culture. Moving away from the cultural values they have is a cause of
concern for the families. (Tamer, 2014; NRCIM, 1995).Concerns related to raising the
children and the reasons of them are generally centered upon, inability to learn their religious
values and culture, acquiring foreign values, growing away from their families, getting the
children have no education and acquiring bad habits.(Boyden, Berry, Feeny ve Hart, 2002).
The protection of differences and the fact that different people are able to find a living space
for themselves are always on the agenda as a matter of special importance.
Education and teaching is indispensable for social integration. Therefore, it is essential
for immigrant children living in a foreign culture to have good education and training so that
they can adapt to the society they live in. The quality of education received by immigrant
children is an important indicator of how their future vision evolve (Goodwin, 2002; NESSE,
2008). The differences of cultural and moral values between the two societies introduce
positive and negative educational concepts. This situation can be perceived as a conflict of
opposing groups. The challenge is broder education programs. (Mathews & Ewen, 2010). It is
of utmost importance that the countries that receives immigrants should not ignore that case
and that they should establish inclusive education policies covering the students from all
strata.
Human beings must meet their social needs as well as their physiological needs
in order to exist in nature. Because man does not live only by feeding or reproducing. At the
same time, they establish social relations, share duties at the social level, develop emotional
ties with the environment in which they live. Raising happy individuals is among the tasks of
the education system. According to Moller (1996), the fact that the country is a livable
country in the future is closely related to the happy student profile. Every step taken in this
regard is an investment for the future of the country.
The concept of life satisfaction with life represents the cognitive direction of
subjective well-being with regard to human happiness. Subjective well-being is assessing the
individual's life cognitively and emotionally. This assessment includes the form of the
emotional response to the event and the impacts of the satisfaction to the inner world of the
person. It also reflects the general concepts of meeting basic needs and achievable goals. So,
individuals with higher subjective well-being have higher life satisfaction and more positive
emotions than negative emotions (Diener, 1984; Leung & Leung, 1992; Suldo & Huebner,
2006). Individuals who are happy to live can create constructive solutions by taking a more
positive attitude towards the events.
According to Diener and Lucas (1999), life satisfaction covers getting a sustained
pleasure from life, the desire to change the life, the satisfaction felt about the past events, the
satisfaction felt about the events which are likely to live in the future and the opinions of that
person’s close relatives about his/ her life. Satisfying areas can be the person’s business,
family, leisure time, health, money, ego and the immediate vicinity.
According to Bradley and Crowny (2004), life satisfaction refers to the level of
satisfaction with the current life, which is based on the general assessment or on the level of
one's own thoughts and ideas, well-being and happiness. Life satisfaction is related to
reaching one's goals and ideals.
Studies of life satisfaction show that gender, race and income status have almost no
effect on predicting life satisfaction and happiness and that psychological variables have more
influence in explaining personal tendencies, close relationships, and culture life satisfaction.
(Myers and Diener, 1995).
Life satisfaction is believed to have a significant psychological variability, especially
during adolescence. In adolescence, life satisfaction is affected by environmental factors like
body image and positive self-perception evaluations as much as personal ones.(Leung &
Leung, 1992; Dew & Huebner, 1994). Along with many studies that have examined the life
satisfaction of adult individuals, there has been an increase in researches on the life
satisfaction of children and adolescents in recent years. (Park, Huebner, Laughlin & Gilman,
2004) Research on the life satisfaction of children and adolescents may be effective in raising
a healthy younger generation.
The individual needs to be socialized in order to live in harmony with the society,
which is a starting process from birth and continues until the end of life. Experts say that
children discover the world through imitation, symbolic games and drama. During this
process, children learn how to behave in different situations by observing. (Önalan Akfırat,
2004; Kara ve Çam, 2007; Kara, 2009; Batdı ve Batdı, 2015). No matter how many
observations the children make, learning by doing is the most effective way of learning.
Drama is a learning activity that is often used in contemporary education systems in that
sense.
Creative drama is a method that enables the individual to learn effectively through
learning by doing in the learning process, contributing to the realization of himself / herself
and being a creative, productive individual, establishing positive social interaction with
others, and shortly developing all aspects of the individual. As it is understood from the
definition, the creative drama has an influence on the life skills of the students (Kaf, 2000,
McCaslin, 1990). Through creative drama activities, children transform what they think into
life.
San (1990) states that a large part of the relationships that children establish with life
are realized by imagination and play. During drama work, children also observe that people in
different roles exhibit different behaviors in response to the same events According to
Momani, Khaki & Amini (2017), creative drama enhances children's creative thinking skills
first of all. Children look at events, events, experiences and information in a different
dimension in the event and they give them a new structure. The children look at the events,
facts, life and knowledge from a different aspect and add new dimensions to them.
Creative drama is a non-demonstration process, based on improvisation, in which the
participants are guided by a leader to imagine, act on the experiences (Heinig, 1988). The
main goal of creative drama is not to train the actor for the stage, to improve the personality
and to facilitate the participant's learning. According to Freeman, Sullivan & Fulton (2003),
creative drama primarily helps the individual to accept himself / herself and then others, thus
it facilitates the social development Creative drama offers emotional relief, and the
opportunity to develop social skills, try constructive behaviors, learn cooperation and
solidarity in an adverse environment especially for drama participants.
The development of the life skills of the students enables their socialization. Creative drama
enhances learnability and teachability among people, the behaviours in new and changing
situations are revealed in common, and applied behaviors are learned. There is interaction and
socialization in the nature of creative drama that enables children to trust and respect
themselves through group work. (San, 1990; Freeman, 2000; Anderson-Poston, 2008). With
creative drama a situation is revealed both abstract and concrete expressions. The
development of events is discovered by experiencing. From a sociological point of view,
individuals have the opportunity to deeply evaluate not only themselves, but also the past,
present time and future of the society they live in. (O'Neill & amp; Lambert, 1995; Landy,
1982). Through creative drama that is based on games the students improve their skills at such
as self expression, self knowledge, self respect, social awareness and socializing. Drama
contributes to the development of language skills as well as communication skills with others
(Kaf, 2000, Aytaş, 2013, Smith, 1984, Muszynska, Urpi, & Galazka, 2017, Boudreault, 2010).
Creative drama supports the socialization of the students to a great extent. The increase in the
socialization skill affects the adaptation of the students to the school life and increases the
academic success (Çetingöz and Günhan, 2012; Momeni, Khaki & Amini, 2017). Drama
enables individuals to improve the work skill, the language skill, the imagination, the
inquisitory aspect and love of art, feeling of relief from daily troubles, the self-discovery, and
to move himself/herself further, permanent learning. For this reason, creative drama is an
important educational method in terms of embodying the experiences of immigrant children
and making them meaningful by reviving the problems they experience in the process of
adaptation to school and the society. Through drama, It could be said that the immigrant
children will have the opportunity to express themselves and also to gain the new dimensions
to the events by giving voice to their opinions as well
Drama Techniques
The most commonly used techniques in the drama are:
1. Role Playing
It is reviving of a person rather than himself/herself, a creature, even an objects. It is
performed through using the language, body, gestures and mimes
2. Role change
Role change is to exchange the roles of the children in an activity and replay it. Thus, the
activity is repeated once more.
3.Improvisation
It is acting of any role, text dialogue, a concept or a situation without memorizing as you
sincerely wish. The attitudes that the person act in the faceof events or situations are revival.
Inner life is reflected through gestures and mimes
In the face of events or situations every person will have a unique manner Intentions and
form of expressions will vary. Repetition of this kind of improvisation through role change is
extremely useful in terms of promoting empathy
4. Pantomime
It is a non verbally revival performed with body language. Silent movies are in this group.
5. Reenactment of a Story /Situation
It is the revival of a text or an event taken from a daily life in type of tale, story, fable
through narrative technique
6. Freeze-Frames
The students are asked to stay still and create a frozen image at the drama activity. The
pictures created under the guidance of the teacher are expected to be understood by the other
students outside the pictures.
7. Conscience Alley
It is used to remove of the dilemmas of a character or to enable him/her to make a choice in
his/her life. The students form a corridor facing each other. While a person walks slowly
through the corridor each of the students becomes the the voice of the conscience saying a
sentence expressing different feelings and thoughts. Each student may offer a different
suggestion. While the person moves along the corridor, the volume of the voices increases
gradually. The character tries to make a decision with the feelings and thoughts transferred
along the corridor.
8. Gossip Circle
A circle is formed. The attitudes of the character are spoken out in the community as rumor
and gossip. Rumors are spread around the circle by being exeggerated and distorted. It is
used to reveal the contradictions.
9. Hot-Seating:
The character is seated in a chair with the face facing the group. The character is asked
questions about his/her value judgments, relationships, pleasures, positive and negative
characteristics, hobbies and behaviors by the group members. The character is enabled to
discovered himself/herself. The people who ask questions may also take roles such as
"doctor, martyr, historian, social servive specialist, psychologist, manager school
administrator. Stress may occur when the character is questioned during stress or during a
period of emotional upheaval
10. Flashback
In the drama activity, the relationship between the present and the past is emphasized.
Flashbacks from the past are strengthened by reflecting today.
11.Split-Screen
The students are asked to plan two or more scenes which take place at different times and
places. Then, the events between these two scenarios are performed going forward or back as
in the movies.
12. Dancing
It is the expression of emotions such as joy, happiness, enthusiasm, longing, curiosity
through dance. It is essential not to immitate any dance but to move the body freely.
13. Drawing pictures
It is drawing the picture of an event, situation and story. It is the transformation of a
message, a poem, astory or a tale into a picture.
Distance Between The Characters
Participants / students make arrangements based on the proximity of the characters to each
other in the course of the drama. Participants / students should create such characters so that
the closeness-distance between them can give clues about their relationship types. (How
close ?, How far ?,Who is related to who?, etc.). The dicrease or increase of convergence-
divergency during the event will lead to their position (status) In addition, over time, they
may consider the change that might emerge as the characters become closer or go further
from each other.
14. Narration
Depending on the development of speaking skill everyone can narrate. It is sometimes about
what s/he has already experienced or known or what s/he has heard or seen. However, the
use of the narration in the drama may technically vary. Narraion can be referred in order to
summarize during the revival of the story. While a character tells a story, others can act it, or
the scenes are told in relation to each other, interpretations and analysis are made. The
narrative technique offers opportunities to improve language development, aesthetic
education and social behavior. The degree of narrative use in drama is also dependent on the
dramatic pattern of revival as well as the common decisions of the participants.
Especially while working with young children in the first phase of drama activities, the
teacher can lead the children to take part in drama activities through story telling.
The story is read slowly so that the students can act the expected performance and some
pauses are given when necessary. During the activity, when the students feel safer, the
teacher may gradually leave the decision to more students. When the story becomes flowing,
what the individuals can do and how they behave can be decided by the individuals. For
instance, person A reads the story, Person B acts. Then, they may exchange the roles.
15. Distance Between The Characters (Space Between)
Participants / students make arrangements based on the proximity of the characters to each
other in the course of the drama. Participants / students should create such characters so that
the closeness-distance between them can give clues about their relationship types. (How
close ?, How far ?,Who is related to who?, etc.). The dicrease or increase of convergence-
divergency during the event will lead to their position (status) In addition, over time, they
may consider the change that might emerge as the characters become closer or go further
from each other.
16. Conscience Alley
It is a technique that helps the main character to realize any dilemma or situation that he
cannot overcome during the plot in drama. The stage settings requires that people need to be
lined up face to face in two rows. Main character moves between the rows, while group
members express their views on what the hero/heroıne can’t decide. Each of the students
become the voice of the character saying one sentence expressing different thoughts and
feelings. There may be controversial views that some may disagree with. During this
process, thoughts and emotional stimuli proposed through the corridor help the character
make his/her decision. When the main character arrives at the end of the passage, s/he
decides. This technique is also known as "Thought Tunnel"
17. Split Screen
During the drama, students organize two or more scenes that take place at different times and
places. The mode of staging is divided into two or more in such a way as not to disturb the
whole of the work. Then, as in the movies, the events between these scenes is presented by
going forward or backward. The editing of these two scenes, their connections and mutual
relations, must be prepared very carefully. (Somers, 1994).
Gossip Circle
The behaviors of the characters in the drama process is criticized as gossip in a circle formed
by the participants. The gossip is spread around the circle by being exeggerated and
distorted. It is a functional technique for determining tension and contradictions for further
stages of the drama (Somers, 1994).
18. Freeze Frames
Students / participants create a frozen photo when an important situation is being performed
during the drama. The action or word in the play is frozen like a photo or video. The other
students / participants outside the improvisation make a short speech and analysis on
these imaginary photos created by the teacher/ leader’ s arrangement. It is likely that
especially meanings are transformed into concrete images, interpretation of the emotions
in the briefest and controlled way by the group members.
Freeze frames require individual or group stance. The groups may be asked to present a
story with freze frames. It is an effective way for the students who have little tendency to
verbal improvisations. Freeze frames can be combined with thought-tracking, forum
theatre, before/after techniques salutarily. We need to know why we use this technique
same as the the other techniques. The basic reason is that participants create three-
dimensional still images (photographs).It is also likely to use the technique in many
different ways using their own bodies.
These can be listed as followed:
–As a tool to control the body
– As the starting of drama
– In order to focus on certain points
– - To be able to perceive the meaning of an image in different dimensions and depths and to
be able to make sense out of a certain moment.
– To provide new developments in events, to get away from a limited viewpoint and to be
able to think more broadly
– Get the students importance of body language and face to face communication.
– To develop an understanding of creating a story.
– To be aware of the key concepts and important parts in a story.
– Ensure efficacy of space (place) use.
– To be able refer to the previous events or situations and meet them again.
– To take a picture of the moments so as to create a fictional form
– To direct the children to thinking naturally through drama and get them think how they
can use their emotions and bodies in a different way
–Freeze Frame activities have the advantage because of their easily repeatability. We can
look at an image from different perspectives again and again so that we can deepen our
views in different directions. (Somers,1994).
19. Improvisation)
Considering thr given situation or an object a spontenous revival is performed. Variables
such as who, what, where, with whom can direct the improvisation. Improvisation is using
different narrative tools in relation to an object or a situation with no predetermined patterns.
The improvisation, which can also be defined as the act of free creation, varies formally
depending on the area of use.
The method of improvisation in dance /motion which is a part of visual/audial arts or the
reflection of improvisation in music to art education is not the same.
The rules of improvisation need to be considered. For example, it is necessary to have a
good sense of tone (even for the non tone activities are requested) in order to improvise in
music.
Because improvisation doesnt mean that whatever comes to mind is meant to be done though
it suggests freedom as a narrative tool. Improvisation in drama, unlike other areas, uses the
components of dramatical fiction.
According to this,
–Whatever the the subject of improvisation is, a plot (story) should be created.
–A network of of the relations must be uncovered. In other words, In other words, actors
should be identified.
– Events and people should use one or more settings (places). Place or places that the events
take place must be obvious..
– The dramatic tension (conflict) of the plot should have a structure that enables to a new
situation.
– It is not compulsory to repsesent when the event occurs except special cases.
Process and the product in the improvisationn in drama are intertwined and indistinguishable
from each other. What emerges in the precess of drama cannot be performed again and in
exactly the same way. However, it can be performed after recording or reporting of the play.
It would only be an aesthetic whole based upon improvisation. (Adıgüzel, 1993). In other
words, it would be a structured improvisation. Improvisation can use everything from to
any object as a means of expression starting from the human body. It contributes to
participants' spontaneous participation or reaction and to the development of their
spontaneity. During improvisation, individuals express themselves through different senses
by establishing a relationship between the real events they live in or observe and the fictional
ones. On the other hand, dramatical improvisation in drama contributes to the development
of the vocabulary of the participants and to their fluent and meaningful speaking.
Improvisation can be performed using all find of tools or stories. It can be performed through
creating short fictions as well as immediate participation. This directly contributes to the
development of creative thinking. In improvisations with preparation, small group
performances are hashed out and arranged in advance for acting. Afterwards, rehearsals are
performed as short scenes to the rest of the participants.
20. Thought Tracking
The thoughts passing through a character’s mind that we can’t hear are revealed.
Participants in a group hold a still image while acting. The teacher/ leader asks them some
questions to express their thoughts and opinions loud with a few sentences. It happens with
a tapping on the shoulder of each individual or holding a carton speech bubble over their
heads. Alternatively, it may happen when a class member express his/her thoughts and
feelings loud about a character. This technique can be easily combined with the "Freeze
Frame" technique. It is evenly a helpful technique for improvisation.
21. (Forum Theatre)
Forum theatre, as being a type of theatre, can also be used as a technique in drama activities
since it deals with social issues and enables to create different approaches and solutions,
involves the spectators and the actors into the play. It is not a drama technique on its own.
It is the interference of the spectator or actors to the performance at any scene by stopping
(freezing) the action or the improvisation acted out by a small group. They can act out,
question the actors, change the state of the play. Answers are sought in relation to how to
work out the problem. Not only are the actors responsible, but also the observers (spectator).
Because they will influence the course of events in the play. Thus, the participants or the
observers are allowed to influence the drama properly. The drama is like a kind of
experimental environment for the new experiments. It is a very convenient technique for
evaluating the process. This technique was pioneered by Augusto Boal. The play or scene
usually briefly describes the various oppressions or depressions and is shown twice. During
the second play any of the spectators screams "stop". He takes his step forward and takes the
place of the character in trouble. In order to get a different outcome, how to change the
course of events is presented. Variable options can be realized by different spectators who
replaced with the character that is in no solution. Variable options can be performed by
different spectators replaced with the character having no solution. Other actors will remain
in their role to improvise their own answers. A ‘manager’is required to provide
communication between the players and the spectator. (http://www.dramaresource.com/
re-sources/techniques).
When fiction and process of forum theatre is need to be summarized, it is listed as followed:
– A scene is created for the protagonist) and antagonist(s)
– Attitude/ideology of each character is clearl shown.
– A serious fault/failure made by the hero/heroine is fictionanised.
– Characters should be in action but not just talk.
– Players reflect the certain view of the world.
– One of the spectators replaces the hero/heroine by saying ‘stop’ and allows the scene to
restart from where he/she determines.
– Other players try to continue pressuring.
– The spectator can leave the play that is fictionalised or someone else can replace him/her in
the play.
-- At a later stages, the spectatord may change the course of the play into a different direction
by saying "stop" again.
– If the protagonist wins, another antagonist can be replaced with the spectator.
– It is very important to have a director who aims to keep the debate and not to find out a
magical solution. (Davis’ten akt. Akar; 1998)
22. Moment of Photo /Tableau
Moment of photo and tableu are very similar to each other. However, they can be adaptable
to different studies. For example, some of the group members are asked to create an image.
Then, the other participants can be asked to contribute to this. This can be a monument
related to a war. Just as the group members start to create the image, the starting moment is
defined and then the others start the contribute to this. At the beginning of the activity,
silence and focusing on the subject is very important. A few people start to create the image;
then, an overall picture is created with whole class participation. While creating the tableau,
participants need to move fast to keep their places straightly. For this reason, it is important
that everybody keep the position they take in their minds. Thus, the teachers can make them
relaxed by giving a chance for those who aren't active. When the photograph is completed,
the students are also asked to reflect the details well including facial expressions and etc to
the tableau before the disintegration. The ideas can be improved in different forms.
Besides, the groups can be asked to create an image during improvisations. In order to
define the roles clearly, everyone is asked to take the position they set for their role, then,
class members are asked to decsribe the subjects such as who they are, what they do. Thus,
the photopraph comes to life. When the photo is created, the stage of creating a statue as a
marble or stone block is proceeded. The students must stand close to each other and be a
natural part of the statue. The statue is disintegrated when the statue is created through music
and and a complete expression is worn, the statue is disintegrated. Percussion instruments
can be used at the first stages. Thus, each step of the movements can easily be controlled.
When the movements are completed, the teacher counts backwards, indicating that the
completition time of the statue is over.
23. Moment of Truth
It is a technıque that requires the group to design the final scene for drama. The group
members should create a focal point for the final scene. (O’Neill ve Lambert, 1984;
Neelands, 1990; Somers, 1994 )
24. Flash Back
During drama, actor or actors act out the events that took place seconds, minutes, days or
years ago. This process enables the characters to see their past, the situation they focus or
they are in. It also helps to make contact with today. The relationship between the concepts
of ‘Dramatical past and now’, scenes that have been lived in the past while the play or the
improvisation is on can be reinforced by interspersing.
An important stage in a character's past can be acted out with "Freeze Frames" or in different
parts of the scene. It is possible to perform as verbal or nonverbal improvisation.
25. Inner Voice
This techniqe is used to clarify the complex aspects of a problem that the characters face
during drama work. For example, two character who are in conflict are chosen.
Two more members from the group are chosen. These people become the inner voice of the
conflicting people. They express the conflicting ideas of the character as if she/he were
thinking loud or they make suggestions to the character based upon the moral and political
preferences. Suggestions should be related to the previous process. Internal sound can be
thought of as the voice of the owner.
In this technique, characters are more likely to take notice the differences between
problems, while others may be able to express their thoughts and increase or decrease
tension by attending the situation with characters.
26. Small Grup Improvisation
The general participant group is divided into smaller subgroups and work in relation to the
main theme and create the whole from what they ve done. It is a technique based on the
planning and development of improvisations in order to reflect the different aspects of any
event in small groups. Improvisations enable individuals to reflect their existing experiences
of life or situation. It is important that the ideas be organized in a certain way, the contents
be selected, the characters be determined, events and the dialogues be created, ability to
act be developped, and reliance be ensured in acting. (Somers, 1994).
27. Letters
A letter is given by the teacher to the whole group or subgroups to add a new thought, focus
or tension to the existing drama. This pre-prepared letter can help the participants decide in
case of dilemma as well as it can change the course of the event.
“Writing in Role” technique which includes letter technique, should not be confused with
writing letter activity.
28. Dramatization
In dramatization technique text based dramatization is essential. Selection of the subject and
the text, casting is mostly fulfilled by the leader/the teacher. For example, the teacher/leader
reads or tells the text of all or some part of the literary genres such as novel, story, poem.
Then, he/she distributes the roles and asks the children to act out the story. In this kind of
acting, a working precess similiar to theatre is followed. In dramatization technique, an
attention must paid that the story should be for children, costumes should reflect the truth in
the story, characters should be interesting. The teacher mostly manage the process in
dramatizations activities, he/she doesnt take part in. The participants act out the characters in
the texts verbally or non verbally by sticking to the roles given by the teacher (Adıgüzel,
2006)
29. Teacher in Role
It is a very important technique to form the dramatical fiction. It means that the teacher is
also casted in drama activities with the students. It isn’t necessary to have artistic skills for
this. The teachers are expected to have the power to have them into action to get the best
response. Significant outcomes are gained especially when the teacher takes the role of
someone wh asks for help from the children. A teacher can also be a drama leader, a peer, or
can play any role that is useful for the course's development. The teacher may ask the
children to ask questions. He/She may cast them as a member of a specific group according
to the course of the events and encourage them. Conflicts form the core of drama in
education. It is important to enrich the dilemmas and the moments of conflict in teacher in
role technique. The teacher should use an indicator such as wearing a costume or holding
something in hand, etc in order to show he/she take the role or leave it.
Heathcote defenses that “teacher in role” is a good technique for the beginner groups. The
role of the teacher in the role primarily provides a comprehensive opportunity to define the
role, organize the work, prevent the dramatic situation created in the direction of the aims
from going out of its purpose and to control the group. (O’Neill ve Lambert, 1984; Neelands,
1990).
According to Geoff Gillham’ (1998), teacher in role technique provides many advantages for
the students and the tecaher.
Advantages for the students
– - Students have the opportunity to take responsibility, make decisions and test their
leadership skills.
– They express their attitudes and poşt of views easily with the confidence in role.
– Since both the teacher and the student are in the role, the student can have the opportunity
to experience the excitement of being opposed to the teacher with confidence.
Advantages for the teacher
– When the teacher takes part in the drama with the children, he has the opportunity to see
with them what is going on,
– He can control the tension as he can take part in the activity.
– Communication of the students with each other in drama can be more helpful in terms of
achieving an agreement as an encouraging and supportive activity.
. This technique is used to draw students into drama, to set up stage setting, to practice for
the characterization and the role, and to provide the comfort of the group as well.
It helps introversion, shyness and fear of being in front of community. (Akar, 2000;
Gillham, 1998; Akt; Polislini, 1994).
30. (Private Property – Unfinished Materials)
In drama studies the use of private property and unfinished materials serve the same purpose.
A character in private property; objects, letters, reports, costumes, toys, identity documents,
etc. are introduced with the help of carefully selected personal objects.
The information obtained from this personal object or objects create discussions that will
form the sub-text of the character.
In unfinished material, the participants are presented an incomplete text, a picture or a
diagram. Their task is to act out the information about the person or the situation by
completing them fictionally. (O’Neill ve Lambert, 1984; Neelands, 1990; Somers,1994).
31. Rituals-Ceremonies
In drama, students organize rituals and ceremonies in complience with anniversaries, beliefs
and value systems. (O’Neill ve Lambert, 1984; Neelands, 1990; Somers, 1994).
32. Writing In Role
It is used to ensure that children/participants write reports, letters, postcards, call letters,
court decision letters, meeting announcements, etc. through the content handled and from the
mouth of the person who acts in a role. It is given by the teacher with the aim of directing the
ongoing activity, increasing the tension, or introducing a new idea.
They can do this separately as well as jointly in the form of triple groups. It is an effective
and widespread technique that is appropriate for children to improve their literacy skills.
33. Role Cards
Role cards provide the transmit of the detailed information about the person in role and the
conditions they are in. These may be useful in situations where the trainer wants to gain some
time to introduce some different roles. It is also used when the trainer doesn’t want the
children to knowthe details of others’ roles rather than their own. It is also used when the
trainer doesn’t want the children to know the details of others’ roles rather than their roles.
For this reason, it should be noted that the cards prepared by the teacher are not seen by the
participants before they are used. All common information must be found on both cards. It is
necessary to have basic improvisation skills for the cards to be useful. Improvisation can go
to a certain end, or when there is a problem, it can be stopped by the teacher / leader and the
character can question the role. These studies also allow some scenes to be reviewed and
expanded. (Somers; 1998, Akt., Akar; 2000, ).
Cards give you tips to improvise. The content of the card should provide the children
with the necessary information before beginning improvisation. Children are also required to
assimilate these information in the cards. Role cards should be utilized when needed, rather
than being the source of information at any time during improvisation. In addition, each card
should be used once in the same group to prevent students from getting bored and the study
from being used out of its purpose.
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DRAMA LESSON PLAN 1
Date:
Age:
Drama Leader:
Objectives:
1. Provide children to cooperate with their friends.2. Create an awareness of children on current on social issues.3. Provide children to develop positive feelings of themselves and their surroundings.4. Help children become familiar with the drama workshops.
Subject: Meeting, help to create “the group sool” among the particigonts. Analyzing the current social issues of their neighbourhood with a different perspective.
Time: 45X3= 135 minutes (3 lesson)
Materials: For listening to music a computer and speaker, A4 sized cartoon,adhesive tape, a ball, board markers(5-6), rope (could be writting yarn), newspaper.
Techniques: İmprovisation a message to the character walking workshop, meetting workshop ,breathing workshop , memory workshop , knowing each other workshop , relaxation workshop ,
Warmers
The leader of the group introduces himself/herself.Tells that they are going to drama workshop for a period of time.
Meeting Cartoons : The leader introduces himself/herself. Students also introduces themselve , one by one . The leader writes his/her name and of a thing that he/she loves the most.At the same time , the students do the same.After that everyone hold his/her cartoon and introduces himself/herself by saying his/her name.In the end they hang the meeting cartoons on the walls of the studio.
Walking:Walking exercise accompanied with the music stretching up tip to ing , walking on the heel , walking by stepping inner side or outer side of the foot , walking by putting furth the butt , skipping on one leg , skipping on one leg , skipping on both legs.
Breathing: The group makes a circle. Breathing deeply and frequently.Breathing rthmics.Smelling a flower(imaginative).
The leader wants student to think that today is their birthday.Student imagine that they are going to blow out the candles of their birthday cake and act it.First they take a deep breathe and then they lean forward with an 900 angle and act out blowing out a candle.
Meeting workshop:Walking in the classroom occompanied with mıssic.When the music stops everyone stop and say his/her name whom he/she first see.This workout is respect several times.
Playing ball throwing game: First everyone gets into circle.Then they start to passthe ball each other.While Throwing the ball to someone students first say a thiccg which they are good at (for example:I am good a drawing cooking etc.)and then tell heir names.
Meeting and Memory workshop:Students walk accompained with music.When the music stops everyone gets a partner and they stand opposite to eachother touching their fingertips.Students intro dişçe themselves while raising their fingers.
Thumb: name
İndex finger :favourite colour
Middle finger:to country he/she wants to visit
Ring finger:favourite dish
Little finger :the book he/she last read
The group gets into the circle.Firstlythe leader walks in a specific way and then the others in the circle imitate the leader.Everyone in the circle cames in the middle and acts out a specific walk,and the others do the same.The one who is in the middle can walk however he/she wants (by jumpıng,on one foot ,stoppıng inwardly our outyardly ,limping etc.)
Knowing eachother workshop The group selects an it.Everyone runs when the music starts.Whe the it wants to tag someone as an
it he/she stands with someone backk to back or hand in hand or arm in arm so avoids being taggedas an it.This activity helps the group members to becom closer.
Do not feet on the ground game:Participant walk while mussic is playing.When the leader stops the music says do not feet un the ground and all the poticipants quickly sits on the foor and raise their feet and who raises her/ his feetlast gets out of the game.
The group gets into circle.Everyone gets a sheet.The leader asks the questions it the group had a name what World be.Participants write the name theythink on the paper.Papers are put in the middle of the classroom.After a discussion, group name is given.The name whichis give is arriftc on a cartoon and hang on the Wall of the studio.This workout is effective in developing the group souland helping the group members become closer
Role Play:
Bounded improvisation technique: Participants forms group of 4-5 people.Every group is given a newspaper.Group members decide on a news and acts it out vice-vcao.
A Message to the Character:
Go on with the same groups in the previous game Every group chooses the character they acted out and then send a message to him or her related to the activity they did.This message is announced by the spokerperson of the group.
DRAMA LESSON PLAN 2
Date:
Age:
Drama Leader:
Objectives:
1- Helping student to collaborate with his/her friends.2- Helping students solve the problems they may have with their friends3- Have good relationship with friends4- Make the students use body language by means of drama activities5- Improving the child’s ability to decide6- Improving the child’s self confidence
7- Improving the child’s trust for others
Subject: : Get to know each other, making decisions in tough situations
Time: 3x45 min. (3 lessons)
Materials: computer, speakers, pebbles, big blue plastic bag or cover.
Techniques and methods: walking technique, get to know technique, gossiping technique, feeling practise, harmony technique, improvisation, conscience alley
Warm-up Activities:
Hello Group ……….
Walking: fast, slowly, worriedly, wandering, as if looking at a view, like a robot, in hot weather, in warm weather, in cold weather, in snowy weather, in rainy weather, in the mud, as if carrying heavy things, as if wearing high-heels, like baby’s first step, scared, happily, angrily, peacefully, madly,
Get to know: Participants make a circle. Everybody comes to the front and tells their names and makes a move describes their name.
Get to know (gossiping technique): They get in pairs. They describe themselves to each other with basic sentences. They tell their pair: birthplace, how many siblings they have, their horoscope, whether they have any disease or not, where they are from, when they came here, what they miss most about their hometown, what they like most about the country they live in, what they dislike about their hometown and country they live in. after they get to know each other they get in new pairs. New pairs transfer their ex pair’ information to their new pair. Then they share their information with each other.
Get to know (telling the names by snapping fingers): Group makes a circle and sits down. They clap their hands and snap their fingers twice. Whole group do it at the same rhythm. While they are snapping fingers they tell the names. They give funny punishments such as: jumping like a rabbit, making cat sounds to the ones who tell the same name twice or can’t keep up with the rhythm.
Snail game (harmony practise): Group forms a line. Each person holds the waist of the person in front of them. Group starts to walk with a rhythm. The one at the front tries to catch the person at the end of the line and run. The one who is caught is out of the game. What is important here is moving together as a group and not to be parted from the group. This activity helps people to be in harmony with others.
Trusting each other: Participants make a circle. Their shoulders and elbows touch each other while they bend to the right and left. The point is to make the participants trust each other. And also, this activity helps to develop the feeling of trusting others.
Sitting back to back (harmony activity): Participants get in pairs. They sit back to back while listening to the song. Same thing is repeated arm in arm instead of sitting back to back.
Find your partner: Participants get in pairs. Leader plays a song. Players walk separately. When the leader stops the music and say “find your partner” everyone finds their partners and sits down holding their hands. The pair that sits last loses the game.
Role-Play Participants make group of 4 or 5. Each group takes a topic. 1. Topic: A child wants to play with a group of friends who are playing together but the group
doesn’t want him/her to involve. (group will decide how to solve the problem)2. Topic: Ayşe noticed that her notebook was torn in the break time. Ali accidentally torn Ayşe’s
notebook. Hakan saw Ali tearing the notebook. Improvise that situation and what happened after. (In this activity, how the students solve this problem is up to them.)
3. Topic: İbrahim is a newcomer. He wants to make friends at the new school. What should he do to make friends?
4. Topic: Acer couldn’t adapt to his lessons in the country he has arrived. However, he used to be a hardworking student in his hometown. What can he do to be more successful in his lessons?
Evaluation:
Wishing pool: The leader places a blue plastic bag is on the centre. S/he wants them to think of it as a pool. S/he gives each participant a pebble. They see it as if it’s a coin. While throwing their coins into the pool, they share their opinions about the drama activities. The following questions can be asked to the students.1- What do you think about warm up activities?2- How did you feel about the character that you improvised?3- If you stayed in dilemma, what would you do to make the best decision?
DRAMA LESSON PLAN 3
Date:
Age:
Drama Leader:
Objectives:
1. To make children express their feelings freely during the drama activities2. To make children understand, and show empathy towards other people with the drama activities3. To make them have fun away from the stress of the daily life4. To make the children produce original ideas5. To improve child’s self-confident 6. To develop child’s trust in others
Subject:
Time: 45*3 – 135 minutes (3 Lessons)
Materials: PC and speakers for the music, a torch, a ball, an empty bag
Drama Techniques and Exercises: Walking exercises, get to know exercises, imagination exercises, trust exercises, voice exercises, improvisation of personality conflict etc.
Warm Up
Hello Group …….
1. Children walk with different styles; straight, running, as if falling down, in the water, on the sand, on the hot sand, in mud, on the broken glass, on the thorns, as if carrying a load on her/his back, as if carrying a post packet in their arm, as if carrying a bag in two hands, as if they were late for somewhere, as if hiding from someone etc.
2. Ball Game: Make a circle. A ball is given to the children. Children throw the ball to each other. When they throw the ball, they tell their names and favourite things. (Imagination and get to know exercises)
3. Fruit Basket: The group makes a circle. Everybody puts a cushion behind. If the conditions suitable, it can be done with chairs. A fruit name is told to everyone; apple, pear, pomegranate,
strawberry, orange etc. ‘It’ will be in the middle. If the it tells the fruit, those fruits are replaced in the circle. If she/he says ‘Fruit Basket’, everybody replaces. In the meantime, the it tries to find a cushion for her/himself. The one who is in the middle at the end of the part will be the ‘it’.
4. Taking Objects from an Empty Bag: The group makes a circle. An imaginary object is drawn from the bag, how it works will be explained. (Imagination Exercise)
5. Group Shape: Children are divided into the groups. An it is selected from each group. Its are called apart from their groups. Groups take form as different shapes. It tries to guess shapes correctly. (Imagination Exercise)
6. Trust Exercise: The groups are divided into pairs. A partner tries to navigate the other by holding her/him elbow. The eyes of the child being held are closed. Then the roles are changed.
7. Find the Partner: The groups are divided into pairs. Each pair sets up a special sound; shh, beep beep, etc. Then all the participants come together and replace again. Everyone closes their eyes with the direction of the leader. The partners try to find each other by listening their chosen sounds. The ones who have found their pairs go to another corner of the room. The other pairs continue until they find each other. (Sound Exercises)
Role-Play
Improvisation of Personality Conflict: The important part of this stage is the demonstration of different personalities and different demands that struggle to reach the solution. Each group is given a different topic.
1. The father wants his son to take the military school exam instead of taking the national exam. The mother wants her son to be doctor, not a soldier. The son wants to go the fine arts school and be a painter instead of taking the exams.
2. The conflict of a mother who wants to feed her child with healthy food and a child who likes to eat fast-food and orders it constantly
3. The situation of a child who wants to buy expensive shoes and her/his parents who don’t think it’s right
4. A child, who goes to bad very late every night and cannot wake up easily in the morning, late for school. Improvisation of her/his struggle with her/his parents and teacher
5. Problems of a child who spends too much time with her/his PC
Evaluation
Lightning a Dark Place Using a Torch: The group makes a circle and sit down. A torch is given to one another to express the thoughts about the evaluation of the day.
DRAMA LESSON PLAN 4
Date:
Age:
Drama Leader:
Objectives:
1. To ensure the child to cooperate with friends.2. To develop the child’s decision making skills.3. To enable the child to become aware of their own wishes and abilities as an individual.4. To enable the child to explore art trend through drama.
Subject: Introduction,development of the senses,care about friends
Time: 45x3=135min. ( 3 lesson hours)
Materials: Computer and speakers for music, A4 paper,pencils for each student,objects with different hardness fort he study of senses (cotton,soap,plastic,metal,crumpled paper,a glass object,knit yarn,fabric etc.)
Drama techniques: walking exercise, getting to know activities,senses activities,relaxing activities,acting out
Warm Up
Hello Group ……..
1. Walking in different ways : reaching up, walking on the toe,walking like a hunchbacked,hobbling with right and left foot,walking as if carrying something on the back.
2. Getting to know activity: Students are given a paper.Participants write their names and hang them on their neck. They walk with the music. When the music stops they become pairs.They ask each other questions which their answers are yes or no. Then the activity is repeated.
3. Student’s names are written on papers.Each students takes a paper which has another student’s name on it.They walk with the music.Then the music stops everyone finds the owner of the name and sticks it on their back.The activity is repeated a few times.
4. Games are aimed at the activation of the five senses are called sensory games.Generally it includes warm up activities .In our daily life we move mostly with our sense of sight.When it is out of use,other senses are being used.That’s why the activities with other senses are applied blindfolded.The leader,through the sense of touch,to engage imagination,asks the participants to touch and feel each objects under the blanket.The participant tries to understand its shape and hardness.Now the blanket is out and students sit in front of the object that they choose. By grabbing the object He/she adds new meanings to it by using his/her imagination.The student tells where to use and how to use this object. Despite the fact that we use sense of sight the most,we don’t use our eyes enough.It is needed to work on the sense of sight.To be a good observer,the games which improves details catching is needed.(senses activity)
5. Electric game: Students make a circle.They hold each other hands.They must be quiet.The leader squizes one’s hand which he/she is holding,and he/she squizes his friend’s hand.The electric is transmitted with hands.Everyone waits for their turn with patience.
6. Snake game: The whole group are arranged back to back.They hold each others’ shoulders and they form up a big snake.When they are like this they walk around dancing.They are blind folded.They change their places and they are asked the form up the same snake again.(harmony activity)
7. Önde turna 1-2-3 (ender mender tribom): one student is chosen from participants. It says ‘Önde turna 1-2-3 (ender mender tribom)’ as facing the Wall and looks at the participants.When he turns the students who moves are out of the game.When the participants are behind it, the student who is closer to it,touches it and the whole group runs away.The student who is catched by it becomes it.
8. Canvas activity: Each student finds an imaginery place for themselves on the Wall. They will drow pictures here.At the background there is a music.The students are told to drow imaginery pictures with their nose,eyes,head,left shoulder,right shoulder,chest,back,belly,left knee,right knee,left toe,right toe.With our whole body we colour our canvas.
9. Relaxing activity:After canvas activity students lay down on the ground and they relax with the music.All directions which are given by the leader are done by the students:’’lay down,listen to your hearts beat,if everyone obeys my command you will feel relaxed.(students are given few minutes to calm down their heart beats and at the background there is a slow music.)You are on the beach.You are walking on the sand. Slowly walk to the sea. You can smell the sea. Smell it. Start to swim. The water is in your mouth…You can breathe under the water by the help of your superpower.You are swimming under the water.There are colourful fish.Seaweed,dolphins,rocks,sheels.They smile when they see you.Enjoy your time here.Everything is nice but it is time to go.Slowly swim to the beach.Walk for a while on the seashore.’’
Role Play:
1.The teacher puts some keywords in a basket that he or she prepeared. Their themes are friendship. Students divide into groups. Each group picks 2 or 3 words and acts out by using these words.
Evaluation :
1. The group become a circle and sits on the floor.Students are given a knit yarn.They throw it each other.The student who has the knit yarn tells her/his opinion about the activity which is hold that day.
DRAMA LESSON PLAN 5
Date:
Age:
Drama Leader:
Objectives:
1. Students will be able to express their feelings freely in drama activities.2. Students will be able to discover art tendencies.3. Students will be able to have fun without the stress of daily life.4. Students will be aware of their desires and abilities as individuals.
Subject: Getting to know each other, raising awareness about art, recognizing the proverbs of the culture that he/she lives in.
Duration: 45X3= 135 min. (3 lesson hours)
Materials: Computer and speakers for the music, knitting yarn, papers that includes proverbs as many as the group numbers on them.
Drama techniques: Walking activities, getting to know each other activities, deciding instantly activities, dull image (sculpture) activities, attention activities, perception activities, dance and drama.
Warm-up activities:
Hello Group ………..
1. Walking in different ways: Walking on a rope like an acrobat, walking on a way which has gaps in its’ two sides, walking on a wall in a garden, walking on a sill on a high floor while your back is against to the wall, walking on the ice, walking in the mud, walking on the dirt, walking on crushed tomatoes, etc.
2. Getting to know each other activity: Everybody walks around by listening to music. The leader stops the music and tells a number (2,3,4 etc.) Participants come together and creates a group according to that number. Group members ask questions to get to know each other: What is your favourite colour? What is
your favourite movie? What is your favourite book? Who is your favourite friend? What is your favourite place?
3.The leader places cushions on the ground. Each student’s seat is ready except one student. Students stands in front of their cushions. One student stands back. The leader gives some features and the children change their places according to those features. The student who doesn’t have a seat tries to take a place for himself/herself. The one who is left will be the new it. Instructions can be: Who likes chocolate? Who likes travelling? Who likes sea? Who is wearing red? Whose favourite team is Galatasaray? Who did eat lunch? Who is wearing watch? Who likes sleeping? Who loves animals? Who has black eyes? Who likes playing snowball? etc.
4. Snail’s House: Participants walk by listening to music. When the music stops, they create groups that include 3 people in them. Two of them are snails facing one another and the other one is snail in the middle. The ones who are not in a group get funny punishments.
5. Deciding instantly: The group makes a circle and sits down. A word is said. Each group member has to say a word that is related to the previous one. If one can’t say the new word in 3 seconds, he/she gets punishment that he/she has to imitate somebody.
6. Being a circle activity: First, everybody walks by listening to music. Then they try to make a circle while they’re holding their hands. Participants are given one minute to manage it. After that, they do the same activity holding tight without leaving spaces. (attention activity)
7. Sculpture Game (the warden): The leader’s role is the warden. He/she works in a garden. There are lots of sculptures (participants) in the park. Participants walk with the music. When the music stops, they freeze and be a sculpture. The warden tries to make them move or laugh. If they move or laugh, they are out of the game.
8. Classroom sculpture: Tonguç Group are asked to create a group sculpture. A big circle is made by using knitting yarn. Each student goes inside the circle and tries to complete sculpture by using their bodies. This activity will not only raise the awareness about art but also improve students’ unity consciousness Role Play
1. The leader divides participants into 4-5 groups. He/she gives a proverb to each group. Groups prepare sculptures that represent the proverb that they have. After that they prepare a dance Show that explains the same proverb.
Gülü seven dikenine katlanır. (There's no rose without a thorn)Derici sevdiği deriyi yerden yere vurur. (The quarrel of lovers is the renewal of love)Yalnız taş duvar olmaz. (No man is an island)Komşu komşunun külüne muhtaçtır. (Even in the smallest of matters one neighbour can help another)Dağ dağa kavuşmaz insan insana kavuşur. (Hills remain apart forever, (but) people do meet someday)Eğri otur doğru konuş. (?)Ne ekersen onu biçersin. (What goes around comes around)
Evaluation:
1. Group sits in a circle on the ground. Everybody displays a body position (sculpture position) and tells their thoughts about the lesson.
DRAMA LESSON PLAN 6
Date:
Age:
Drama Leader:
Objectives:
1. To raise awareness for the child to stay away from bad habits.2. To enable the child to realize his or her own desires and abilities as an individual.3. To raise awareness of the current events of the society in which the child lives.4. To ensure that your child understands and empathizes others with drama studies.Subject : To empathize with people doing different things at the same time
Duration: 45X3 = 135 min. (3 lesson hours)
Materials: Computer and speaker for music, A4 papers.
Drama techniques: Walking exercises, split screen technique, instant decision making exercises, attention exercises, imagination (vision) exercises.
Warm-up
Hello Group ……….
1. Walking in different ways: walking like a stork, walking by jumping over a pit, seeing a friend you love; hug the first person, shake hands and ask how he/she is, then decide the place to meet and leave; you see a friend you do not like so walk to avoid being noticed , walk exultingly, walk regretfully , neutral walking, you are as light as a feather, pinch your feet; walk as if you were late for the last bus, miss the bus with a second difference, look behind it and stay helpless.
2. My necklace beads get broken (attention study): The group becomes ring. Everyone looks carefully at the person next to them. "When it says to my necklace beads get broken, everyone walks accompanied with music . When it says "my necklace beads get converged", everyone circle the person who is next to them.
3. Sticky papers game: Become a bilateral partner. Spouses take the shape of a half ring. Put a piece of paper somewhere between the spouses. The earliest spouses make a move. The other spouses try to make the move that the earliest spouses made. The person who drops the paper gets out of the game. If it drop the paper, the next couple will become the earliest spouse.
4. Knowing the change of your friend (Attention study): Students are asked to form dual groups. One of the peers turns his/her back. The other makes a small change. (to change the shape of hair, to remove the clock, to fold the arm of your shirt) The student who turns his/her back, examines the friend and finds the change.
5. Bot race (imagination work): The class is divided for 4-5 groups. The groups are said to perform the objects they have been told in 10-15 seconds without making any plans. The group improves its ability to make immediate and correct decisions. Heeled boots, zippers, teapots, plates in the cup, train, car, dentures, flower pots, tables, champagne glass, a chair, a hand-held phone, sofa, spectacles, watches, scissors, cottages, flowers, boats, slippers, wheelchair, bicycle, candlestick.
6. Miring Game: An it is selected from the groups. The it, chase the group, and the person she touches, freezes, opens her/ him legs and arms. Another player frees her/him if he/she passes through the legs of the person who freezes.
7. Relaxation Studies: Immediately after the game, the students lie and rest a little. Heart rhythms are expected to return to normal for focusing on relaxation studies. The following instructions are given accompanied meditation music: Close your eyes (Students who dont want to close their eyes, are allowed not to close their eyes.) Listen to yourself. Listen to your heart. Try to feel the pulse of your heart. Try to feel your breath. Try to feel yourself inside. You are peaceful. You feel so good. Imagine you are in a room. (nothing is said about the color and size of the room, it is more appropriate for the learner to create in
his mind according to his own creativity) The inside of room is full of peace. The candles are burning. You feel very well. You walk slowly and you leave the room. You are in a huge garden. The garden is full of colorful flowers. Bird chirps are everywhere. The colorful butterflies are flying. You are walking in the garden. You smell the fragrance of the flowers. A bird is putting on your shoulders and you are caressing the birds' wings. The bird slowly flew away. But it's time to go back. You are coming back slowly. You walk slowly to the room. You're back in the room. You feel peaceful. Slowly open your eyes.
Role Play
1. Split Screen Study: Students are asked to plan two or more scenes that occur at different times and places, for example: Two people are living at one and the same time (someone who lives in prison with someone who is free).go to the cinema - do research in the libraryRainy day - sunny daypoverty - wealthstreet child - happy childgood teacher - bad teacherunhappy family - happy family
Evaluation:
1. The group becomes a circle and sit down. Everyone shows a dance figure in turn and tells their opinions about that day's lesson.
DRAMA LESSON PLAN 7
Date:
Age:
Drama Leader:
Objectives:
1. To establish an effective level of consciousness to effectively assess their leisure time.
2. To enable the child to solve problems with his friends.
3. Building good relationships with friends.
4. To enable the child to use body language with drama studies.
5. To improve the decision making skills of the child.
6. To develop self-confidence in the child.
7. Developing a child's trust in others.
Subject; To meet, to solve problems with friends, to make decisions in a difficult situation
Duration; 45*3= 135 mins. ( 3 hours lesson time.)
Materials; Computer and speaker for music, tiny stones, a big blue bag or cover.
Drama techniques; Walking exercises, dating studies, gossip technique, emotion study, adaptation study, voice study, Improvisation, Conscience Alley.
Warm-up
Hello Group …….
1. Walking in different shapes; Walking back and back, by walking fast,slowly,jumping,running,to left and to right, back and forth walking,etc.
2. There are groups of two. Hand in hand. Squatting on one foot is counted up to 3. The same move is done by changing the feet (Trust operation).
3. Hand diagnosis (perception study): The hand of the partner is thoroughly examined. Try to find a pair of hands inside the group with their eyes closed.
4. Children's newspapers are distributed. With the music, the kids walk around and tore the newspapers down. When the music stops, the students throw scrolls of newspapers on their hands and become a statue. All work continue until they are torn down newspapers.
5. Work of a machine (rhythm work): Class is divided into groups. They try to be a machine inside of themselves and work like it. First one person becomes part of the machine.He or She makes a sound and makes the movement of that piece if necessary. Other parts are completed in turn.
6. Puppet making game: Students are asked to be a duo. One of the children is a puppet and the other is a puppet. Puppets are the material of the puppets, and the puppets want to shape them. With music, puppies touch the body parts of puppies. Each piece touched dances (head, neck, hand, arm, waist, knee, foot, shoulder, leg, etc.). After all the parts of the body have been danced, the partners change. (Erdoğan, 2015).
7. There will be two circles inside as the students will face each other. The inner circle is the puppet, the outer ones are the doughs. The puppies shape the doughs as desired. Then the students change places. The operation is repeated.
Role Play
1. Simple puppet construction ; Children are divided into groups of 4-5 people. Children are given napkins. Walnut size cotton and package rubbers are given. Put the cotton in the middle of the napkins. The four ends of the napkin are joined together with the rubber. The face of puppets is drawn with a marker.
Evaluation
1. The entire group shapes a circle and sit down. Students have a ball in their hands. Music is played. When music is played, students pass the ball to each other. When the music stops, whoever has the ball speaks.
DRAMA LESSON PLAN 8
Date:
Age:
Drama Leader:
Objectives:
1. To solve problems.2. To make the child aware of his own desires and abilities as an individual.3. Express the properties of the object or assets.4. To enable the child to use the body language with drama studies.5. Act in company with music and rhythm6. Developing a child's trust in others.
Subject: Using the body in the best way, Combining physical skills with mathematical skillsDuration: 45X3 = 135 min. (3 lessons)
Materials: Computer and speaker for music, scarf (to connect students' eyes), rope, puppets already prepared.Drama techniques: Walking exercises, perception exercises, confidence exercises, dance drama, memory exercises, emotion exercises, improvisation.
Warm-upHello Group ……..
1. Walking in different ways: Slow walking in music accompaniment, walking like slow motion, fast walking, walking step by step, crashing the wall while running, slowing down again, walking in normal speed, walking on warm sand, walking on ice, walking in shrubs, walking in normal speed, touching objects in walking, walking in normal speed.
2. Dance - orientation exercises: Children are asked to dance when music starts. When the music stops, they group up with as many children as they say and they hug each other. Numbers can be chosen from 1 to 5.
3. Trust building exercises: Students get into pairs. The eyes of one of the partners are closed. The other partner walks around him/her on tiptoes.
Numbers dance (memory exercises): Children are said to be dancing in accordance with numbers. For each number between 1 and 4, the sound and movement are determined. Leader says the numbers randomly between 1 and 4. Students make sounds and dances in accordance with numbers.
4. Students act in accordance with the rhythm of the music. When music stops music, leader says a number (like 3, 4, 5, 6). As many numbers as the leader says, the students are gathered and become a group. Funny penalties are awarded to the remaining students outside the group. The game is played several times in this way. This time leader adds an object in addition to numbers. Students are said to have expressions such as three cloud, eight skyscrapers, five seats, seven horses, six aircraft, ten houses, four cats, eight castles. As many as said the number of students come together to form the shape of the object with their bodies.
5. Do you like your neighbor? (Game): Children make a circle. They put mark on the floor with robes to determine their location. ‘A player’ stands in the middle of the circle and he/she leads one of the friends in the circle to the question "Do you like your neighbor?" The answer is "Yes, I like". After player asks “who”, two friends’ names are said. According to the situation, 3-4 friends’ names can be said or the expression "I love all" can also be used. When these students change places, ‘the player’ tries to get a place for her/himself. A child who does not have a place becomes ‘new player’.
6. Recognize my hand (perception exercises): This study was carried out for two weeks on children's request. Partner's hand is examined. Try to find partner’s hand inside the group with closed eyes.
7. Emotion exercises: The students stand opposite like a corridor. When someone says a feeling, another one acts it out, and he/she says new feeling.
Role Play
1. Students are divided into groups of 4-5 people. The groups create a story with the puppets they already prepared. They act out their story.
Evaluation
1. The whole group makes a circle and sit down. Students show their puppets and tell their names. Then they assess the day.
DRAMA LESSON PLAN 9
Date:
Age:
Drama Leader:
Objectives:
1.Providing development of ethical values in the children with the drama activity.2.Helping children to prevent them alienating their own culture.3.Providing children to set forth distinctive ideas.4. Providing the usage of nonverbal communication of children with the drama studies.
5. Developing self-confidence in the child
Subject: Improving the ability of thinking abstract, Forming interest to literary works.
Time: 45X3= 135 Mins. (3 course hours)
Materials: PC and speakers for music, rope, newspaper, small pieces of paper (in order to write the names).
Drama techniques: narrative technique, storytelling study, trust building activities, orientation activity
Warm-up :
Hello Group …………
1. Imaginary Friend: Students form a circle. Everyone writes their names and last names on a small paper. After everyone writes their names on the papers, everyone gives back the paper by folding the papers such that they can’t be seen by the others. Leader mixes all the papers containing the names and asks participants to draw a paper. Each participant becomes “the imaginary friend” of the person whose name is written on the drawn paper. If anyone draws their own name, they draw new papers. It’s necessary that everyone should keep the names they draw secret. The most important feature of this study is that the games continues and played by participants all day. Everyone makes an aid that makes life easier for those that they draw their names in that day. Range of the all of these aids depends on the creativity of the participants. At the end of the activity, leader gathers the participants again and everyone tries to guess their own “imaginary friends”. The game can be funnier by punishing those who guesses incorrect.
2. Leader gives balloon to students one each and wants them to inflate a balloon. When the music plays, everyone dances without dropping the balloon. Leader gives following instructions respectively: Without using your hands and feet, try to keep the balloon on air with using your heads, shoulders, legs or any part of your body.
3. Puss-in-the corner with newspaper: Students are divided into three, five or seven each group according to the classroom size. Leader puts a piece of newspaper in front of the each group. Groups dances around the newspaper with music. When music stops, groups jump onto the newspaper quickly. Those who are not onto the newspaper disqualifies from the game.
4. Follow my hand game (orientation study): Pairs are formed. One of the pairs’ hands is aligned with others nose. Other pair follows him/her every direction he/she goes.
5. Students form a square. A knitting yarn brought into the environment. Students throw the knitting yarn to someone by assigning a meaning to it (symbol of a love, the happiest day ever, birthday, symbol of the canary lovers, etc.…)
6. The knitting yarn is placed to the center of the circle. Everyone thinks what can be done with it. Everyone performs an imitation by using the knitting yarn (a golf ball, the sun, a fish pole, etc.…)
7. Everyone cuts off from the knitting yarn a little bit (leader can save time by preparing rope parts before the activity). A person from the group initiates a figure or scheme with the rope. Then, everyone completes it somehow by their own ropes. A meaning is assigned to the figure and figure is named (It represents the differences in the universe. Such as the Name: THE CHILD OF THE UNIVERSE)8. Trust building study: Pairs are formed. One of the pairs closes his/her eyes. His/her open-eyed partner roams the other partner by his/her tiptoes.
9. THE LAMB AND THE WOLF GAME: Participants form a circle. Everyone hold their hands. The wolf steps out of the circle. Substitution: The lamb cannot step outside of the circle. The wolf needs to stay out of the circle. When the wolf enters the circle, the lamb has no chance but captivity (It is a game that can be implemented for providing superior solidarity). Again, evaluation is made in the end of the game. Reasons of the capture of the lamb and what should - shouldn’t be done to escape of the lamb is discussed.
Role Play
Storytelling Stage and narrative technique
1. Group forms a circle. Leader designates a tale that known by students mutually. Tale is redesigned by changing characters. In the moment of visualization, narrative technique is used. Tale is visualized improvisatory by narrating intervally. Narrator also can be leader. Important thing in this study is the existence of a narrator that narrates the tale part by part.
If any time remains, participants are separated into the 4-5 groups. Each group designates a tale suitable for themselves. The tale is redesigned by changing the characters of the tale and then the tale is visualized or a new tale can be created. Narrative technique is used while presentation of the tale.
Evaluation:
1. The leader asks what the imaginary friend has done. Status evaluation is performed.
2. Small pieces of paper are given to each student. The students write their names. Papers are collected in a box. Group sits in the form of circle. Teacher discusses his/her feelings and thoughts about the lesson. Then, the teacher draws a name of a student from the box. The student discusses his/her feelings and thoughts about the lesson. Student draws a name of his/her new friend from the box and sits his/her place. Student, whose name is drawn from the box, evaluates the lesson.
DRAMA LESSON PLAN 10
Date:
Age:
Drama Leader:
Objectives:
1. To provide childrens tendency to art with the help of drama.
2. To help children to get out of Daily stress and have fun.
3. To provide children to produce original ideas.
4. To provide childrens ethical value with drama activities.
5. To produce participants creativity.
Subject: To develope artistical skills.
Time: 45X3= 135 min. (3 hours of lesson)
Materials: Computer and headphones for music, 4-5 cardboards (big size), crayons, board marker to write on cardboards.
Drama techniques: Walking study, Meeting study, Game, Statue position, Station technique.
Warm up
Hello Group ……..
1. Walking studies: Walking normal speed, walking fast, walking slow, walking back, walking forward, smile while walking, say hello while walking, handshaking while walking, tip on friends shoulder while walking, touch a friends ear while walking, walking slow, walking normal speed.
2. Name and animal ( Meeting study): Participants build a circle and sit down. Every student comes to the middle and tells his/her name and tells an animal with the last letter of his/her name. İn this study it is important not to mention an animal two times. İnstead of animals we can say meal names too.
3. Blind chicken game (Game) : Participants build groups of two. One of the students is a chicken and the other one is the chickens owner. They determine a sound. The owners go to a corner of the class and the chickens go to another corner of the class. Chickens close their eyes. To make it more difficult owners change their places. Owners make their sound which they determined before. Chickens walk around with closed eyes and try to find their owners. After that switch partners. Play it again.
4. Trip to museum (Statue position): Build to teams. Half of the class goes to the corners of the classroom and stay like a statue. İmmigrant students can turn into a character from their own country if they want to. The other half of the class walk around and analyze the statues. Make statements about the positions of the statues. After analyzing the statues the statues will say which character they are.
Role Play
Station Technique
1. Participants build 4 to 5 groups. The teacher puts cardboards and crayons to the corners of the classroom. These are stations. Teacher sends groups to the stations. At each station will be determined one staion chef. The chef will make explanations to the stage activities. The groups work 6-7 minutes at the stations. When the teacher claps the groups change their stations. Station chefs are fixed. Can not move. İt is important that the groups go on with the work which the groups before left. They can not ignore what the group before them left. After all groups worked on all the stations, the station chefs will present the activities.
1. Station-Adage station:
Write down adages about friendship and sharing or create new adages.
2. Station-Painting sation:
Draw a Picture which describes our group.
3. Station-Poem station:
Write a poem about love.
4. Station-Story station:
Write a story about the importance of friendship and sharing.
5. Station-Share an opinion station:
What can we do to increase friendship and sharing on the earth? Discuss and write your opinions on a cardboard. You can bring extraordinary ideas.
Evaluation:
1. Group builds a circle. Every student tell his/her favourite fruit one by one and tell the evaluate the day. Student tell his/her opinions and feelings about the lesson.
DRAMA LESSON PLAN 11
Date:
Age:
Drama Leader:
Objectives:
1. To ensure the child to cooperate with friends.2. To assist the child in establishing effective social relations with the environment.3. To ensure that children reflect their feelings freely in drama activities.4. To enable students to understand others and empathize with the child. 5. To enable the child to explore art trend through drama.6. To ensure that the children have fun away from the stress of Daily life. 7. To enable children to produce original ideas
Subject : Development of the ability to empathize
Time: 45x3=135min. ( 3 lesson hours)
Materials: Computer and speakers for music, newspaper, A4 paper, crayons, glue, scissors, Construction paper
Drama techniques: walking exercise, ice breaking exercises, game, attention exercises, art and craft activity (designing a butterfly)
Warm up
Hello Group ………
1. Walking exercises: walking at a normal pace, walking like an elephant, a penguin, a duck, running like a horse, walking like a cat, swimming like a fish, walking like a rabbit, flying like a bird, walking like a monkey etc.
2. Ice breaking activity: Students make a circle. Students are encoded as single- double. With the teacher’s command, single numbered ones bend over forward and double numbered ones bend over back. With the teacher’s clap , the move is changed a few times.
3. Who is not with us ? (game): A volunteer from students is chosen. He/she looks at all his friends carefully and goes out. A student from the rest is chosen again and he/she is covered with a newspaper . The students who is outside comes back and tries to guess who the student is under it and there are two chances for the student to know. If he/she can’t know ,funny punishments are given. If he/she knows , she/he is applaused. This activity is repeated again several times with volunteer students.
4. Skipping a rope (imagination activity): Participants build teams of 4 to 5 people. Two of them turn the rope and others skip. The important thing in this study here is the coordination of the students who are turning the rope. Later, they change their position.
5. Toy shop(game): Participants make a circle. Students are told to be a toy in a toy shop and imitate it. One by one students stand in the middle of the circle and imitate it. Others try to guess what toy it is.
6. ‘’Fruits are talking’’ activity: Students make a circle. Students are asked to specify their favourite fruits. They are asked to imitate the shape of the fruit one by one.
7. How careful I am?(attention activity): The group of students dance with the music and walks and looks at eacher. Whe the music stops , students stands back to back and try to tell what his/her friend dressed up.
Role Play
1. Art and craft activity- designing a butterfly: Students are given a paper and a pencil. They put their hands on it and draw the their hands and colour them. After it, these hands are coloured and cut. They are all repeated one more time. These hands are glued to eachother and designed as a butterfly. Then students are given fon kartonu and asked them to draw patterns describing spring and written their name of the group. These butterfies are sticked on fon kartonları.
Note: this activity takes nearly one hour.
Evaluation :
2. Group sit as a circle. They evaluate each day one by one. At the end of the lesson fon which are full of butterflies are hanged on the classroom walls .
DRAMA LESSON PLAN 12
Date:
Age:
Drama Leader:
Objectives:
1. The students will get help in establishing an efficient communication with social relations.2. The students will reflect/express their feelings freely in drama activities.3. The students will develop empathy and understand peers.4. The students will be able to use one’s body language with the drama activities.5. The students will develop confidence in others.6. The students will develop a sense of self-confidence.
7. The students will have fun out of daily life stress.8. The students will develop his/her own decision-making.
Subject: Developing a sense of empathyDuration: 45x3=135 min. (3 period of lessons)Materials: Computer and speakers for music, a small slip of papers to write the names, a ball, piggybank (or a box which is similar to a piggy bank), clothes pin, personal objects that represent characters (a doll, clothes, shoes, hair pin, etc.)Drama Techniques and Activities: walking activities, a game, memory game or activity, attention game, adaptation activity, private property technique.
Warm-up ActivitiesHello Group,
1. Walking activities: Walking at a regular pace, crossing across the street on traffic, rushing into somewhere, wandering around the street, walking with one’s hand in pockets as if one is cold outside, jumping over the puddles,
2. The group gets in circle. Each student writes their names and the leader collects them into a box. Then, everyone in turn picks a name from the box and comes to the centre of the circle and tries to explain the person with a distinct characteristic feature. The others in the group tries to guess. Those who cannot explain is given a funny or absurd fine. If the student picks his/her own name, s/he puts it back into the box.
3. The thing I don’t like most (Memory technique): The participants makes a circle. The students tell the things they don’t like and throw the ball to one another. The student is supposed to retell what the former participant has told and the thing s/he doesn’t like. For example, the former says, “telling a lie, next one says, “telling a lie, tidying up my room”, and third one says, “tidying up my room, being dishonest”.
4. The participant dances to the music. When the music stops, the leader says a number and an object. For example, 3 and computer. The students try to make the shape of the computer with three students. The groups have 10 seconds to complete the task. If the group cannot finish or a student doesn’t join any group gets a funny or absurd fine/punishment.
5. Fruit Garden/Orchard (a game): The leader says to the students that they are a fruit in a fruit garden and asks, “What kind of fruit tree are you?”. These trees are told to eat each other’s fruit and the leader puts a clothes pin on each student’s back. These pins are fruits. With the music, they try to collect the fruits, but on one condition, they mustn’t let the others take his/her own fruit. If one loses his/her own fruit, s/he leaves the game.
6. Trust Activity: All the students get in straight line. Only the leader keeps his/her eyes open but the other don’t. The leader takes a walk around the place. The group never talks.
Role Play
1. Private Property Technique: The participants divide into 4-5 people. The leader presents the objects belonging to the character to the class, which s/he prepared them in advance. The leader shows a doll, a kid shoes, a dress, a hair pin to the students. The leader says, “These objects belong to a girl, her name is Ezgi who is 8 years old, disabled by birth. She is too sensitive and emotional. She loves the people and nature”. The leader asks the group to create a story and act it out.
Evaluation: 1. Saving money in the piggybank: The group sits in circle. The small papers prepared in advance is
handed out to the students. These papers are money. There are numbers on these papers such as 1tl,
2tl, 3tl, etc. Everybody in turn put the money into the piggybank by telling how much lira they put into. And then they assess the activities.
DRAMA LESSON PLAN 13
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to recognize their own wishes and skills as an individual. 2. The students will be able to develop positive emotions to oneself and society.3. The students will be able to use one’s body language with the drama activities.4. The students will develop a sense of self-confidence.5. The students will be able to raise awareness how to spend his/her free time effectively
Subject: Developing a skill of cooperating with othersDuration: 45x3=135 min. (3 period of lessons)Materials: Computer and speakers for music, a blindfold, a small empty box, photos on different topics (print-out)Drama Techniques and Activities: walking activities, a game, memory game or activity, statue posture, attention game, adaptation activity, acting out a photo/snapshot.
Warm-up ActivitiesHello Group,
1. Walking activities: Walking at a regular pace, walking as if one is a happy 6-year-old kid, walking like unhappy kid, walking like a kid looking for his/her toy, walking like a kid playing a tag, walking like a kid running towards his/her mom, walking like a naughty kid running
2. Becoming a statue with a blindfold (statue activity – attention activity): The group makes a circle. Only two get to the centre. One gets blindfolded. The other becomes a statue. The one with blindfold tries to imitate the statue.
3. Group-walking (adaptation activity): The students walks to the music. The leader asks the group to walk with the closer one arm in arm. The peer joins in the closer peer arm in arm again. The group continues the activity until they become one whole group.
4. Statue Game: The group gets in line facing each other. The leader gives the instruction: grandfather-grandson, a mother-a kid, a wife- a husband, a teacher-a student, an employer-an employee, two friends, a bride – a groom, a bride – a mother-in-law, a mother – a baby, a kid – a toy, a student – a notebook, a telephone –a receiver, a vase – a flower, a stove- charcoal, hair -comb, doctor-patient, a driver-an assistant, a singer-a fan, a table-a chair, ice-cream-cone, cigarette-ashtray… One acts out the half and the other completes.
5. Snake Game (Trust activity): All the participants get in a straight line and put their hands around their waist or their shoulder. Only the leader keeps his eyes open but not the others. The leader guides them around the class.
6. The group walks and dances to music. When the music stops, they are supposed to pose a snapshot. But only the leader tells how/where the photo was taken; in the weeding, in the park, sunbathing on the beach, feeding the birds on the ferry, playing snowballs, watching the sky at night, eating out with a special one, dressing up a new clothes, playing an instrument with a singer whom she/he loves, chatting with a friend, reading a book, etc.
7. Two students go out of the class. The rest decides on an object and form it cooperatively. The two is called back to the class and is asked to guess what the object is. They can try to guess it twice. If they can’t guess it, they are given a funny or absurd penalty.
Role-play
1. Photo with voice activity: This activity is done a whole group. The group is instructed as follows: “All of you are a creature in a forest (a squirrel, a tree, a mushroom, etc.). Decide on a creature and make a form of it with your body and freeze.” After the members of the group freeze, they start talking about what they are and how they feel.
2. Different photos are presented to the class. The groups choose the photo they want and try to enact it.
3. Each group expresses the situation in 3 snapshots.1. Group: What do you do on a regular day?2. Group: What do you do at a school?3. Group: What do you do with your family?4. Group: What do you do for the others?5. Group: What do you do to make yourself happy?
Evaluation: 1. The group sits in a circle. The participant writes his/her own favourite book on a small slip of a
paper. The participants put the papers into a box, the leader picks one of them and asks the person to assess the day. The one who assessed the day picks a name and sits back on his/her chair.
DRAMA LESSON PLAN 14
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop ethical values with drama activities.2. The students will reflect/express their feelings freely in drama activities.3. The students will develop empathy and understand peers.4. The students will be able to use one’s body language with the drama activities.5. The students will be able to develop positive emotions to oneself and society.6. The students will reflect/express their ideas freely in drama activities.
Subject: Supporting the students to express their feelings and guide them to understand others’ feelings.Duration: 45x3=135 min. (3 period of lessons)Materials: Computer and speakers for music, A4 papers, pen, a small empty boxDrama Techniques and Activities: walking activities, a game, empathy, statue posture, feeling activities, adaptation activity, attention activity, improvisation.
Warm-up ActivitiesHello Group,
1. Walking activities: Walking at a regular pace, walking as if one is on hot stones with bare feet, walking on broken glasses, walking in snowy place, walking among piles of cotton, walking on hot sand, walking on warm sand, walking in warm water,
2. The students makes a circle. Each student takes a small slip of papers. Each student writes a name of an animal. The leader collects the papers into a box. Everybody in turn picks a paper from the box, if the student chooses the animal s/he wrote down, s/he puts it back or the leader says a different animal. What is important is everyone should have a different animal. This question is addressed to the students, “If the animals whose names you had in your hands prayed to the God, what would they say?”.
3. Murderer-the police game (attention activity): They choose an it in the game and takes it out. The rest make a circle. One of the students is chosen as a murderer. The it comes in and it becomes a policeman/woman. When the murderer winks at one of the students, s/he collapse down, that is, he dies metamorphically. The policeman tries to detect the murderer who winks at the victims. S/he can guess it twice at most. If not, he gets a funny punishment.
4. The class stands in the corridor as two groups facing each other. One of the students in the group at one end of the corridor acts out one of the feelings and tell the other to personify another felling. The other plays the role of that feeling and the game goes on until everybody does it.
5. What is your friend’s mood? (emotion activity): They walk to music freely and randomly. When the music stops, the participant hugs the person who s/he met first and listens to his/her friend’s heart. Later on, the leader asks them to be a statue symbolizing that emotion or feeling. The leader asks them what feeling they express and why they think s/he embraces that feeling.
6. They make a group of 6 people. The groups are given a feeling (hatred, grudge, love, sadness, worry, fear, etc.). The group collaboratively decides on how they will express the feeling as a statue. Each group in turn tries to express the feelings with gestures and mimics as if they were a statue.
Emotions: worry, distress, excitement, peace, desire, passion, weariness, lust, ambition, love, impatience, tolerance, respect, loyalty, compassion, admiration, hesitation, curiosity, suspicion, pride, vanity, affection, prejudice, patience, motherhood, confusion, shame, injustice, stupidity, gullibility, untrustworthiness, feminism, greed, generosity, indifference, selfishness, arrogance, desperation, loneliness, void, forgiveness, scorn, praising, imitation, bravery, disappointment, hope, pessimism, optimism, insolence, recklessness, sacrifice, self-conceit, dauntlessness, indifference.
Role Play
1. The students divide into four groups. Each group takes the role-play activity.
A person who is starving but has no moneyA person who is full but richA person who is both hungry and richA waiter who is tired and angry
Evaluation:1. The group makes a circle. Each and every one in the class takes the paper and seal in turns. The
one who stamps with a seal on a paper assesses the day.
DRAMA LESSON PLAN 15
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop ethical values with drama activities.2. The students will reflect/express their feelings freely in drama activities.3. The students will develop empathy and understand peers.4. The students will be able to use one’s body language with the drama activities.5. The students will be able to develop positive emotions to oneself and society.6. The students will reflect/express their ideas freely in drama activities.
Subject: Supporting the students to express their feelings and guide them to understand others’ feelings.Duration: 45x3=135 min. (3 period of lessons)Materials: Computer and speakers for music, small papers (5cmx5cm), A4 papers, pen, a small empty box, a blindfold.Drama Techniques and Activities: walking activities, a game, statue posture, feeling activities, spontaneous decision making, adaptation activity, attention activity, improvisation.
Warm-up ActivitiesHello Group,1. Walking activities: Walking at a regular pace, walking sadly, walking happily, walking angrily, walking worriedly, walking hastily, walking respectfully, walking curiously, walking at a regular pace.
2. Get-to-know activity: Papers are handed out to each student and are asked to write a question about his/her friends. They walk with music. When the music stops, everybody finds a partner and asks their question to each other. If wanted, they can change the questions.
3. sing my bird: The volunteer gets blindfolded. The rest of the class sits in front of the volunteer. The volunteer tries to know his/her friend gropingly by touching hair, face, etc. If not, the volunteer says, “sing my bird” and the person sitting in front of the volunteer sings in a different voice. If the volunteer knows who it is, S/he becomes it. The game continues.
4. The class walking in a circle (harmony game): If there are more students to join the activity, the half of it can watch it. The participants make a circle shoulder to shoulder. With the group leader’s command, the circle moves around the class, towards a door, a window, board or noticeboard, etc. 5. Statue of feeling (statue and feeling activity): The class divides into three people. Each group decides on an emotion. One of them becomes clay. Two of them are sculptors. Each group tires to make a sculpture of the feeling they chose in 3-4 minutes. The game may continue with the new groups.
6. Emotions and Objects game (emotion activity): Each student gets a small paper and writes a name of an object. They exchange the papers with the person sitting next to him/her. This question is addressed to the students; “If the object in your hands had an emotion, which emotion would it be?”.
For example, the mirror (self-conceit), curtain (disguise), a ball (happiness)
7. an empty chair: The group make a circle. An empty chair is put in the centre of the circle. The students are told to imagine that there is a famous one sitting on that chair and that famous person talked to them. And this question is addressed to the students, “Who was just sitting on that chair and what did s/he tell you?”.
8. Magic hand (harmony activity): The students work in pairs. One of the partners is a magic hand. The student with a magic hand gets his/her hand closer to the partner’s body and that point on the partner’s body starts moving. The magic hand can turn his/her friend around him/her or make him/her jump. And they change the roles and the game continues. The game can be played with a smooth music. (The aim behaviour: to move with harmony by the command of the leader and accept him/her)
9. Who has the ball? (Attention game): The students sit next to each other on cushions. Their knees are bent slightly. Their hands are put around their knees. The it is chosen. It sits in middle of the circle. The it closes
his/her eyes. The leader wrinkles a paper and makes a ball out of a paper. The leader gives it to one of the participants. The it opens her/his eyes. The players move the paper ball without being caught by it.
10. Slogan writing game (spontaneous decision making): The group make a circle. Everyone writes a word on a paper. The leader collects the papers. All of the words are shown to the students one by one and are asked to write a slogan. If they cannot, they are given a funny or absurd punishment.
11. awareness of cooperation/assistance: The students are asked to help four people until next lesson. They are going to tell what they have done on the lesson.
12. Missing Object game (attention activity): The leader chooses a small object. All of the group turns their back. The leader hides it so that they cannot find it easily. The members of the group look for it. The ones who find it may sit down on his/her chair but not the others.
Role-play
1. Some emotions are given to the students. They are asked to enact the time when they may have or have these feelings intensively. Happiness, hatred, regret, tolerance, optimism, selfishness.
Evaluation:1. The group sits in a circle. The paper which was sealed as “Tonguç loves and respects each other” a
week ago is given again. A pen is also given to the students. Everybody in turn assesses the day and sign the paper. This paper is accepted as a mutual contract.
DRAMA LESSON PLAN 16
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop ethical values with drama activities.2. The students will develop empathy and understand peers.3. The students will be able to use one’s body language with the drama activities.4. The students will be able to develop positive emotions to oneself and society.5. The students will reflect/express their ideas freely in drama activities.6. The students will have fun out of daily life stress.7. The students will be able to recognize his/her own talents on art with drama.
Subject: Supporting the students to express their feelings and have fun with dance.Duration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, A4 papers, pen, a ball.Drama Techniques and Activities: walking activities, a game, harmony activity, attention activity, improvisation-dance drama.
Warm-up Activities
Hello Group,
1. Walking activities: Walking at a regular pace, walking in hot summer, walking in spring, walking on a snowy day, walking among the pale leaves in autumn, walking un the rain, walking against the wing, Walking at a regular pace.
2. Missing Object game (attention activity): The leader chooses a small object. All of the group turns their back. The leader hides it so that they cannot find it easily. The members of the group look for it. The ones who find it may sit down on his/her chair but not the others.
3. Back-to-back dance (DAnce drama – getting to know): The students in peers stand back to back by putting a balloon between their backs. The leader starts the music. The partners dance with a balloon between their backs. The aim is not to drop the balloon down. When the music stops, the students change their partners and dance again. The leader may keep extra balloon on the floor, so they may not have a difficulty in finding a balloon while the students change the partners.
4. Keep your feet up (game): They walk around the class with the music. When the music stops, the leader says, “keep your feet up” and everybody sits down on the floor quickly and put their feet up. The one who does it the latest is the quitter.
5. Dance of the seasons (dance activity): The group divides into 2 or 3 people. Each group decides on a season and tries to express the season by dancing but without no sound. While the group is dancing to express the season, the others try to guess it.
6. The students are asked to imagine a teacher whom they cannot forget his/her positive attitudes or behaviours or her/his negative attitude or behaviours during their school life. And then the question is asked, “What would you say to him/her if you came across after a long time?”. Express your feeling with a dance. Everybody dances to express their feelings about it.
7. A ball game (get to know game): The group makes a circle. Everybody in the circle throws the ball to each other. While throwing the ball, they tell their names and what they want to do in the summer holiday (go on a holiday, to fool around, lying down in Hammack, etc.).
8. It is not just a paper (a creative activity): Everybody gets an A4 paper. The students are asked, “what is it in your hand?”. They feel confused and cannot answer the question. The leader shapes the paper into binocular or a bow tie. All the students do something they want.
Role-play
1. Dance drama: The students are asked to write lyrics and accordingly create a melody and dance to this lyric. If the students wish, they can write a lyric to a existing melody.
Evaluation:1. The group makes a circle. Everybody in turn assesses the day.
DRAMA LESSON PLAN 17
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to cooperate with friends.2. The students will be able to recognize the current social affairs 3. The students will be able to develop ethical values with drama activities.4. The students will have fun out of daily life stress.5. The students will be able to put forward his/her own genuine ideas.6. The students will be able to develop positive emotions to oneself and society.7. The students will be able to use one’s body language with the drama activities
Subject: Supporting the students to make a right decision calmly against the unexpected situations.Duration: 45x3=135 min. (3 period of lessons)Material: Computer and speakers for music, knit yarn,30 cm knit yarn for each student, small papers (5cmx5cm), A4 papers for each student, a small empty box for a piggy bank, materials for a telephone (cardboard, crayons, glue, scissors).Drama Techniques and Activities: walking activities, a game, sculpture postures, trust activity, phone conversation techniques.
Warm-up ActivitiesHello Group,
1. walking: The students walk with the music. Reaching out up, walking on tiptoe, walking on heel, walking on inside or outside of the feet, walking by showing hips, bouncing on one foot, bouncing on two feet.
2. Gardener and spoiled kid (game): The group makes a big circle and sits down on the floor, by giving space between the students. A gardener and a kid are chosen among the students. While the gardener waters the flowers, the kid walk around the garden. The gardener tells the kid not to walk on the grass and not to pluck the flowers. The kid says, “if you can catch me I’ll do what you tell me” and starts running away. But the rule is how the kid moves means the gardener should do the same movements. For example, if the kid turns around himself twice, the gardener should as well, if the kid runs on one foot, the gardener should do, too. The kid does the difficult walking strategy in order not to be caught. The same game is played by two different groups a few times.
3. Trust activity: The group gets in peers. One of the partners gets blindfolded. The other partner makes his/her partner walk on his/her tiptoe around the class.
4. Where am I (game): One of the students gets out of the class, the rest of the class decides on an object and hides it. The it comes in. If the it gets closer to the object, the students screams, “hot”, or vice versa. If the it cannot find the object, s/he is given a funny punishment.
5. Herbal Remedy: The class divides into groups. Every group has a pen and a paper. Every group has 5 minutes. They are supposed to write some prescription remedies for baldness, flu, stress, unhappiness
Role-play
Phone conversation technique
The students make a model telephone from these materials; carboard, crayons, glue, scissors.
Conversation topics:
1. A father come home in the evening and tell his family that he would move to another city. The kid feels upset and talks about the issue on the phone with a friend.
2. Your composition is the winner in a writing contest. You share your happiness on the phone with a friend.
3. Your pet had escaped from an open door. You need to look for it. You tell it your friend on the phone.
4. A teacher you love most is appointed to work in another city. You need to tell that issue to your friend on the phone.
On the second step, the students act out roles after the phone conversation.
Evaluation:1. Saving money in the piggybank: The group sits in circle. The small papers prepared in advance is handed out to the students. These papers are money. There are numbers on these papers such as 1tl, 2tl, 3tl, etc. Everybody in turn put the money into the piggybank by telling how much lira they put into. And then they assess the activity.
DRAMA LESSON PLAN 18
Date:
Age:
Drama Leader:
Objectives:
1. To develop self-confidence in the child.
2. To develop feeling of trust to other people in the child.
3. To develop the decision-making skills of the child.
4. To make the child aware of his/her own desires and skills.
5. To develop the positive expectations of the child towards himself/herself or the environment.
6. To cause the child to show empathy to the other people.
Subject: To cause the student to show empathy to the other people.Duration: 45x3=135 min. (3 period of lessons)Material: A computer and speaker for music, A knit yarn of 1-1.50 metres.Drama Techniques and Activities: Walking studies, voice activities, trust activities,
Warm-up ActivitiesHello Group,1. Walking studies: Walking at normal speed, walking as if it is too hot, walking as if the wather is warm in the spring, walking as if there is knee-deep snow, walking as if throwing the yellow leaves about in the autumn, walking in the rain, walking upwind, walking at normal speed.
2. To create cooperation awareness: The students are told to help four students till next lesson. Their experiences will be mentioned in the next hour.
3. Phantasy activity: We throw a rope on the ground. The students imitate the shape of the rope and tell what it looks like. This activith can also be in group work. The classroom is divided into 4-5 groups. The rope is thrown on the ground. One of the groups take the shape of the rope.
4. Parasite game-Sound wall- (To develop the communication skills): Listener (2 people), speaker (2 people), parasite group (4 people). The speaker tries to narrate a sentence to the listeners in the noise and parasite group try to prevent their hearing.
5. Fish net game (Harmonization activities ): The students stand disorganizedly. A student who is chosen start to chase the other students. The person who is caught takes his/her arm. Each student who is caught gets caught in the net. The net can be separated into 2, 3 or 4.
6. Forming shapes with the help of a rope (Harmonization activities, ablity to move together): The classroom is divided into 4 and the students stand in a single file. Each group is given a rope and every student can touch the rope. The leader gives the instructions. (Be a square, be a triangle, be a rectangle, circle, trapezoid…..) The groups try to form these shapes with the ropes.
7. Tie up (Harmonization activities)
The classroom is divided into 3 or 4. The groups sit in circle. Each student is given equal amount of rope. The students tie this ropes with their one hand. The quickest group who ties all the ropes wins the game.
8. Attention game (Memory game): the aim is to develop the memory and attention. Two students are chosen, they go out of the class. The students in the class become partners and each partner create a special dance figure. But the matches dance separated in the room, not together. The two students are taken in the room and they try to figure out the matches. The game continues until the last match of students.
9. Confidence study: (car-driver): The participants match 2 by 2. One partner is the car, the other is the driver. The driver stands behind the car. The eyes of student who is playing as a car are covered. Without talking, the driver directs the car with his fingertips. If the pointer is on the back, the car goes forwards. If the pointer is on the right, the car goes on the right. If the pointer is on the left, the car goes on the left. If the pointer is on the head og the car, the car goes backwards. If the student removes his pointer, the car should stop. After that, the partners change the roles.
10. Empathy work (Tell me, how do you feel?): the aim is developing the sense of understanding the others no matter it is alive or not. The participants sit in a circle. Each student is given a situation and the students tell how they feel in that situation.
Aim : developing the sense of understanding the others no matter it is alive or not.
The participants sit in a circle. Each student is given a situation card and the students tell how they feel in that situation.
SITUATION CARDS:
You are an announcer who has forgotten his words. Tell me, how do you feel?
You are an unfeathered hen. Tell me, how do you feel?
You are a baby whose nipple has been taken away. Tell me, how do you feel?
You are a piece of bread in the garbage. Tell me, how do you feel?
Your glasses are broken. Tell me, how do you feel?
You are a doctor who is nearly loosing his patience. Tell me, how do you feel?
You are a broken pencil. Tell me, how do you feel?
You are a squashed tomato. Tell me, how do you feel?
You are a fish living in a sea with a lot of garbage. Tell me, how do you feel?
You are a disease-causing microbe. Tell me, how do you feel?
You are a room ready for cleaning. Tell me, how do you feel?
You are a quarantined patient. Tell me, how do you feel?
You are a shoe lace. Tell me, how do you feel?
You are an unlovable teacher. Tell me, how do you feel?
You are a chair with a broken leg. Tell me, how do you feel?
You are a reversed turtle. Tell me, how do you feel?
You are a kite. You are flying, but suddenly there is a storm. Tell me, how do you feel?
You are an elderly standing on the bus. Tell me, how do you feel?
You are a glass of milk with a fly in it. Tell me, how do you feel?
You are a student who has failed the class. Tell me, how do you feel?
You are shoe shine boy working cold outside. Tell me, how do you feel?
You are a key. Tell me, how do you feel?
You are a poor boy who is wearing a very old coat. Tell me, how do you feel?
You are a bike with a flat tyre. Tell me, how do you feel?
You are an apple pie in a hot owen. Tell me, how do you feel?
You are a tap who is left open. Tell me, how do you feel?
You are a house in flames. Tell me, how do you feel?
One morning you wake up and see that everyone around you speak Chinese. Tell me, how do you feel?
You are an aphonic singer. Tell me, how do you feel?
You are a trodden flower. Tell me, how do you feel?
You are a fried potato. You stick on the frying pan and you are forgotten. Tell me, how do you feel?
You are a child who has lost your mother in the shopping mall. Tell me, how do you feel?
You are a warm in an apple. Tell me, how do you feel?
You are an estray. Tell me, how do you feel?
You are chestnut cooking on a stove. Tell me, how do you feel?
You are a broken egg. Tell me, how do you feel?
Role Play:
The space: The participants/students make arrangements in the forthcoming process of drama by taking the relation of the characters into account. The participants/students should compose such characters that the closeness and the distance between the characters can give clues about their relations. (How near? How far? Who is who?) during the activities, the decrease or increase in the relations will give way to their statutes. Furthermore, they can take the closeness and the distance between the characters in consideration in time.
The same groups are told to think of 20 years later, some of the characters meet when least expected, and some characters are supposed to unite in the groups. If needed, two groups come together to have communication or share their past experiences.
The topics of the groups:
1. You moved to another city because of your father’s work years ago. You made an emotional phone talk with your friend. Now it is your first meeting with your friend 20 years later.
2. You entered a competition with your friend years ago. You went to Olympics together. Now 20 years passed…..
3. Your pet (cat, dog, bird…) escaped from an open door. Now 20 years passed….
4. Your teacher was appointed to another city 20 years ago and you were very sad. Now it is your first meeting with your teacher.
Evaluation: The students sit in a circle. What do you think of today’s performance?
DRAMA LESSON PLAN 19
Date:
Age:
Drama Leader:
Objectives:
2. The students will be able cooperate with others.3. The students will be able to develop ethical values with drama activities.4. The students will be able to recognize the current social affairs 5. The students will be able to establish social relation with others.6. The students will be able to raise awareness to avoid the bad habits
Subject: supporting the students to discover their own creativity. Duration: 45x3=135 min. (3 period of lessons)Materials: Computer and speakers for music, toilet paper, newspaper.Drama Techniques and Activities: walking activities, get-to-know activity, trust activity, update the stories activity.
Warm-up ActivitiesHello Group,
1. walking: The students walk with the music. Reaching out up, walking on tiptoe, walking on heel, walking on inside or outside of the feet, walking by doing humpback, walking by showing hips, walking by limping on right foot, walking by limping on left foot, walking by carrying some heavy thing on your back.
2. Canvas activity: The teacher says, “You all will be brushes of a famous artist and will make valuable paintings. The paintings you have done will be on exhibition and worldwide known artists will come and see your paintings”. The brushes stand up and move forward to the imaginary canvas. Let’s run now… Now, get slower… jump and reach out the papers and start painting. Paint the paper with our heads. Brush it with our arms, hands, fingers. Let’s clean the paint leaking down from our fingers. Continue painting with your back. Let’s paint it with our kneecaps, feet, heels. Let’s move faster to have faster brush strokes. And for the last stroke and touches. Let’s get slower and slower as if your eyelashes move. Your painting is done, and all the famous artists look at your masterpiece with adoration and interest.
3. Get to know activity (paper towels): The leader gives a paper towel. The students can tear and take as many papers as they want. After everybody takes the papers, the leader asks them to tell something about the city they come from as many papers as they tore in advance. When each participant tells something about the city they come from, they get to know each other and establish a better social environment.
4. My friend’s stuff: The group makes a circle. Everybody puts a personal property. Each person picks an object randomly and starts making comment about the object without knowing whom it belongs to. Later, they put the objects back and the owners take them back and talks about the comments his/her friends has made and they hand them out to make improvisation with the objects.
5. Grapping the Newspaper (adaptation activity): The teacher puts pieces of newspaper in different corners of the class. The participants dance with the music around the newspaper. When the music
stops, they jumped onto the newspaper and the one who is not on the newspaper is disqualified. Every time the music stops, the newspaper is folded. Thus, the students try to fit in narrow place.
6. Don’t laugh with your partner: The class is divided into peers. One or two its are chosen. The partners look at each other’s face without looking away. The it walks around and tickles the partners. The purpose is not to laugh. The partners who laugh quit the game.
7. Dress-undress competition: The participants are divided into two groups. Each group has a sweater. Each one wears and takes off the sweater. The group who completes the tour is the winner. The purpose is to make them work together and cooperate fast.
Role-playing
Updating the stories activity
The class is divided into groups. Each group has different characters from the different stories. These characters meet at the same place. The students act out the characters according to the place given. The purpose is to develop critical and creative thinking skills and to make them socialize.
1) Let’s Scramble the characters- Hairdresser: Rapunzel and Snow white- Bus stop: Pinocchio and Pollyanna- Seaside: The frog prince and Cinderella- Open bazaar: papa smurf and grasshopper- A desert island: Popeye the sailor and the little red riding hood- A wedding: gargamel and Heidi.
Evaluation
The students are presented with the new technological glasses. The blue glasses enable the people to talk positively, but the red one negatively. After that, each student wears them one by one and gives feedback about the lesson.
DRAMA LESSON PLAN 20
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able develop positive feelings about himself/herself and the others.2. The students will be able to recognize his/her own wishes and skills as an individual.3. The students will be able to develop a sense of trust in himself/herself.4. The students will be able to develop a sense of trust in others.5. The students will be able to discover one’s intention to the art with drama.6. The students will be able to raise awareness to avoid the bad habits.7. The students will be able to combine the his/her own culture with Turkish culture.
Subject: supporting the students to think the past and the future by combining them. Duration: 45x3=135 min. (3 period of lessons)
Materials: Computer and speakers for music, A4 paper for each student, knit yarn.Drama Techniques and Activities: walking activities, sculpture activity, visual perception activity, trust activity, flashback technique.
Warm-up ActivitiesHello Group,
1. walking activities: walking in mud, walking by carrying some heavy thing on your back, walking on hot sand, walking like toddler, walking on broken glasses, walking among the stinky trash, walking on high heel shoes, walking like melting ice-cream, walking like a monkey.
2. Toys Shop (empathy activity): The students are told to be a toy in a toy shop and walk with the music. When the music stops, they freeze like a toy. Each student answers the questions, “what toy they are and how do they feel?”. When all of them answer the questions, they start walking again.
3. Trust activity: They get into peers. One of the partners gets blindfolded. The other partner makes one walk on tiptoe around the class.
4. Remember the statue: They get into peers. One of the partners becomes a sculptor and the other is a sculpture. The sculptor works on the sculpture. The music starts. The sculptors and sculptures walk around by dancing. When the music stops, the sculptor tries to do the same sculpture.
5. Group Sculpture: They get into peers. The groups stand in line facing each other. The student in front of the line does a sculpture and the other imitates him/her.
6. P.S: This activity is applied again because of the students’ insistence.
Grapping the Newspaper (adaptation activity): The teacher puts pieces of newspaper in different corners of the class. The participants dance with the music around the newspaper. When the music stops, they jumped onto the newspaper and the one who is not on the newspaper is disqualified. Every time the music stops, the newspaper is folded. Thus, the students try to fit in narrow place.
Role Play
Flashback technique: In this technique, they act out a situation, then they act out what happened before that situation.
Using drugs
Moving to another city
Breaking up with your best friend,
Important situation when you forgot your phone at home
Missing your flight,
Bumping into your best friend on a bus,
Evaluation:
Spider web: Knit yarn is thrown to each other by the students. They hold the yarn. The student who throws the knit yarn gives feedback about the day.
DRAMA LESSON PLAN 21
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able develop positive feelings about himself/herself and the others.2. The students will be able to develop ethical values with drama activities.3. The students will be able to establish social relation with others.4. The students will be able to reflect his/her feelings freely with drama.5. The students will be able to understand others and empathize with them with drama.6. The students will be able to develop positive emotions to oneself and society.
Subject: supporting the students to think the past and the future by combining them. Duration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, A4 paper for each student, knit yarn.Drama Techniques and Activities: walking activities, get to know activity, adaptation activity, inner voice technique.
Warm-up ActivitiesHello Group,
1. walking activities: walking fast, faster, fastest, faster, slowly, hastily, wandering, looking around, walking like a robot, walking in hot sun, walking in warm sun, walking under the rain, walking in cold, walking in snow, walking like a toddler.
2. Get to know activity: Everyone put the papers on which their names are written into a balloon and blows the balloons. They spread the balloon around with the music. When the music stops, they get a balloon, make a circle, and pick a person, let him/her blow up the balloon and ask a question to the person whose name is taken from the balloon. Now it is that person’s turn and he/she also blow up the balloon and it continues.
3. Caterpillar race (game): The class is divided into two. At one end of the class, there is a student waiting with a ball. The rest of the class get in line behind that person like a caterpillar. The caterpillar group goes and takes the ball by jumping, after that, they come back and give the ball to the other member of the group. And then this group takes the ball to the owner. The fastest group wins.
4. How can I walk blindly? (empathy activity): The class is divided into two groups. The half of the group is blind (this group of students keep their eyes closed during the activity). The other half consists of sensitive and insensitive people who has regular life. They walk around the class as instructed for a few minutes. At the end of the activity, they are supposed to tell about how they feel.
5. Crane 1-2-3 (ender mender tribom): One of the participants is chosen as it. The it facing the wall says, “önde turna 1-2-3”, and turns back immediately to the players. When he turns back, the ones who move quit the game. The one who gets closer to it and touches is the winner. The one whom it catches becomes it.
6. Expressing with because: The teacher or a student describes a situation. The next one start telling “because….”. he needs to tell the reason and give some more details, a new situation and a new person. For example, his jacket got wet because he didn’t take his umbrella. 2- because it rained a lot). The baby is crying a lot because… 3. The butterfly is flying around in the forest because…. 4. The meal burnt in the oven because… 5. I failed in the exam because… 6. I had a rough voice because …7. My glasses is broken because… 8. My mother forgot her phone at home because…. 9. I couldn’t finish my homework because…. 10. I slept late because… 11. I got up early because… 12. I got late to the school because…13. My friend is talking a lot because… 14. I don’t want to eat because…. 15. My next-door neighbour is not home because….
Role Play
Inner voice technique: This technique is generally applied to enable the person to tell what he cannot tell/express or keep himself or herself. For example, the teacher who gets late to the school talks to the principal directly while s/he is making excuses instead. In this activity, there are a person in daily life and a person who talks our inner voice. Thus, for each character, inner voice character is also determined. The inner voice explains and acts out.
1. The teacher who is asking why the students is late,2. The girl who cannot tell that she has a boyfriend, but her father hears it from someone else3. The student who lost his mom and fails in the lessons and the teacher who tries to make him
succeed in his classes4. The situation when you cannot buy the thing because you don’t have money, but you friend bought
it5. Breaking up with your girl/boy friend
Evaluation:
Each student tells his/her favourite book and describes it with one sentence and assesses the day.
DRAMA LESSON PLAN 22
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to combine the his/her own culture with Turkish culture. 2. The students will be able to develop a sense of trust in others.3. The students will be able to develop ethical values with drama activities.4. The students will be able to develop decision-making skills.5. The students will be able to establish social relation with others.6. The students will be able to recognize his/her own wish and skills as an individual7. The students will be able to avoid alienation to his/her own culture
Subject: supporting the students to form a healthy perception about his/her societyDuration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, A4 paper for each student.Drama Techniques and Activities: walking activities, game, adaptation activity, visual perception activity, relaxation, hot seat technique.
Warm-up ActivitiesHello Group,
1. Walking activities: walking with the music, walking slowly, walking fast, walking in hurry, bumping into a wall, slowing down, running in a place, bumping into an object by walking, walking on hot sand, walking on ice, walking among the bushes, walking among the objects, walking like you have load on your back.
2. Musical chairs: The students play it with the music. The students have one fewer chairs than the players. When the music stops, the players sit on the chair, if not, the one loses the game.
3. Circle game (adaptation activity): The class is divided into four groups. Each group makes a circle. Eache group gets instructions such as jump, walk fast, walk slowly, knee down, sit down, lie down, etc. The main purpose is to keep the circle together. If one of the groups breaks the circle, they are given a funny punishment.
4. I’II do the opposite (attention activity): The group makes a circle. Everybody comes to the centre in turns. The one in the centre says, “I am drinking tea”, but does the activity of reading a book or says, “I am reading a book”, but acts out scratching his/her head. The groups do the activity twice
5. Fast Train activity (adaptation activity): The class is divided into two groups. The students put their hands around their friend’s waist and make two different lines. The machinist drives the train as he/she wishes. The rest follows the leader without getting behind the train. The trains should not crash into each other.
Role Play:
Hot Seat activity: The character is questioned in the centre. The students avoid asking questions that can cause psychological effects. There will be general topics for acting out.Being slandered by someoneLooking for a jobDealing with a serious illnessDoing a job that s/he doesn’t want toNot being able to tell that he loves the girlAfter the act-out, the character sits on a chair and is questioned.
Evaluation: Before the lesson, blue and green papers are prepared. They are folded and put into a box. The blue ones represent the negative feedback, but the green ones symbolize the positive feedback.
DRAMA LESSON PLAN 23
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop a sense of trust in others.2. The students will be able to develop ethical values with drama activities.3. The students will be able to develop decision-making skills.4. The students will be able to establish social relation with others.5. The students will be able to recognize his/her own wish and skills as an individual
Subject: supporting the students to establish healthy mutual relationsDuration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, A4 paper for each student.Drama Techniques and Activities: walking activities, visual perception activity, developing the creativity
Warm-up ActivitiesHello Group,
1. Walking activities: walking like stork, jumping over the hole, walking like you saw someone you don’t like, walking as if you are late for the bus, walking like a feather, walking as if your shoes are too tight
2. Visual perception activity: The class is divided into five grous. Each group gets five different photos. Later, the class listens to various kinds of sounds and try to find what the sounds connotate with which photo. (only one photo is shown for two different sound). Each group chooses a spokesman. The groups tell what they think about the photo and each group listens to the sounds and match them with the photos. Later, they express their ideas about the abstract photos.
3. Visual perception activity: The class is divided into peers. The peers sit back to each other. One of the partners draws a picture and then he tells about the drawing verbally to his friend sitting back to him. (In this activity, the teacher highlights how important the details are and what details we give importance.)
4. Giving a nickname (developing creativity): The group is divided in two. S/he finds a nickname for a friend in the other group and writes it down on a paper and sticks it to his/her back. Later, everybody asks questions about the nickname on his/her back and try to guess the nickname.
Role Play:
Improvisation activityRole-play topics
1. You want to see your ex-darling in a friendly way but you new partner refuses that idea.2. S/he wants to spend every moment with you, but you are free-spirit. 3. Your darling showing coyness4. Too much jealousy5. S/he loves you so much, but S/he doesn’t have money.
Evaluation: Wishing well: The leader lays down a big white cloth in the center. Everybody throws a coin onto that cloth and gives feedback about the lesson.
DRAMA LESSON PLAN 24
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to cooperate with others.2. The students will be able to establish social relation with others.3. The students will be able to avoid alienation to his/her own culture4. The students will be able to reflect his/her feelings freely with drama.5. The students will be able to understand others and empathize with them with drama.6. The students will be able to reflect his/her ideas freely with drama.7. The students will be able to use his/her body language.
Subject: supporting the students to express themselves by using his/her bosy languageDuration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, A4 paper for each student, blue and red windows for Evaluation activity.Drama Techniques and Activities: walking activities, game, attention activity, visual perception activity, relaxation, dance drama technique
Warm-up ActivitiesHello Group,
1. Walking activities: walking in mud, walking on dusty road, walking in the sea, walking on hot sand, walking like a toddler, walking on broken glasses, walking among the stinky trash, walking on high heels, walking like ice-cream, walking like a molten ice cream.
2. 3 Different Spots (attention game): The students get in line facing each other. The partners who face one antoher looks at the details of his/her partner. Later, they turn back to each other and they change three different things for their physical appearance or accessories. For example, she takes off her watch, tidies her hair up, or he takes off his tie. And then they face each other againg and try to tell the differences they see.
3. Agony aunt listens to us activity (empathy activity): The students are divided into a group of 6 people. Each group talks about a problem and write a paragraph about the problem which they send it to an agony aunt. They find a nickname for themselves. They get 5 minutes at most. When they finish writing the problem as a paragraph, they exchange the papers with a different group. The students read the problem and start writing a solution as “Dear….”, in 5 minutes. They have 5 minutes. Finally, the group who finds the problem read the problem paragraph while the group who writes a solution reads the solution paragraph.
4. Object activity: Everybody gets a paper. Everybody writes a name of an object and exchange the papers. The students act out the object non-verbally.
5. Imitation game: The members of the group becomes it in turns. Everyone does what the one in the centre does.
Role Play:
Proverbs are acted out how their meanings appeared wit drama dance technique.Role play: The clas is divided into 5 groups. The groups get different proverbs or idioms. To get someone into troubleTo work hard to serve and pleaseMy feet are barking
Evaluation: Windows: Blue and red windows are prepared from the carboards. The students take these windows one by one. If the students take the blue window, s/he gives positive feedback, or the red one, they give negative feedback about the lesson.
DRAMA LESSON PLAN 25
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to recognize his/her own wish and skills as an individual2. The students will be able to establish positive social relation with others.3. The students will be able to discover his/her creativity.4. The students will be able to understand others and empathize with them with drama.5. The students will be able to discover artistic skills with drama6. The students will be able to have fun avoiding the daily life stress.
Subject: creating a sense of art and an interest of aestheticDuration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, A4 paper for each student, angels and evils for Evaluation activity.Drama Techniques and Activities: walking activities, game, get to know activity, sculpture activity, pale images, group sculpture activity
Warm-up ActivitiesHello Group,
1. Walking freely and with command: touching the objects around while walking, walking while dancing, walking while shaking hands with others, walking alone and seeing a friend, walking together and seeing another friend, and it is very crowded and walking together, walking in a place, walkingfast and slowly, walking on ice, walking gravity, walking like an old person, walking like fat person.
2. Get to know activity – The month I was born game: The class sits in a circle. With the song the month when I was born, if they were born in January, they come and dance in the centre, and it goes so on until everybody dances. Everybody gets to know each other.
3. Keep your feet up (game): They walk around the class with the music. When the music stops, the leader says, “keep your feet up” and everybody sits down on the floor quickly and put their feet up. The one who does it the latest is the quitter.
4. Imagination activity/Stop-go game: The students stand on freely. The leader starts playing the tambourine and the kids moves around as they wish, but the tambourine stops playing they freeze. The leader commands them. For example, be a seed, be a willow, be a tree, be a flower, be an apple, be a worm, be a wolf, be a cactus, etc. These commands help the students to get ready for the lesson emotionally, mentally, bodily.
5. Apple sculpture game: The class is divived into two. The first group gets peers. One of the partners gets blindfolded and makes a sculpture with his/her body. The blind one touches his/her partner and tries to understand what posture s/he has as a sculpture. If s/he cannot understand the sculpture, the other partner gives some information about the sculpture. When the first group finishes, the other group starts the game.
6. Get to know activity – Two truths /one line: The group sits in a circle. The teacher tells the students to tell two truths and one lie about themselves in turn. The teacher asks the other students to find the lie about the person who tells a lie and two truths. When they find the lie, they pass on the next student.
Role Play:
Grup Sculpture: Making a painting. The students get a painting from famous artists. Firstly, the students present the painting like a photo. Later, they act out the painting.
Evaluation: Angel and evil crowns: Angel crowns symbolize the positive feedback while the evil ones represent the negative feedback.
DRAMA LESSON PLAN 26
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to understand others and empathize with them with drama.2. The students will be able to discover artistic skills with drama3. The students will be able to have fun avoiding the daily life stress.4. The students will be able to reflect his/her ideas freely with drama.5. The students will be able to use his/her body language.6. The students will be able to develop a sense of trust in himself/herself.
Subject: raising awareness for the special occasions regularly done in the students.Duration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, cardboard, scissors, crayons, finger paint,Drama Techniques and Activities: walking activities, game, get to know activity, attention activity, ritual-ceremony activity.
Warm-up ActivitiesHello Group,1. The students walk around the class with the music freely and randomly. When the leader claps, they walk angrily, climbing up a steep road, walking like a toddler, walking on ice, walking like animals (rabbit, elephant, duck, snake, kangoroo), and they mimic the sounds of the animals.
2. Ge to know activity - Ping Pong gameThe group stands in a circle. The is in the centre of the circle says “ping” or “pong” pointing at someone. If the it says “ping”, the person who the it pointed at should say the name of the person on his left in three seconds, ig the it says “pong”, the person should say the name on his right. If the person says the wrong name, s/he becomes it. If the it stays in the center for long or everybody memorizes the names, the it says “ping-pong”, and everybody moves to another one. 3. Warm-up activity -Bomb bombThe class makes a circle. The it gets blindfolded. Everybody gives three small balls to the one next to him/her. While these balls moving around the circle, the it says, “bomb, bomb, bomb” and it bombed”, the one who still holds the balls gets out of the circle.
4.Warm-up activity – Freeze-fire game: Two it is chosen from the class. The it runs after the person and if he catches him/her and says “freeze”, that person should freeze. If one of the others touches and says “fire”, the frozen one can move.
5. Warm-up activity – Sleepy roosterAll the students become an egg and sits down on the floor. They behave as if they are sleepy and don’t open their eyes. The teacher touches their heads one by one. The ones who wake up silently follow the teacher. This procedure continues until there is one students left. Everybody makes a circle around the last student and shouts “sleepy rooster, wake up sleepy rooster!”. The last one tries to catch everyone.
6. Attention activity – Laugh gameThe students make a circle. The leader takes a ball and throws it up in the air. When the ball touches down, everybody gets silent. While the ball is in the air, if the student doesn’t laugh or when the ball is on the floor, if the students don’t get silent, they get disqualified.
Role Play:
Ritual – Ceremony Actvitiy: The class is divided into groups. Each one decides on a tribe name. The groups make a mask and draw a group logo or symbol.
1. Choosing group sculpture2. Deciding on group dance3. The symbol object of the group4. The symbol animal of the group.
Each group has these instructions:The worship ritual of the primitive tirbesThe funeral ceremony of the primitive tirbes Sacrifice rituals of the primitive tirbesBaptizing rituals of the primitive tirbes
Evaluation: The students sit in a circle. They give feedback about the lesson.
DRAMA LESSON PLAN 27
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to reflect his/her ideas freely with drama.
2. The students will be able to understand others and empathize with them with drama.3. The students will be able to reflect his/her ideas freely with drama.4. The students will be able to develop a sense of trust in himself/herself.5. The students will be able to develop a sense of trust in others.6. The students will be able to recognize his/her own wish and skills as an individual7. The students will be able to develop decision making skills.
Subject: raising awareness to express themselves by writing a letterDuration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, cardboard, scissors, crayons, finger paint,Drama Techniques and Activities: walking activities, game, get to know activity, spontaneous decision making, warm-up activities, trust activity, letter writing technique.
Warm-up ActivitiesHello Group,
1. The students walk around the class with the music freely and randomly. When the leader commands, they walk up the steep stairs, running away from a dog, running for an exam, flying like a butterfly, a bird like flapping in a cage, doing a ballet, walking on fire, walking like a postman, coming out of the sea.
2. Get to know activity – Clap your hands and introduce: The class stands in a circle. Everybody works peer with the one next to him or her. They clap their hads twice ands s/he says, “my name is ……” and the other partner says so. They exchange the partners. Thus, all the class get to know each other.
3. Attention activity – Find the leader: The group makes a circle and walks randomly. The it is chosen and gets out of the class. The teacher chooses a leader and gives an instruction to the class, “do what the leader does”, and the it comes in the class. The it tries to find the leader in three trials. If the it finds the leader, the leader becomes the it, if not, the it continues to be it.
4. Warm-up activity – Find a partner and crouch: The it is chosen. The it tries to catch the students. If the students don’t want to be caught, they find a partner and hold their hands and crouch. When the it gets away, they stand up and walk around. The ones who are caught by the it gets disquailified. The last couple is applauded.
5. Spontaneous decision making – Yes/no question: The teacher chooses one volunteer and asks him/ her some questions. The student is supposed to answer the question without saying yes or no.
6. Trust activity: The class makes a group of 3 people. Two of them hold their hands in a crossed way and one of them sits on their arms like a building. When the teacher says, “Earthquake stikes”, the two shake their arms. The purpose is no to drop the building down and earn his trust.
7. House to snail: The participants walk with the music. When the music stops, they make a group of three people. Two of them makes house of the snail facing each other while one of them is the snail. If one cannot get into the groups, s/he gets funny punishment.
8. Boat Race: The class is divided into 4-5 people. Groups are supposed to make the objects without making any plans or arrangements in 10-15 seconds. The purpose is to develop the groups’ spontaneous and correct decision-making skills.(high heels, zip, teapot, cup, train, car, fake teeth, flower in a pot, chair, telephone, armchair, glasses, watch, scissors, flower, boat, flippers, wheel chair, candlestick.
Role Play:
Conscience Alley: In winter, you want to go on holiday, which one do you prefer; sea or snowy forest?
Letter-writing technique:The class is divided into groups and given a letter. They are asked to role-play the lives in the letters.
Evaluation: They sit in a circle and gives feedback about the lesson according to the hat which is given to himself or herself.
Letter 1
Dear Ahmet,
First of all, I would like to tell that I missed you so much. After the years we become friends and hang out together, new places I travelled made me miss you so much.
I have gone through a situation when I am supposed to quit some of my habits. Neeedless to say, the most painful one is that I have to be away from you and my dear friends. Since I came to Ankara, I have been studying my lessons and exams. I have everything under my control about school. I got used to live alone. When I have free time, I walk around the parks. I go for fresh air. I never forget you and my family.
My request is that you write me letters and tell me what is going on there. Every letter you send will do good to me. Say hi to everyone.
Mithat Arıcı
Letter 2
My dear friend Sevgi;
How are you? Actually, I don’t have to ask that question because I know you are always fine. Even the times when I get distressed, you were there for me to help me and cure me with your smiles. I can’t thank you enough.
You told me that you would come here in your letter. When I heard it, I got glad and started planning what we can do when you come here. When you were away, the city changed a little and this would make you surprised. But don’t worry we will hang out together again and you will feel as if you have never left here.
I am looking forward to seeing you. This feeling is even deeper. You are coming, and I know we will have a lot of fun. I love you.
Zübeyde Tuncel
Letter 3
My dearest and precious mom,First of all, I kiss your hands and give my respect to you. It has been a long time since I didn’t see you. My dear mom, how have you been doing, I hope you are fine. Don’t worry about me because I am safe and sound. I care about my health. The only thing I miss is you all. Say hi to my father. Tell him that I will come soon. I have missed your meal and cakes. We will reunite in no time. Say hi to my little brother. I hope he is fine too.Take care of yourself.
Alaattin PekcanLetter 4Dear Ayşe
You got married last night, with Metin who you like most, warm hearted man. But I feel upset a bit. I don’t think we can see each other anymore. Will I be able to call you in the morning at 7 am? Or can I tell you to come over when I get bored? On the top of that, I doubt that you get upset and hurt. For year you have kept
that love untouched and pure, but with a signature, I am afraid that your love will get stained. But later, I keep teeling to myself, Ayşe is a clever girl, she knows what to do and is loyal to her friendship.Letter 5Liste, my dear,Didn’t the time we spent together witness our love? The time also gave up on us. Now, I leave you alone as the time does.I couldn’t understand why you didn’t want to talk to me. I hope that we could be a part of a solution not a part of the problem. We should have had a new perspective on the life. Love and respect are worth having. When I hear the word breaking-up, I felt numb and lost. My love will be forever for you.
DRAMA LESSON PLAN 28
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to raise awareness to avoid the bad habits.2. The students will be able to combine the his/her own culture with Turkish culture. 3. The students will be able to avoid alienation to his/her own culture4. The students will be able to reflect his/her feelings freely with drama.5. The students will be able to understand others and empathize with them with drama.
Subject: The students can understand the feelins can vary from person to person and time to time.Duration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, cardboard, scissors, crayons, finger paint,Drama Techniques and Activities: walking activities, get to know activity, spontaneous decision making, trust activity, letter writing technique, imagination technique.
Warm-up ActivitiesHello Group,
1. The students walk around the class with the music freely and randomly. When the leader commands, they walk as if they are on spiky fences, like a duck, against the wind, slow motin, as if they are afraid of the earthquake, listening to musin with headphones, as if tea was poured onto hand, as if you’re your shoes were bigger, as if you are on a school trip, like a bride and groom, like a lost kid crying on the street.
2. Get to know activity – Stop – Greet with the music: The kids make two circles one within the other facing each other. When the music stops, they stop walking and greet each other and say their names. They also shake their hands. The game continues.
3. Trust activity – trust in circles: The is divided into 5 groups. Each group makes a circle and one of them get to the centre of the circle. The one in the centre closes his eyes and the others in the circle commands him to walk and not to crash with the other circles.
4. Spontaneous decision making – Because game: The students sits in a circle. The teacher or the volunteer stars the game and describes a story. The teacher says a sentence and the other continues the sentence with because. The game goes so on. The one who cannot explain is disqualified and the next one starts a new sentence.
5. Attention game – Who changed their chair?: All the students stand in a circle. Two students stand in the centre of the circle. While two of them get blindfolded, the other two sits on a different chair. They open their eyes and guess who they are. If they know, the ones who changed their chairs join the two in the centre.
6. Imagination game- Objects and seasons activity: The class is divided into four groups. Every group takes a season. And then they try to symbolize the objects as a group and freeze.
7. Trust activity – Crossed hands activity: 1.step: the class gets into peers. They stand facing each other and touching their tiptopes and holding their hands crossed and fall down slowly. 2. Step: The same procedure is done with 4 people.
Role Play:
Thought tracking: The groups are given a role play and then they freeze and tell their emotions.
BazaarAmusement parkMallCircusBeach
Evaluation: The Group sits in a circle. The students get green tick symbol and red cross symbols. The green means they give positive feedback and red means they give negative feedback.
DRAMA LESSON PLAN 29
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to cooperate with friends 2. The students will be able to develop ethical values with drama activities.3. The students will be able to recognize the current social affairs 4. The students will be able to establish social relation with others.5. The students will be able to raise awareness to avoid the bad habits6. The students will be able to reflect his/her feelings freely with drama.7. The students will be able to understand others and empathize with them with drama.
Subject: To raise awareness about the problems the homeless kids haveDuration: 45x3=135 min. (3 period of lessons)Materials: Computer and speakers for music, balloon, tambourine. Drama Techniques and Activities: walking activities, get to know activity, spontaneous decision making, attention activity, sculpture activity, listening activity, imagination technique, realistic moment technique.
Warm-up ActivitiesHello Group,
1. The students walk around the class with the music freely and randomly. When the leader commands, they walk cowardly, coldly, vividly, tiredly, sulking face, closing eyes, openin eyes wide, closing teeth, kiisng the air, smiling.
2. Saying a word with a balloon: The kids sit in a circle keeping half a meter distance between them. The aim is to keep the balloon in the air. The kid hits the balloon and says a word loudly. And the next one hits the balloon and says a word with the last letter of the previous word that his friend said. The game ccontinues until the balloon touches down the floor. When the balloon falls, they start with a new word.
3. Who has the tambourine game?: The class sits in a circle and one sit in the centre. The it looks closely where everyone sits. And then he gets blindfolded. The teacher puts a tambourine in front of him. One of
the students comes and takes the tambourine noisily, later he sits and hides the tambourine behind. The it opens his eyes and tries to guess who has the tambourine.
4. Spontaneous decision making – Yes/no question: The teacher chooses one volunteer and asks him/ her some questions. The student is supposed to answer the question without saying yes or no.
5. Attention game – Who changed their chair?: All the students stand in a circle. Two students stand in the centre of the circle. While two of them get blindfolded, the other two sits on a different chair. They open their eyes and guess who they are. If they know, the ones who changed their chairs join the two in the centre.
6. Imagination – Photosnap Activity -Dream with music: The students walk around with the music. When the music stops, the students pose a photosnap that symbolizes the mood og that song such as pop, rap, classical.
Role Play:
“Realistic moment technique”: The groups are given a situation which has a vital point/ solution. They act out the situation emphatically. The aim is to highlight the real situation deeply.
1. How doea a kid become dead-end kid? That moment when he becomes a dead-end kid2. Why does a dead-end kid commit a crime?3. The moment when the kid is rescued from the cold and taken to the dormitory.4. The moment when the kid gets a foster family and visits them at home5. The moment when the parents explains the kid that they adopted him
Evaluation:The group sits in a circle. The students take the card with happy face or sad face. Then they give feedback about the lesson positively or negatively.
DRAMA LESSON PLAN 30
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop a sense of trust in himself/herself.2. The students will be able to develop a sense of trust in others.3. The students will be able to develop decision making skills.4. The students will be able to recognize his/her own wishes and skills as an individual.5. The students will be able develop positive feelings about himself/herself and the others.
Subject: To develop a skill to tell the story in sequently or in order
Duration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, balloon, tambourine. Drama Techniques and Activities: walking activities, get to know activity, spontaneous decision making, emotion activity, trust activity, attention activity, sculpture activity, listening activity, imagination technique, realistic moment technique.
Warm-up ActivitiesHello Group,
1. Walikng activity: The students walk around the class with the music freely and randomly. When the leader commands, be a rope dancer, walking among the sharp tools, like a pregnant, using a pram by a father, carrying a luggage, like a flamingo, like a penguin, like talking on the phone, using the remote control, like a model, like a grandpa with a walking stick, like a nughty boy, like sleep-walking.
2. Get to know activity: Everyone makes a circle. In turns, everyone get to the centre of the circle, tells the name of a friend before him/her and does his/her posture/sculpture. Until everybody does it, the game continues.
3. Trust activity – Crossed hands activity: 1.step: the class gets into peers. They stand facing each other and touching their tiptopes and holding their hands crossed and fall down slowly. 2. Step: The same procedure is done with 4 people.
4. Spontaneous decision making – Auntie went to bazaar: The class makes a circle. The teacher says, “auntie went to bazaar and bought “…..”. The next one repeats the object what the teacher said and tells a new object with last letter of the word. Everybody tries to keep the word in their mind. The one who forgets or tells it wrong is given a funny punishment. The game starts with the person who made a mistake. The game goes so on.
5. Attention game – shock in the circle: The kids make two circles one within the other facing each other. With the music, the inner circle walks to the right, the outer circle walks to the left. The music stops, and the leader gives orders such as put your right hand up, put your left foot up, put your right hand and left foot up, tap your head, etc. The one who does it wrong gets disqualified.
6. Get to know me from my hands.
7. Imagination activity – My newspaper became an animal: The class is divided into five groups. Each group has newspaper. They make a model of an animal by tering it up or gluing them.
8. Show me your feeling: The teacher determines four different places and tells the students verbally. The first area: lonely and sad. 2.area: distressed, anxious, scared. 3.area: uncomfortable, angry, mad. 4.area: pleased, happy, cheerful. The kids move one area to another one by changing their mood according to the area. They just act out the feeling without speaking.
9. Be a sculpture: The teacher tells the students to imagine that they are in a submarine. The kids decide on a creature which lives under the sea. Everyone acts out the animal they chose and freezes.
10. Find the colour (creativity activity): They dance with the music. When the music stops, the teacher tells the group, “When I tell the colour, everyone goes and find an object of that colour”. The teacher says “blue” and everyone goes and find an object of that colour. It goes on untile every colour which they know is completed.
11. Silent game: The class sits in a circle. The teacher comes to the center of the circle and says, “everybody will be silent”. The teacher claps her hand so that there will be no sound. All the students imitate the teacher silentlt. And then one of the students comes in front of the students and does a move silently and everyone else imitates him or her. Evryone in turn does a move in front of the class such as silent laughter, silent scream, tapping their feet silently, jumping silently.
12. The bird in the cage (adaptation activity): The class makes a circle. If the class is too big, there may be two circles. In the middle of the circle there will three students and they try to break the
circle and run away. The circle can move their hands up and down to prevent him running away from the circle. The one who escapes from the circle chooses another student.
13. Apple, banana, orange (attention activity): The class makes a circle and turns right by touching the shoulder of the others. When the teacher says “apple”, they jump forward at the same time. When the teacher says “banana”, they jump backward at the same time. When the teachers say “orange”, they turn 180 degrees back at the same time. After some easy commands, the teacher makes them harder by giving 5 different commands such as “banana, banana, apple, apple and orange.
14. Be shadow (adaptation game): The students are divided into two groups and gets in line. Everyone follows the leader and starts walking around the classs. The leader chages the way he walks after a while and the others in the line imitates him or her. The best group takes an applause.
15. Trust activity (hot-cold game): The class get peers. One of the peers is blindfolded, the other is not. The partner helps the blindfolded student walk around the class not to hit the objects around by telling him hot when he gets closer to the objects. This game continues for 5 minutes and they exchange the roles.
16. Sculpture activity: The it is chosen. The music starts and the it tries to catch his/her friends. When the it catches them, the other models a sculpture of something they think of. After the it freezes them all, he asks them which sculpture they are and when he gets all the answers the game finishes.
Role Play:
Dull imagery: The groups are introduced some situations which is possible to witness in their daily routine. They are asked to tell this situation in Tv series with 7-8 photosnaps. The purpose is to tell the situation in the correct order.
1. The wedding2. The moment when the couple meet and tell their feelings3. The moment when a lad gets addicted to drug4. The thied getting into home and being caught in red-handed5. The school life
Evaluation: The group sits in a circle. The students get blue candied apple and red one. The blue represents the positive, the red represents the negative feedback.
DRAMA LESSON PLAN 31
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop a sense of trust in himself/herself.2. The students will be able to develop a sense of trust in others.3. The students will be able to develop decision making skills.4. The students will be able to recognize his/her own wishes and skills as an individual.
5. The students will be able develop positive feelings about himself/herself and the others.
Subject: To develop a skill to tell the story in sequently or in orderDuration: 45x3=135 min. (3 period of lessons)Materials: Computer and speakers for music, balloon, tambourine. Drama Techniques and Activities: walking activities, get to know activity, spontaneous decision making, emotion activity, trust activity, attention activity, sculpture activity, listening activity, imagination technique, realistic moment technique.
Warm-up ActivitiesHello Group,
1. The students walk around the class with the music freely and randomly. When the leader commands, we are washing the carpet and shakes the carpet down, pour some detergent, stamps on the carpet. Now we are cutting a fruit. Take the knife first and peel the apple, then slice the apple carefully. We peel the banana and kiwi and slice them as well. We prepare the fruit dish and we can eat. We walk like a monkey, rabbit, a bear.
2. Get to know activity: Everyone makes a circle. In turns, everyone get to the centre of the circle, tells the name of a friend before him/her and does his/her posture/sculpture. Until everybody does it, the game continues.
3. Get to know me with my stuff: The class sits in a circle and the teacher tells the student ext to her/him to make posture or sculpture of the stuff which s/he likes and the students tell the name of the stuff. Thus, they continue the game from right to left of the circle. And everybody gets to know each other.
4. Attention game – shock in the circle: The kids make two circles one within the other facing each other. With the music, the inner circle walks to the right, the outer circle walks to the left. The music stops, and the leader gives orders such as put your right hand up, put your left foot up, put your right hand and left foot up, tap your head, etc. The one who does it wrong gets disqualified.
5. Show me your feeling: The teacher determines four different places and tells the students verbally. The first area: lonely and sad. 2.area: distressed, anxious, scared. 3.area: uncomfortable, angry, mad. 4.area: pleased, happy, cheerful. The kids move one area to another one by changing their mood according to the area. They just act out the feeling without speaking.
6. Be a sculpture: The teacher tells the students to imagine that they are in a submarine. The kids decide on a creature which lives under the sea. Everyone acts out the animal they chose and freezes.
7. Find the colour (creativity activity): They dance with the music. When the music stops, the teacher tells the group, “When I tell the colour, everyone goes and find an object of that colour”. The teacher says “blue” and everyone goes and find an object of that colour. It goes on untile every colour which they know is completed.
8. Silent game: The class sits in a circle. The teacher comes to the center of the circle and says, “everybody will be silent”. The teacher claps her hand so that there will be no sound. All the students imitate the teacher silentlt. And then one of the students comes in front of the students and does a move silently and everyone else imitates him or her. Evryone in turn does a move in front of the class such as silent laughter, silent scream, tapping their feet silently, jumping silently.
9. The bird in the cage (adaptation activity): The class makes a circle. If the class is too big, there may be two circles. In the middle of the circle there will three students and they try to break the circle and run away. The circle can move their hands up and down to prevent him running away from the circle. The one who escapes from the circle chooses another student.
10. Apple, banana, orange (attention activity): The class makes a circle and turns right by touching the shoulder of the others. When the teacher says “apple”, they jump forward at the same time. When the teacher says “banana”, they jump backward at the same time. When the teachers say “orange”, they turn 180 degrees back at the same time. After some easy commands, the teacher makes them harder by giving 5 different commands such as “banana, banana, apple, apple and orange.
11. Be shadow (adaptation game): The students are divided into two groups and gets in line. Everyone follows the leader and starts walking around the classs. The leader chages the way he walks after a while and the others in the line imitates him or her. The best group takes an applause.
12. Trust activity (hot-cold game): The class get peers. One of the peers is blindfolded, the other is not. The partner helps the blindfolded student walk around the class not to hit the objects around by telling him hot when he gets closer to the objects. This game continues for 5 minutes and they exchange the roles.
13. Sculpture activity: The it is chosen. The music starts and the it tries to catch his/her friends. When the it catches them, the other models a sculpture of something they think of. After the it freezes them all, he asks them which sculpture they are and when he gets all the answers the game finishes.
Role Play:
“Creating a story” activity is done. The students sit in a circle. The teacher starts telling a story. For an example, one day, the king falls asleep in a far away country and looks in the mirror, gets shocked when he sees…. The teacher chooses a student and he continues the story by adding a sentence and it goes so on.,
Evaluation:
The group sits in a circle. The students get blue candied apple and red one. The blue represents the positive, the red represents the negative feedback
DRAMA LESSON PLAN 32
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop a sense of trust in himself/herself.
2. The students will be able to develop a sense of trust in others.3. The students will be able to develop decision making skills.4. The students will be able to recognize his/her own wishes and skills as an individual.5. The students will be able develop positive feelings about himself/herself and the others.
Subject: To develop a skill to tell the story in sequently or in orderDuration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, balloon, tambourine. Drama Techniques and Activities: walking activities, get to know activity, spontaneous decision making, emotion activity, trust activity, attention activity, sculpture activity, listening activity, imagination technique, realistic moment technique.
Warm-up ActivitiesHello Group,
1. The students walk around the class with the music freely and randomly. The teacher tells them some actions to do. It is snowing, let’s put on gloves, coat, beanie, etc. It is all covered with snow, let’s walk on it. Let’s make s snowman. We are cold, let’s get warm. Let’s play snowballs. We shovel up the snow. Let’s go back home it is snowing too much cover your face.The students walk around the class with the music freely and randomly. When the teacher commads, they walk energetic, walk weak, walk as if they are wounded or injured, walk senselessly, crawling, running away from something, walking like they have chains in their feet.
2. Get to know activity – my favourite fruit: The students sit on the cushion in a circle. They come to the middle in turn and say their favourite fruit and name.
3. I haven’t got the ball game: With the music, the partners throw a ball or balloon while trowing it, they shout, “I haven’t got the ball”. When the leader stops the music, the one who has got the ball gets disqualified. The last one is the winner
4. My organs look like which objects game: The class sits in a circle. The teacher asks the students, “Which objects around us can you relate our organs look like?”. Everyone tells what organ of him/her is similar to which object in turn. The one who cannot tell is disqualified. For example, our hands are similar to combs.
5. Change your stuff (attention activity): All the students stand in a circle. Everybody looks into the other in dateils. Later, the it is chosen and turns back to the class. two of them changes their stuff. The it tries to fing what has changed and who did.
6. Be shadow (adaptation game): The students are divided into two groups and gets in line. Everyone follows the leader and starts walking around the classs. The leader chages the way he walks after a while and the others in the line imitates him or her. The best group takes an applause.
7. Model clay and a sculptor (sculpture activity): The class is divided into groups of three. Three students come in front. 1st student is model, 2nd is sculptor, and the 3rd is material. The 1st one makes a posture as he wishes. 2nd one tries to shape the 3rd one into that posture. The 1st one doesn’t move. And then a new posture appears and it goes so on.
8. Where is the tambourine (sound activity): The class makes a circle putting their hands back and shoulder to shoulde and one sit in the centre. And then he gets blindfolded. The teacher gives a tambourine to someone. The students in the circle give it to another one. The it opens his eyes and tries to guess who has the tambourine.
9. Draw a figure by touching on my body (imagination activity): Everybody gets in line and draws a figure. The aim is to draw the figure until the last one draws it correctly.
10. Our body is geometric shape: The teacher draws a shape on the board. The students decide on what they are. They stand up in the class. The teacher says “ a square”, the students try to make that shape with their body. If they cannot, they get disqualified.
11. Paint a picture with ropes (imagination activity): The students get different colour rope and scissors. They make a painting as they wish as a group. 12. Guess it without tasting it: The teacher tells taste of fruit and features of it. The teacher wants them to guess it. The one who guesses it correctly is the winner. The students may also describe a fruit. They can play it with all the fruit they know. For example, yellow peel, juicy, with seeds, it is sour, what is it?
13 Sculpture activity: The it is chosen. The music starts and the it tries to catch his/her friends. When the it catches them, the other models a sculpture of something they think of. After the it freezes them all, he asks them which sculpture they are and when he gets all the answers the game finishes.
14. Find your partner: The groups get into peers. The leader makes rhythm with an instrument or with hands. The peers walk around with the music. When the leader say “find your partner, they run and find their partners. The last peer is disqualified.
15. Tell about your illness: The class is divided into groups. Each group decides on an illness. They describe it to the doctor non-verbally and they act out the problems during the illness.
Role Play:
“Pantomime” activity is done. The students sit in a circle. The students in turn describe the situation with pantomime. Later, the class is divided into groups and try to describe a situation. 1. A rich young boys girls who like spending money.
2. The man who sells a comb in ferry.3. The one who rents a sunbed4. The parents who spend time with their kid in the park5. The poor kids who clean the windshield
Evaluation: The group sits in a circle. The students get blue candied apple and red one. The blue represents the positive, the red represents the negative feedback
DRAMA LESSON PLAN 33
Date:
Age:
Drama Leader:
Objectives:
1. The students will be able to develop a sense of trust in himself/herself.2. The students will be able to develop a sense of trust in others.
3. The students will be able to develop decision making skills.4. The students will be able to recognize his/her own wishes and skills as an individual.5. The students will be able develop positive feelings about himself/herself and the others.
Subject: To develop a skill to tell the story in sequently or in orderDuration: 45x3=135 min. (3 period of lessons)Materials needed: Computer and speakers for music, balloon, tambourine. Drama Techniques and Activities: walking activities, get to know activity, spontaneous decision making, emotion activity, trust activity, attention activity, sculpture activity, listening activity, imagination technique, realistic moment technique.
Warm-up ActivitiesHello Group,
1. Walking activities: The students walk around the class with the music freely and randomly. The teacher tells them some actions to do. Walk like a soldier, walk as if your toenail hurts you, walk in sea with lot of stones, walk by the pool not slide down, walk as if you carry something heavy, walk like kangoroo, walk as if you are in a crowded bazaar, walk like trembling in cold, jump on you one foot, walk in hastily to the cinema.
2.Get to know activity – tell me you story: The class makes a circle. Everybody tells his/her name and what kind of music they like and make a posture. 3. I haven’t got the ball game: With the music, the partners throw a ball or balloon while trowing it, they shout, “I haven’t got the ball”. When the leader stops the music, the one who has got the ball gets disqualified. The last one is the winner
4 My organs look like which objects game: The class sits in a circle. The teacher asks the students, “Which objects around us can you relate our organs look like?”. Everyone tells what organ of him/her is similar to which object in turn. The one who cannot tell is disqualified. For example, our hands are similar to combs
5. Where is the tambourine (sound activity): The class makes a circle putting their hands back and shoulder to shoulde and one sit in the centre. And then he gets blindfolded. The teacher gives a tambourine to someone. The students in the circle give it to another one. The it opens his eyes and tries to guess who has the tambourine.
6. Draw a figure by touching on my body (imagination activity): Everybody gets in line and draws a figure. The aim is to draw the figure until the last one draws it correctly.
7. Guess it without tasting it: The teacher tells taste of fruit and features of it. The teacher wants them to guess it. The one who guesses it correctly is the winner. The students may also describe a fruit. They can play it with all the fruit they know. For example, yellow peel, juicy, with seeds, it is sour, what is it?
8. Sculpture activity: The it is chosen. The music starts and the it tries to catch his/her friends. When the it catches them, the other models a sculpture of something they think of. After the it freezes them all, he asks them which sculpture they are and when he gets all the answers the game finishes.
9. Find your partner: The groups get into peers. The leader makes rhythm with an instrument or with hands. The peers walk around with the music. When the leader say “find your partner, they run and find their partners. The last peer is disqualified.
10. Tell about your illness: The class is divided into groups. Each group decides on an illness. They describe it to the doctor non-verbally and they act out the problems during the illness.
11. Spontaneous decision activity: The class sits in a circle. The students in turns get to the board and shapes their body completing the others as a sculpture. They comment about the painting. The aim is to think fast.
12. Balloons: The teacher tells the students that they are balloons. The teacher touches the balloon and they tell what colour they are. Then the teacher commands as follows;It is windyRed balloons fly to the right, Blue ones fly to the left, The wind gets stronger, White balloons jump, Green ones roll, Black ones float around, Yellow ones blow up.
13. The colours move – trust activity: The class is divided into 5 groups. The teacher whispers black to some of the students and white to the others. But nobody knows what colour they are. When the teacher says “white”, the white students put their feet up.
14. warm-up activity – Breakwater game: The students sit on cushions in a circle. The fastes on in the class becomes the breakwater. That person stands up and stays in middle of the circle. The breakwater tries to sit on the empty cushion, but the others don’t let him. If the breakwater finds a cushion, the one who stands up is a new breakwater.
15. Imagination activity – What does it remind of you: Each student takes a pen and paper. Each student draws different figures or letters. Then the students exchange the papers with each other. They have 5 miuntes to complete these drawings and try to make a proper shape or figure. For example, they can make glasess from the letter “B” or a skirt from a triangle. An then they talk about the drawnigs.
16. Trust activity – Tight hands game: The students get peers and stand facing each other. Their tiptoes touch the other one’s. They pose like shaking hands and holding each other’ hand. They lean back.
17. Cooperation activity- attached dance game: The students get peers. The peers start dancing attached to each other. With the command of the leader, they attach their different part of the body. For example, heads, knees, backs, hands, etc.
18. Spontaneous decision making – as as gameThe class sits in a circle. The students fill in the blanks the leader intentional leaves. The leader reads the similes below in order. As blue as….., as scary as…, as big as……, as sweet as ….., as red as ……, as cold as ….., as strong as….., as funny as ….., as fat as….., as wise as….., as tall as……, as wild as….., as hungry as….., as green as…., as hot as ….., as lonely as…., as ….as…., etc.Or the student tells an object and the other students completes the object with a word or similies.They need to push their creativity to make more similes.
19. warm-up activity – Who is the shark gameThe class make a circle. The leader asks everyone to close their eyes. The leader walks behind the group and touches one of them. The one who gets touch by the leader becomes a shark and the others become fish. Everyone in the pool swims freely and randomly. If the shark winks at someone, he or she dies and silently gets out of the pool. The one who guesses who the shark is correctly whispers it into the leader. If the guess is correct, he or she gets out of the pool and saves himself or herself. If it is wrong, it continues until all the fish die.
20. Warm-up activity- Find your partner: The groups get into peers. The leader makes rhythm with an instrument or with hands. The peers walk around with the music. When the leader say “find your partner, they run and find their partners. The last peer is disqualified.
Role Play:
You are a bench in the park. Who sits on this bench?
1. The rich guy who likes spending money2. The man who sell combs in the ferry3. The man who survives on selling balloons4. The parents who spend their time with their kid in the park5. The couple who walks around the park
Evaluation: The group sits in a circle. The students get blue candied apple and red one. The blue represents the positive, the red represents the negative feedback
Social Emotional Lerning Skills Scale (SELSS)
Dear student,
This scale is structured to determine primary education student's social emotional lerning skills. 40 statements are contained in this scale. Please read every question carefully and then indicate the option that defines you best by putting (X) mark in the box. There are no right or wrong answers. Please do not leave any answer box unchecked. Thanks for your cooperation.
Statements Strongly disagree
Disagree Agree Strongly
agree
1 I look at someone's face while I am talking to him/her. (1) (2) (3) (4)
2 I take deep breaths to calm down. (1) (2) (3) (4)
3 If my friends make fun of me, I can turn blind eye to them.
(1) (2) (3) (4)
4 I am satisfied with my appearance. (1) (2) (3) (4)
5 I write my feelings down when I get bored. (1) (2) (3) (4)
6 When I solve a problem between me and my friend, I consider both our benefit.
(1) (2) (3) (4)
7 I first try to gather information about the matter when I try to solve a problem.
(1) (2) (3) (4)
8 I trust myself. (1) (2) (3) (4)
9 I can put my feelings into words. (1) (2) (3) (4)
10 First, Itry to identify the problem when i face with an issue.
(1) (2) (3) (4)
11 I tend to express my thoughts gently when I dont agree
on the same opinion with the others.
(1) (2) (3) (4)
12 I can decide the best option for solution and apply it. (1) (2) (3) (4)
13 I can take critics without being offended. (1) (2) (3) (4)
14 I can tell my friends the characteristics that I like about
them.
(1) (2) (3) (4)
15 I am satisfied with myself. (1) (2) (3) (4)
16 When I have a problem, I tend to solve it step by step. (1) (2) (3) (4)
17 I can approach to people and start a conversation. (1) (2) (3) (4)
18 I tend relax myself by doing sports when I get stressed (1) (2) (3) (4)
19 When I get “no” as an answer to my request, I can
understand it
(1) (2) (3) (4)
20 I feel myself strong and healthy. (1) (2) (3) (4)
21 I count to 10 to calm down. (1) (2) (3) (4)
22 I use my hands to better express myself. (1) (2) (3) (4)
23 I try to estimate positive and negative sides of each option before I decide.
(1) (2) (3) (4)
24 I am proud of my characteristics. (1) (2) (3) (4)
25 When 2 people have a problem, I can negotiate without
choosing one side.
(1) (2) (3) (4)
26 I can relax by reading books. (1) (2) (3) (4)
27 When my friends drive me crazy in class, I can take it (1) (2) (3) (4)
as a joke.
28 I support my speech with my facial expressions. (1) (2) (3) (4)
29 I can find proper solutions for problems that i face. (1) (2) (3) (4)
30 I take every option into consideration when I try to
solve a problem.
(1) (2) (3) (4)
31 While I am listening to someone, I try to empathize his/her feelings.
(1) (2) (3) (4)
32 When I face a problem, I discuss with people who had the same problem before.
(1) (2) (3) (4)
33 I am proud of my achiviements (1) (2) (3) (4)
34 I can calm myself when I get stressed. (1) (2) (3) (4)
35 I take lessons from my mistakes when i dont succeed. (1) (2) (3) (4)
36 I can easily express my desires and needs. (1) (2) (3) (4)
37 I take someone's advice when I have a problem. (1) (2) (3) (4)
38 I love myself. (1) (2) (3) (4)
39 I have so many positive characteristics. (1) (2) (3) (4)
40 Even with my mistakes, I am still a valuable person. (1) (2) (3) (4)
Multidimensional Life Satisfaction Scale (MLSS)
Never Sometimes Usually Always
1-My friends behave me in a friendly way. ( ) ( ) ( ) ( )
2-People like being with me. ( ) ( ) ( ) ( )
3-I feel myself terriable at school. ( ) ( ) ( ) ( )
4-I spent bad times with my friends. ( ) ( ) ( ) ( )
5-There are many things I can do well. ( ) ( ) ( ) ( )
6-I learn lots of things at school. ( ) ( ) ( ) ( )
7-I love spending my time with my mom and dad.
( ) ( ) ( ) ( )
8-My family is better than most of the other families.
( ) ( ) ( ) ( )
9-There are so many bad things that I dont like about school.
( ) ( ) ( ) ( )
10-I consider myself beatiful/handsome. ( ) ( ) ( ) ( )
11-My friends are amazing. ( ) ( ) ( ) ( )
12-My friends can help me if I need help. ( ) ( ) ( ) ( )
13-I wish I didnt have to go to school. ( ) ( ) ( ) ( )
14-I love myself. ( ) ( ) ( ) ( )
15-My friends behave me well. ( ) ( ) ( ) ( )
16-Most of the people love me. ( ) ( ) ( ) ( )
17-I love being at home with my family. ( ) ( ) ( ) ( )
18-My family members get along well with eachother.
( ) ( ) ( ) ( )
19-I look forward to go to school. ( ) ( ) ( ) ( )
20-My parents treat me fairly. ( ) ( ) ( ) ( )
21-I enjoy being at school. ( ) ( ) ( ) ( )
22-My friends are rude to me. ( ) ( ) ( ) ( )
23-School is an interesting place. ( ) ( ) ( ) ( )
24-I enjoy school activities. ( ) ( ) ( ) ( )
25-I wish I lived in another house. ( ) ( ) ( ) ( )
26-My family members communicate with a soft language.
( ) ( ) ( ) ( )
27-Me and my friends have lots of fun. ( ) ( ) ( ) ( )
28-Me and my parents do fun stuff. ( ) ( ) ( ) ( )
29-I like my neighborhood. ( ) ( ) ( ) ( )
30-I wish I lived somewhere else. ( ) ( ) ( ) ( )
31-I am a good person. ( ) ( ) ( ) ( )
32-This town is full of bad people. ( ) ( ) ( ) ( )
33-I love my neighbours. ( ) ( ) ( ) ( )
34-I have enough friends. ( ) ( ) ( ) ( )
35-I wish we had different poeple in our neighborhood.
( ) ( ) ( ) ( )
36-I love the place where I live. ( ) ( ) ( ) ( )
Children's Hope Scale (CHS)
Six senteces that are written below define how you think about yourself and how you perform actions. Read every question carefully. For each question, please think generally how you are. Indicate the box that describes you the best, by putting (X) on it. Eg. if the never option describes you the best, mark it as stated before. Pls answer all the questions by only choosing one option.There are no right or wrong answers.
1-I think everything is going pretty good.
a) never b) rarely c) sometimes d) often e) mostly f) always
2-I can think numerous ways to obtain things that are important to me.
a) never b) rarely c) sometimes d) often e) mostly f) always
3-I am just as good as the kids that are in the same age group with me.
a) never b) rarely c) sometimes d) often e) mostly f) always
4-When I face with a problem, I can find many ways to solve them.
a) never b) rarely c) sometimes d) often e) mostly f) always
5-I believe that things I did in the past will enlighten and help me to guide my future.
a) never b) rarely c) sometimes d) often e) mostly f) always
6-I know that I can still find many ways and methods to solve problems even if the others want to quit.
a) never b) rarely c) sometimes d) often e) mostly f) always
Semi-structured Interview Form
Semi-structured interview form for evaluation of the creative drama aplications according to students' ideas
Class: Gender: Female ( ) Male ( )
Dear student,
The questions below are prepared to get your remarks about creative drama aplications. Please read the questions carefully and answer them as you like.
1-Did you find creative drama studies fun. If so please explain us why.
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2-Did creative drama studies help you to improve your speaking skills. If so would you please state how it helped.
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3-How did creative drama aplications influence your communication skills?
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4- Apart from these, what did creative drama contribute you?
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5-Do you wish creative drama activities to be used in other lessons? Why?
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6- If you want to add anything more please state it.
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