imagination is the beginning (creative dramatics)
TRANSCRIPT
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Imagination Is The BeginningBuere, Michelle A. BSED-IIIWorld Citi Colleges Antipolo
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“Imagination is more
important than knowledge.
Knowledge is limited.
Imagination encircles the
world.”
-Albert Einstein
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IMAGINATION
The fact of imagination has long
been recognized, but it is only recently
that the value of imagination has been
hailed.
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“The spark that makes the human the paragon of animals”
-Shakespeare
“Probably the oldest mental trait is typically human-older than discursive reason; it is probably the common source of dream, reason, religion, & all true general observation”
-Susanne Langer
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CONCENTRATION
The capacity to hold an idea long
enough to do something about it. It is
not enough to glimpse an idea; the image
must be held enough for action to follow.
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ORGANIZATION
When players are able to focus their
attention on their material, they can get
down to the business of organizing it.
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– Organization does not mean the imposing of
conventional form but rather an
arrangement of parts or material to
achieve order.
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CREATIVITY
It can be thought of in terms of
product or process, depending on whether
we are concerned with the solution to a
problem is solved.
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• Creativity as process may be manifest in a
new way of seeing, a different point of view,
an original idea, or a new relationship
between ideas.
• Creativity refers both to the cognitive and the
affective life & is the result of conscious &
unconscious effort.
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BEGINNING EXERCISES FOR
IMAGINATION
Determinants before you start your
exercise:
Age
Experience
Number in the group
Size of the playing space
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Music or even a drumbeat will enhance
the mood & help to focus the attention.
How?
Have the group walk to the beat of
the drum. As the group becomes
comfortable & relaxed, the beat can be
changed: rapid, double time, slow, etc.
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The participants, on listening for the change in
beat, forget themselves & are usually able to
use their entire bodies.
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From purely physical body movement, the
teacher may move on the mood.
How?
If the group has been walking to a
beat, he or she may suggest that there is
green grass underfoot: “How does it feel
you? Your feet are tired. Think what it is
like to put them down on soft, cool grass.”
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As participants imagine they are running
across the hot sand, stepping over
puddles, crossing a creek, wading through
snow, each suggestion stretches the
imagination a little more.
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Favorite activities such as flying kites,
jumping ropes, playing hopscotch & stick
ball, & playing with jacks provide
opportunities for using imagination.
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The following game was introduced by a drama
teacher from Israel:
• The class is seated in a circle on the floor. After
introducing themselves, the student are asked to
put some personal object in the center of the
circle. The more unusual the object, the better.
The teacher goes around the circle, asking the
players to try to remember to whom object
belongs & to return it to its owner.
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A blackboard & colored chalk. One student
after another goes to the board & puts a mark
or drawing on it. When everyone has had a
turn, second turns are taken. The mural
created by the class is then described &
interpreted. The more abstract it is, the more
imaginative the interpretation will probably be.
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Games are generally thought as warm-
ups or enjoyable activities, but they also
have other values:
They provide a framework for communication
They impose rules that develop discipline &;
Self-control in the players
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SELF-EXPRESSION
Creative drama implies self-
expression, hence the necessity of
the participants’ involvement
beyond merely imitating action.
We are concerned with their
developing freedom & the ability to
express themselves.
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COMMMUNICATION
Although communication is the
responsibility of the formal theatre, there
comes a time when the participants want
to share their work in creative drama, &
this sharing involves communication
skills.
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One procedure used successfully by many
teachers is the playing-discussing-
replaying method.
Children’s criticism is honest & their
observation are keen.
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As the group gains experience, its
member ability to communicate will
increase.
• Young children, because of their limited
vocabulary, communicate more easily
through body movement & facial
expression
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• Older Children are not only better able to
express themselves verbally but also enjoy
improvising dialogue.
• Adult students, depending on background
& previous experience, will fee; more
comfortable in one medium on or other, but
most comfortable with oral discussion.
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DISCIPLINE
When discipline has been established,
both teaching & learning become a far more
pleasant & satisfying experience.
Part of the problem some teachers have
with discipline is a misunderstanding of John
Dewey’s Philosophy, “believing that freedom
consists of allowing students to do as they
please”.
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The dream of most teachers today
is a classroom which freedom reigns
within a structure that supports,
encourages, & protects the rights of
each individual.
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To achieve this, teachers must establish
order.
Insisting on ground rules to which all adhere
Self-discipline can be achieved
Permitting each member of the group to
pursue his or her own interests & goals while
respecting the rights of others.
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PROBLEMS IN CREATIVE PLAYING
Self-consciousnessTimidityExhibitionismIsolationInsensitivityDistractionViolencePhysical Disabilities
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Other problems
Pressures
Social Mobility
Broken Homes
Television Programs
Violence
Economic Problems
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EVALUATING CHILDREN’S RESPONSESSome questions to evaluate children’s
responses:Have the students in class become a group?Is there sincerity in their work?Have verbal skills improved-speech, voice, & diction, vocabulary, & the ability to express ideas orally?Does the noise level reflect industry & enthusiasm?
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THANK YOU
FOR
LISTENING