- ‘8 Minute Madness- Creative Started Activities’ https://www.tes.com/teaching-resource/8-minute-madness-creative-starter-activities-6044857
This resource documents different activities, or games if you will, that can be played in groups or individually in the classroom. The questions asked in the game ask the student to either act out their answers, give their answer as a discussion or write their answer; the questions asks the students to complete various different activities. It states that it is used for English classes however it could be very well used in high school drama classes.
Studying drama often requires ‘warm-up’ activities of the teacher’s choice that the students engage in, a way to get them ready and focused for class; this resource could be used as a ‘warm-up’ activity. The activities ask the students to think creatively and answer abstract questions in a way that requires them to develop ideas; this is a critical skill in drama as students have to think creatively in situations that are foreign to them to create a piece of work that is made up of their contributing ideas. The questions where students have to act out their answers will furthermore contribute to their skills in drama as acting and performing plays and understanding how acting contributes to the plays Dramatic Meaning is a feature in high school drama.
This was taken from the ‘Tes’ website and the resource itself was uploaded from ‘Queens’ and is a Share Alike resource appropriating it with the CC by SA license.
- ‘Exiting the Clonter OperaTheatre Grounds’ http://www.geograph.org.uk/photo/2848071
This resource is an image of the dirt road outside of the Clonter Opera Theatre in Great Britain. This image looks quite mystical and has the potential of invoking extraordinary and magical thoughts in students’ minds.
Imagery can be quite influential in drama and can raise many thoughts and feelings from students; this resource could be used in a drama class to appeal to these thoughts and feelings. Students in a drama class could be placed in groups and then all shown this image, as a group the students would discuss their thoughts and feelings towards the image, using their in-class iPads or computers to create a mind map of each group members ideas; from this the students can create their own theme of the image. Using this theme the students could create and perform a play where the theme they have developed will be the central theme of the performance and will link to Elements of Drama and Conventions that the students see to be relevant; this theme will also help them in establishing their Dramatic Meaning, all from the image on this resource. Upon completion of this activity and looking at the ideas of magical and mystical, the students will begin to explore varying images and videos of Aboriginal and Torres Strait mystical and magical stories; therefore they can than compare these ideologies to the first activity.
At the commencement of these activities the teacher would need to specify the sensitive nature of these activities and that some students may react differently or feel uncomfortable about the content.
This was taken from the ‘Geograph’ website and the resource was created by Pete Turner using a CC by SA license http://www.geograph.org.uk/help/terms .
- ‘Une minute de danse par jour 28 07 2016/ danse 562 (One Minute of Dance a Day)’ https://vimeo.com/176631229
This resource is a video uploaded by Nadia Vadori-Gauthier in which it shows a young woman dancing in a free motion. Resources such as this can be used in drama classes as stimulus for students to create work around.
This resource could be used in a drama class to get the students thinking out side of the box. The students would be placed in groups of approximately 4 people and the class would watch the video, the students would be given a short amount of time to discuss in their groups the emotion they feel to be portrayed in the video. After the discussion the students would be given 5 minutes to use their bodies to create a shape that represents the emotion they felt was depicted in the resource. This would help students in a drama class with the Element of Drama that is symbolism, it would also help students show how their actions and bodies can be used instead of language, ideas carried in Physical Theatre. Each student will then type on their ICT device one key word they feel sums up the activity and their feelings, this will be sent to the teacher who will project it for the class; each student must pick one word to research and come back with an idea of a short play that could be performed on this word.
This resource was on the ‘Vimeo’ website and uploaded by Nadia Vadori-Gauthiere with a CC by SA https://vimeo.com/creativecommons .
- ‘William Shakespeare’s Macbeth (a MJC adaptation by Michael Lynch)’ https://vimeo.com/25613198
This resource is a video of a modern performance of ‘Macbeth’. Shakespeare is a prominent playwright in high school drama and adapting plays is an activity or piece of assessment that drama students may be asked to do.
Students could be given an assessment task of adapting Shakespeare’s ‘Macbeth’ in modern times. The students would have read the play and discussed the key themes and ideas that they get from the play. This resource could than be watched to show a visual of what the play looks like. The students would watch this and have an in-depth discussion as a class to break down the video, in the hopes that students completely understand the play ‘Macbeth’. Whilst reading and watching ‘Macbeth’ the students would have their ICT device on hand to research any words or phrases they do not understand. Following this the students would be put into groups of 6 and asked to write a modern day version of ‘Macbeth'(looking at 3-5 scenes), dealing with issues of today’s society whilst also addressing the key themes and ideas in Shakespeare’s ‘Macbeth’.
This resource was on the ‘Vimeo’ website contributed by N Motion, a group in America with a CC by SA https://vimeo.com/creativecommons
- ‘Hades- The Greek Underworld’ http://janicekjones.com/hades-the-greek-underworld/
This resource is written by Janice Jones, uploaded onto the ‘ArtsSpace’ website. It details information about Hades, the God of the underworld and the place. In speaking of Hades the underworld is also discussed in a way that speaks of ancient Greek mythical beliefs and traditions. This resource would be beneficial for drama students to read when studying Greek Theatre.
Looking at the concept of death and the underworld may make some students feel uncomfortable, the teacher needs to tell the students at the beginning of the lesson that this may be a sensitivity activity and it is okay if they do not feel comfortable completing it.
This information speaking of Hades and the underworld could be something interesting to look at when drama students in high school are learning about Greek Theatre. The students could read this piece as a class and discuss their thoughts and ideas on the reading. After this discussion, the students could be placed in small groups and create an improvisation performance that surrounds the concept of the underworld and Hades the God. By doing this, the students would gain knowledge of the thoughts of the Ancient Greeks which would be beneficial when studying Greek Theatre texts, when looking at these Greek texts the students would create a glossary on their ICT device to ensure they can update it whenever necessary.
This resources was posted by Janice Jones on the ‘ArtsSpace’ website, this website states that the content is licensed by the CC by SA http://janicekjones.com/ .