Drama&Video

Drama & Video

'Arts For Life - developing life skills through the arts'
Erasmus+ 2018-2021

LATVIA
Lesson Plan: Bringing Fairy Tales and Poems to Life through Drama

Teacher'sName: Silvija Ozola
Grade: primaryschool, 5-9
Subject:   Native language, Art lessons, extracurricular activities
Topic: Poems and fairy-tales through arts and drama.
Fairy and folk tales as well as poems are useful in drama sessions for children as they provide a common point of reference and contain universal characters and themes. They offer an opportunity to develop new work using a familiar structure. The stories can be used as a launchpad in various ways to lead into rehearsed performances, improvisations or storytelling.
Content/Title
Dramatization of famous Latvian poem “Nuisance” by Vilis Plūdons.
Goals
Students will make decorations and masks for the performance, learn the poem “Nuisance”byV.Plūdons and make a performance.
Tasks
1.     Creation of masks.
2.     Making a scenario.
3.     Learning the poem.
4.     Making a performance.
Materials
Masks for Bunny Dad and Bunny Mom, Bunny children.
https://www.twinkl.com.ph/resource/t-c-254357-rabbit-role-play-masks

Introduction:

In order for students to be successful, it isimportant to read and learn the poem and try some improvisations – bunnies playing in the forest, jumping and enjoying the event.
Students will improve motor control and design skills.
Development
Make your lesson of fairy-tale/poem cross-curricular – prepare masks for the characters. This can be done both in Class lessons or Art lessons.

Practice
The teacher provides students with the background to the poem. The teacher reads the poem aloud to the students. After the poem is read aloud, the class discusses it together. Students listen again as the teacher re-reads the poem. In the next step, the students read the poem chorally and then take turns reading it aloud individually.
The students then prepare to dramatize the poem by selecting character roles and discussing scenery and costumes. Students rehearse the dramatization of the poem and then do an improvisation based on the poem. After experimenting with character interactions and dialogues, the class discusses the improvisation.

Link to the video: https://youtu.be/a7kBX73yonE

Latvia
LessonPlan: Role play as one of Drama techniques
Teacher'sName: Baiba Vētrāja
Grade: 9
Subject: English language lessons, native language, extracurricular activities,

Topic: In a restaurant/cafe
Students assume the attitudes, actions, and discourse of another person or character, usingtheirimaginations to speak, thinkand even feel like that character. This technique helps students to understand a differingpointofvieworsocialinteraction, it also makes the drama more realistic and believable. It means learningthroughplaying. This approach stimulates young people’s imaginations and helps develop their social skills.

Goals
Students will master typical vocabulary and phrases used in a restaurant by understanding and responding appropriately to prompts.
Tasks: Use of English in real worlds cenarios.
Materials: Menu cards, a table, chairs
https://en.islcollective.com/english-esl-worksheets/grammar/do-or-does/restaurant-role-play/108875
https://www.twinkl.ca/resource/au-t-2591-mexican-restaurant-role-play-menu-australia

Introduction:

In order for students to be successful, it isimportant to pre-teach some of the
more common phrases students might encounter. For the actual role play,
divide the class into small groups. Students should take turns being the server
or guest. Circulate to make sure students are using the phrases correctly and
instruct the students when to switch roles.

Implementing this activity in the classroom can help students overcome their fear of public speaking or speaking English in general, use vocabulary in context and clarify any misunderstandings in a safe environment.
Development
In this role play, students test their knowledge of food vocabulary and common questions/phrases used at restaurants. For beginners, stick with simple questions like “How can I help you?” and “What would you like to drink?” Vocabulary should also be simple, such as “soup” and “icecream.” For more advanced classes, you can introduce higher-level vocabulary and vary the questions.
Tip: Add an extra element of practice and creativity by letting students design menus before performing the activity.