Caption Making
Strategy: Caption making is used to create titles, headlines and captions to accompany a visual
representation. This strategy pairs well with tableau as students can add a description to match the action they are doing. This can be done through verbal or written form such as a through bubble or speech bubble. The caption could include what the scene is about or what a character may be thinking or saying in a scene.
Cross-curricular connection:This strategy pairs well with the language curriculum as you can base this activity off of a storybook. This can encourage students to use and share their point of view when deciding how a character might be feeling or by having students encompass the point of view of a character in the text when creating their caption. This strategy can also promote students to create inferences about a text using both stated and implied ideas from the text.
Accommodations / Differentiations: Younger students can use
simple, one word captions that describe the attribute or action used in the
tableau. Older students can create more
complex captions and tableau frames as well as engaging with more complex texts Students with special needs can can use caption making to build a stronger literacy understanding through the use of drama (Adomat, 2009). Caption making is a great way for special needs
students to understand the feelings and thoughts of others through dramatic
play through simple texts.
Masks
Strategy: Masks can be used to help students submerge deep into the role and communicate with the audience based on the character they are playing. Changing of masks can facilitate transitions between characters when a single actor must perform multiple roles. The variations in the masks between the characters help the audience distinguish sex, age, and other characteristics despite being played by the same actor. Masks can assist the audience to submerge deeply into the play, and relate strongly to the story and character.
Cross-curricular connection: Masks can also connect well with the language curriculum because it requires students to take on a role. Taking on the role of the character in a book can help students think deeply about the book and its different elements such as characters and setting.
Accommodations / Differentiations: Students with exceptionalities would benefit from masks as it could really help the student embody and get into the role of the character that the mask is portraying. Students with physical disabilities could also benefit from masks as they can take on the persona of the character through the mask rather than through body movements.
Accommodations / Differentiations: Students with exceptionalities would benefit from masks as it could really help the student embody and get into the role of the character that the mask is portraying. Students with physical disabilities could also benefit from masks as they can take on the persona of the character through the mask rather than through body movements.
Picture Walk (Tableau)
Strategy: Picture walk is an activity that incorporates tableau into the drama activity. This can be used alongside picture books where the students will recreate the picture using their body. The picture above demonstrates students in a picture walk taking on the tableau of five different dogs.
Cross-curricular Connection: This strategy can be integrated into many different subject areas in the Ontario curriculum. Students can use picture walks to demonstrate different concepts from the various subject areas. This concept can also be connected with other drama strategies to make it more complex.
Accommodations / Differentiations: This strategy can be used in the drama classroom for all types of learners. Students with speech and communication disorders could easily take part in this activity because you are expressing the content through using your body. Students with physical exceptionalities can still be included in this strategy as they can use facial expressions and levels that work for them to communicate their picture walk. This strategy can also help students visualize concepts through using their bodies to express the concept.
Cross-curricular Connection: This strategy can be integrated into many different subject areas in the Ontario curriculum. Students can use picture walks to demonstrate different concepts from the various subject areas. This concept can also be connected with other drama strategies to make it more complex.
Accommodations / Differentiations: This strategy can be used in the drama classroom for all types of learners. Students with speech and communication disorders could easily take part in this activity because you are expressing the content through using your body. Students with physical exceptionalities can still be included in this strategy as they can use facial expressions and levels that work for them to communicate their picture walk. This strategy can also help students visualize concepts through using their bodies to express the concept.
Connection Web
Strategy: Connection webs are a great way to have students share experiences and be able to relate with other students in their class. This strategy includes a student sharing something about themselves (the teacher can choose the topic or students can choose topic) and the students that can relate to that experience connect feet with that student and share their story. This is a great way to have students connecting and sharing their experiences or knowledge on a topic with one another. New webs can be created if certain students can not connect an experience to an existing web.
Cross-curricular connection: This activity can be connected with many subjects within the Ontario curriculum. This activity is a great way to connect drama to the multiple subject areas, making a subject like social studies more fun and engaging for students. For example you could use this activity for a unit review having students share knowledge on topics while connecting to each other. For example in science the teacher could say we are making a connection web on the grade two liquids and solids science unit. The first student may say, "one state of matter is a liquid" and the next student who connects might say, "a liquid takes the shape of the container it is in" and finally another student may attach and give an example of a liquid. This way students are spout of their seats and engaging with science in a new and fun way.
Accommodations / Differentiations: This is a great activity for many different types of learners. Students who have trouble with communication can be supported by the classroom teacher in order to attach to a web or start their own web for other students to relate with them. Also students with physical disabilities can connect by holding hands or simply being in line with the web they connect with.
Corridor of Voices
Strategy: The corridor of voices can be used to help students explore the thoughts and feeling of a character. A chosen character moves through the “corridor” (two lines of students facing each other) which is made up of others who represents the characters thoughts or conscience. This corridor can also be used for students to express how they feel towards the character walking through the corridor. As the character passes through the corridor, the
voices of those in the corridor express a range of thoughts and feelings. Students do this through calling out these thoughts or feelings as the character passes. Moving through a corridor of voices can also be useful in exploring the
thoughts of a character or is facing a difficult decision and needs advice from other characters. This activity works best if you use masks or stuffed animals as the character going down the corridor so that the comments are targeted at the animal rather than the student.
Cross-curricular connection: This strategy can also be incorporated into many subject areas. When I used this strategy it focused on the topic of bullying. I think this was a great way to teach and incorporate the topic of bullying. As a future teacher I will definitely use this strategy to incorporate bullying into the classroom. This strategy can also be connected to language using story books and taking on the thoughts and feelings of characters in a storybook which helps students make connections when they are reading.
Accommodations / Differentiations: This strategy is great for all students in the classroom. This activity is something all students could participate in and is inclusive of students with physical disabilities. Students with developmental delays may need help deciding what is appropriate to say in the corridor of voices. This would be a good way for these students to learn appropriate speaking behaviour in the classroom.
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