Drama Activities a.N.

8/11/2019 Drama Activities a.N.

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ANIMALS

Animal Movement

Move around the room like a monkey, snake, elephant, lion, gorilla, crocodile.

Transform into each of the following making an appropriate noise: cat, lion, monkey,

dog, cow, sheep.

Trot like a horse in a field.

Run like a dog chasing and retrieving a bone.

Slither through very long grass like a snake.

Walk through the desert like a camel.

e a monkey picking and eating a banana.

eat your chest like a gorilla, making an appropriate sound.

Stalk a mouse, like a cat.

Move restlessly up and down a cage, like a lion impatiently awaiting feeding time atthe !oo.

Paired Animal Activities

In twos (encourage verbal response where possible):

One be a lion tamer; the other the lion.

One be a dog trainer; the other the dog.

A zoo keeper and a monkey being fed.

Listen to various themes from 'Carnival of the Animals'. (Saint-Saens) See if children can identifythe animals being depicted. Discuss the movement of each animal. Children interpret themovement to a musical bacground.

Animal Noises

What sort of sounds would be made by each of the following?

" monkey which has hurt its paw.

" hungry bear

" dog which is tied up and has #ust seen a mouse.


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" pig with tummy ache

" lion waiting to be fed

Animals In ursery !hymes

In mime" act out these nursery rhymes# $thers try to guess the animals#

'$ey, %iddle, %iddle the &at and the 'iddle.(

(Tom, Tom, the )iper(s Son( *Stole a )ig and "way $e Ran+

((aa, aa lack Sheep(.

(Three lind Mice(

($ickory %ickory %ock(

(Mary $ad a ittle amb(

(%ing %ong ell(

%po&en Improvisation 'ased $n Animals

In small groups" try these:

-magine someone has seen the cow #umping over the moon. et them describe whatthey saw to a friend.

What might the owner of the pig have said to Tom, the )iper(s son, when he hadbeen caught

-magine that another customer wanted some wool from aa aa lack Sheep, butthere was none left. What conversation would ensue between the sheep and the

customer

What might the mother of the three blind mice say to them on their return home

from the farmer(s house What might the farmer(s wife say to her husband

$ow might the mouse describe what had happened when he had run up the clock.

What might the teacher say to Mary when the lamb had followed her to school Whatmight Mary say to the lamb in trying to persuade it to return home "ct this out

putting e/ual emphasis on speech and movement.

evelop Ideas About ursery !hymes Along hese *ines :

(+#g ,ing ong 'ell,)


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What is the cat doing when it falls in the well

$ow does it try to summonhelp

Who hears it

What does the cat say when it has been rescued

What does its mummy say to the cat when it gets home

What lesson does the cat learn from its e0perience

Animals In Fairy Stories

-oldiloc&s and the hree 'ears

Tell the story of (1oldilocks and The Three ears.(

Show how a mime can be developed on this theme.

1roups act out the story in mime.

Repeat introducing dialogue.

he hree 'illy -oats -ruff

Tell the story of (The Three illy 1oats 1ruff.(

2mphasis should be placed on the use of dialogue, with repetition helping those who

might find original speech difficult.

The improvisation does not need to be repetitive however and imaginativedevelopment of speech needs to be encouraged.

*Think about: What would you say to a troll who had threatened to eat you Why

would you have to be careful about what you said to him 'orget what was said inthe story, think of any reason you can to persuade him to let you cross the bridge.+

.ac& and the 'eanstal&

3ack tries to sell his cow.

What does he say to a prospective buyer to convince him or her that the cow is a

bargain

-n what ways would a cow be an asset

What problems might the prospective buyer foresee *4$ow much will it cost me to

feed it4 4Where can - keep it 4 4%oes it smell 4etc+


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Discuss the validity of Jack's answers. What other questions might be asked?

Pets

Discuss the children's pets.

Which are the most common animals that are kept as pets

What are the advantages and disadvantages of the various animals

$ow would you persuade a friend that your pet was worth having

What do you have to do for your pet and what does it do for you in return

-n twos be owners and pets.

5wners demonstrate some of the things they do when looking after their pets.

%iscuss what is done and why.

" child tries to persuade a parent that an animal is worth having. What does the

child say What arguments might the parent forward against having a pet and whatmight the shrewd child(s responses be

-n a pet shop several pets are on display. The shop owner e0plains the merits of eachto a prospective customer. &hildren with particular pets are chosen to be the owner

when their animal is being discussed.

"n animal e0plains some of the things its owner does for it. )erhaps there are some

things that the owner does that it doesn(t like. -t talks about some of those, too.

Two animals discuss the good and bad points about their owners.

-roup Activity

" #udge at a pet show watches a parade of animals, asks the owners /uestions abouttheir pets and decides which pet is the winner.

6arious pets talk about how they spend their day.

eveloping +motion hrough Pets

" child imagines him or herself to be an RS)&" officer and talks about some of thethings that people do that make their pets unhappy.

"n abandoned dog talks about how it felt when it had been left by its owners near a

motorway. *$opeful that they would come back7 sad when when they didn(t. "fraid ofthe traffic. "lone for the first time in its life with no8one to turn to. &old and hungry

etc.+ %iscuss the morality of the situation.


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" cat that had been left out on bonfire night e0plains how frightened it was and whyit panicked when the fireworks started.

!idiculous Pets

Discuss why an elephant, a crocodile or a lion would be inappropriate animals to

have as pets.

-mprovise situations to highlight the ridiculousness of choosing such animals aspets:.

Mum finds you have brought a baby crocodile home and put it in the bath. Whatdoes she say to you and what do you say to her

9our pet kangaroo has trampled on your ne0t door neighbour(s flower bed. Whatdoes the neighbour say to you and what is your reply

9our parents are angry when they find an elephant sitting in their best armchair.What do they say to you and what do they say to the elephant *)erhaps the

elephant can speak. What does it say to defend what it has done.+

/arm Animals

%iscuss the kinds of animals that are found on farms and some of the purposes theyserve.

-mprovise a farmer e0plaining to some children who are visiting his farm, what

animals he keeps and why they are kept.

Mime some of the #obs a farmer does.

Show what happens during a day on a farm with each group representing a farmer.his wife and the farm labourers. The farmer gives instructions to the others who ask

/uestions about anything they don(t understand.

Discuss the country code and how those who break it make life difficult or dangerousfor the farmer and his animals.

Improvise some of these situations in small groups#

)eople on a picnic have left a farmer(s gate open and some of his cows have

wandered onto a busy road. 5ne has been knocked down by a car and a passengerin the car has been hurt.

Some children have let their dog off the lead and it has worried a sheep.

" sheep has cut itself badly on a piece of broken glass dropped by some hikers.

"n empty lemonade bottle abandoned in the country has caused a fire that hasdestroyed hundreds of trees, burnt down a farm8house and many animals have lost


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their lives. What might the farmer say when being interviewed by a televisionreporter

Wor&ing Animals

lindfold individual children and let them talk about what it feels like to be blind.

Discuss how a blind person's dog uses its senses to compensate for a blind person's

lack of vision.

Discuss the qualities that are necessary in a guide dog.

-n pairs, children are dogs and trainers. et them demonstrate how they might trainthe guide dogs.

Discuss the validity of the training sessions.

" blind person e0plains to another blind person why a guide dog has proved such anasset.

COMMUNICATION

Early Forms

" cave dweller sees fire for the first time, e0periments with it and finds that it hurts

when touched, makes meat taste better when cooked in it and wild animals are

afraid of it.

The cave dweller tries to e0plain what he or she has seen to a partner who has never

seen fire. runts and gestures are allowed, but no words.

" cave dweller accidentally makes fire when rubbing two sticks together anddemonstrates what was done to a friend.

sing only grunts and gestures, individuals show a variety of emotions. &lassmembers attempt to ascertain which emotions are being represented. *"nger, fear,

#oy, hatred, sadness hostility, gratitude, relief etc.+

"s above, but children show what their response would be in specific situations. *2.g." savage beast is approaching the cave. $ow would you e0plain this to others

Someone has #ust eaten your share of the meat of a fierce animal that you killed

single8handedly. What would you do 9ou have managed to kill a wild animal thathas already taken the lives of many of your friends. $ow would you tell the other

cave dwellers and what do you think their response would be+

&ave dwellers attempt to drag a heavy animal back to their cave. They are unable to

do so. Together they e0periment with better ways of transporting the load. %iscussthe validity of each group(s attempt.


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The chief of a tribe of cave dwellers delegates tasks. $ow would each #ob bee0plained, bearing in mind the fact that no words are to be used $ow would a la!y

cave dweller who doesn(t feel like sharing the work load be treated

General Communication

Mime

)ass simple messages to partners without speaking.

egin with pre8determined messages and then introduce simple messages chosen by

individuals.

1uess what the original message was on the basis of mimed instructions provided bya partner.

Stereotyped Speech Patterns

Speak like a ;ueen, monster, witch, )rime Minister, comedian etc. using only theword,4 Rhubarb


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"ct out a situation in which two friends fall out. %iscuss what caused each argumentand how each argument might have been avoided. "ct out the situation again but

this time one of the pair applies tact to prevent an argument.

Three friends play together. 5ne of them falls out with the other two. Discuss theimportance of give and take where an imbalance of numbers is concerned.

Discuss situations in which no one is willing to admit that they were in the wrong and

the futility of such a situation.

5ne of the children decides that he or she was in the wrong and makes friends with

the other. 5ne of the children realises that it was his or her friend who caused theargument, but decides to accept the blame in order to make friends again.

"lternatively, the two friends decide to make friends with the one who has fallen out,being willing to make allowances for the fact that it was the other one who was in the

wrong.

Telephone Conersations

Telephone a friend who is ill, having a birthday, or to say, 4Thank you for sending a

present.4

" friendly chat on the phone ends in an almighty row.

"pologise to a friend on the telephone, after an argument.

!adio

-nterpret an imaginary or real news item using newscasters, interviewers etc.

"n inventor or e0plorer is interviewed. What facts would we need to e0tract from himor her and what kinds of /uestions might be asked in relation to those facts

&ommunicate with a space capsule. et the astronauts describe e0actly what ishappening and what they see. "sk them appropriate /uestions to focus their

answers.

%escribe a scene of your choice e0actly to a listening audience. %escribe happenings,too. %escribing what people, things and places look like.

=arrate a series of incidents or events. *2.g. a Sports report.+ -n pairs, describe what

your friend is doing. %escribe someone making a cup of tea, boiling an egg etc.

Teleision

0hat %hows

What kinds of /uestions would we ask personalities in order to find out specific

details about them


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'antasy or real news items. $ow would newsreaders introduce the situations

5n the spot interviews with witnesses to ma#or events.

&urrent affairs: -nterviews with passers by in the street. What are their opinions

%iscuss good and bad points about television programmes that children have seen.

Advertisements

Which adverts do we prefer What is it about them that makes them appeal to usWhat methods have been employed in order to capture our interest and imagination.

-n groups, plan and make our own advertisements to promote specific products.

1obbies and Interests

&hildren take turns to communicate facts about hobbies or interests which they are

able to speak in some depth about. 5ther members of the group take turns to ask/uestions appropriate to what has been said.

hemes /or ramatic Improvisation

9ou are sitting in the park, by the pond, sunbathing. " garden gnome sits nearby

dangling a fishing rod into the water. To your surprise the gnome catches a fish on itshook and reels the line in. When he suddenly notices you, the gnome pretends not to

move. 9ou go up to him to have a closer look. 9ou tell him a #oke. $e can(t keep his

face straight any longer and he starts laughing. $e asks you to promise not to tellanyone that he is a real gnome and in return he will grant you a wish.

There is a knock on your door one day. -t is a leprechaun who is crying because he is

lost and can(t find his way back home. 9ou and your friends decide to help him tofind his way back home. -n return he is able to use his magic to help you out of

tricky situations.

9ou collect old bottles and decide to buy an anti/ue one from a 3umble Sale. 9ou

open it to wash it and to your surprise a genie pops out and offers to grant you anywish. The trouble is it is an absent8minded genie and it keeps making mistakes with

its spells.

hings hat -o 'ump

9ou are on your way home from school with your friends and get lost in the fog. 9ou

wander into a house and decide to shelter until the fog has gone. nbeknown to you,the house is really the haunted house attraction in a fairground.

9ou find an old bo0 in the attic of your house. When you open it a ghost pops out. -t

is the ghost of a lady in curlers who won(t stop talking and is forever poking her nose

into other people(s business. 9ou begin to lose your patience with her when shefollows you to school. The trouble is, you can see and hear the ghost and no8one else


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can. When you lose your temper with the ghost your friends think you are speakingto them.

Another /ine Mess

" lorry carrying li/uid toffee has leaked its load onto the footpath outside a school

.2veryone who passes by becomes stuck in the toffee. " circus parade comes alongand the clowns, acrobats, animals and their trainers become stuck in the toffee.

aurel and $ardy are at the bus stop eating bubble gum. efore long everyone in the

/ueue has been stuck together with gum. " police officer comes along, tries to freethem and becomes entangled too. They head for the fire8station. )assers8by who try

to help them on the way become stuck together too. *&hoose contrasting types e.g.a punk rocker, a vicar, a car salesman. and a brownie.+

" posh lady and gentleman sit on a park bench that has #ust been painted. 2veryonewho tries to free them becomes stuck too

"UMOU!

Speech #eelopment

rue or /alse

Take turnsto talk about, 4The 'unniest Thing That 2ver $appened To Me.4 !achperson's contribution may be based on either a real or a fictitious event. "im for

conviction in story telling. See if listeners are able to guess which stories are trueand which have been made up.

What Ma&es 2s *augh

This time participants give an account of something that really made them laugh.

%iscuss what it was that inspired the humour. )erhaps it was an e0ample of slapstick

comedy, or witty word play, or a comic situation arising out of an unusual se/uence

of circumstances. Maybe it was a #oke, or an une0pected happening, or the irony of asituation, or the interaction between a motley bunch of characters.

20plain that we are going to use our e0periences of what we find funny to develop

ideas about how we might make an audience laugh.

Mime

-n twos, one person is a statue7 the other uses mime in an attempt to make his or

her partner laugh.

"tudy video recordings of funny walks from the silent movie era. #ractise walking to

music typically found on silent movie sound tracks.

-n mime, incorporate other emotions in response to changes in mood of the music.


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-n groups, plan and then mime a silent movie situation in which there is amisunderstanding, a conflict, a chase, a custard pie throwing battle and a happy

ending.

2ncourage different means of cultivating humour visually.

Speech and Mime

1roups improvise a story about (The )rincess Who &ouldn(t Smile.(

She is moody, sulky, spoilt and prone to temper tantrums.

$er father, the >ing dotes on her and panders to her every whim, but nothing is good

enough for her.

-t is proclaimed across the kingdom that the man who can make her laugh, will be

her future husband.

)otential suitors use different means of trying to make her laugh.

'inally, the most unlikely of them puts on a funny mask. -t fails to make her laugh,but when he takes his mask off, she breaks down in hysterical laughter, finding his

face so amusing.

!eal Li$e Situations

Astronaut Trainin%

*earning to pilot a spacecraft

%iscuss some of the facts an astronaut might need to know in order to pilot aspacecraft efficiently. What kind of visual displays might give the information that is

needed -n what ways would the astronaut need to control the spacecraft and whatcontrols would enable this to be done

" is a trainee astronaut and is the instructor in a simulation of a space shuttle.$ow would e0plain the workings of the spacecraft and what /uestions would " ask

" test flight on the simulator. " e0plains everything he or she does. checks to seeif " omits any vital details.

*earning o Wal& in %pace

$loating movements. "low motion, using the whole body. %use '&he #lanets' by

ustav olst(

Wal&ing in a %pace %uit

5n varied terrain.


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-n different atmospheric conditions.

-n situations in which gravitational pull makes it easier or more difficult to moveabout.

A %pace .ourney

)ut a space suit on.

&ountdown and blast off.

Make a space walk.

Report on the space walk to base.

and on an unknown planet. 20plore collecting rock samples.

Return to the spacecraft.

Report to base and respond to further /uestions asked.

%iscuss the first landing on the moon and come of the things the astronauts did.

Television news reports about space missions. What would be said What /uestionswould the reporters ask and what answers might the astronauts give

Space Fantasy

+ncounters

-magine a meeting with a space creature who can speak 2nglish. $ow would thecreature describe its world $ow would you describe your world to a space creature

9ou tell your friends or parents about your encounter with the space creature. $owwould you describe the creature What kinds of /uestions would your friends or

parents ask Would they believe you What might you do to convince them about thetruth

A .ourney o an 2n&nown Planet

2ach group discusses what its planet is like and some of the things that might befound there. &onsider the nature of any dangers that might be lurking in wait for an

unsuspecting space traveller and how the group will cope with them.

-mprovise the e0ploration of the planet.

Report to base about some of the things found on the planet.

Speak in an imaginary space language. *)se repeating words or sounds. *t is

important that we are able to +udge the content by the manner in which the wordsare epressed, rather than by an understanding of the meanings of the words.+


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%iscuss space fantasy films and act out favourite scenes from them in groups.20plain why each scene has been chosen. **s it because of the manner in which a

character reacts to a situation, for instance, or is it because it represents a turningpoint in a plot. ive a brief verbal synopsis of the chosen film.

ecide what might happen ne3t in each of these imaginary situations#

'rief each group with these facts:

rapped in %pace

9our spacecraft has broken down on an unknown planet.

9ou are stranded. 9our only hope is to contact base.

They tell you that you must find a certain kind of rock on the planet. The rock mayhe used to replace an important component.

9ou find the rock, but it is being guarded by a dangerous space creature who canspeak and understand 2nglish via a special decoder and cannot be harmed by your

weapons.

$ow do you persuade the creature to let you have the rock

2/$

9ou are walking home from school with your friends when you see a '5 landing in a

field.

9ou hide behind a bush and watch the space creatures come out of their spacecraft.

Suddenly someone grabs you by the arm. -t is one of the space creatures. What

happens ne0t

2n&nown Planet

9ou are the captain of a spacecraft that has landed on an unknown planet.

9ou are collecting rock specimens with your crew.

9ou are greeted by people who live on the planet.

They give you and your crew something to drink that makes you fall asleep.

9ou wake up to find yourself in a case in a space !oo.

*mprovise the above scenes and show what happens net.

Space Games


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%pace +3plorers

9ou land on an unknown planet and go out to e0plore.

5n returning to your spacecraft you find that someone has broken in and stolen a

vital component.

9ou follow the foot marks in the sand.

They lead to a valley full of stone statues.

9ou find a tape8recorder that has been dropped by another space visitor. -t warns

you that the statues are other astronauts who have visited the planet and have beenturned into stone by the touch of an evil space creature, who had stolen vital

e/uipment from their space crafts and lured them into the valley using the stolene/uipment as bait.

9ou can see the component among the statues and must escape from the valley with

it.

The space creature, who has also taken the shape of a stone statue, is asleep andwill only be awakened by the sound of the alarm that will be triggered off by the

sensor on the ob#ect.

-f you are ticked by the creature *and you do not know which of the statues is really

the creature+ then you will be turned into a stone statue.

-f you manage to escape from the valley without being ticked, then you are safe.

&hoose children to represent space e0plorers and space creatures and an e0it point

which will serve as an escape frontier.

NOTE: The game may be adapted to include several space e0plorers and?or severalspace creatures.

he following follow4up activities may be used with this game:

Television news interviews *on video+ about what happened on the planet on returnto base.

Meet other space e0plorers and warn them about the space creatures.

Make spoken log reports about what happened on the planet.

%pace 'andits

%- slight variation on the above theme.(

'riefing


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9ou have been sent to the planet @or to find a valuable space diamond.

-t was stolen from the planet 2arth by intergalactic space bandits and is protected bya circle of guards.

9ou discover that all the guards are robots and at a certain time of day they are

switched off so that their batteries may be recharged, leaving only one fullyoperational. 9ou do not know which guard this is. The guard is programmed to chase

anyone who touches the diamond.

9ou must enter the circle and make your e0it at the same place. otherwise a force

barrier will prevent you from leaving the circle.

-f the guard ticks you before you have left the circle, then you have been caught.

-f you manage to escape from the circle with the diamond, then you are free to

return to 2arth with it.

!elated Activities

9ou are briefed on your mission by your leader. "re you sure of the details %o youneed to ask any /uestions

&hildren are asked what their mission entails. Those who are able to give the bestaccounts of the instructions they have been given are allowed to attempt the mission

first.

Spoken reports by those successful in completing the mission.

Fairy Stories

%iscuss fairy stories and choose one that is commonly known. "llow the children to

tell the story one sentence at a time. *2mphasis to be placed on developing listeningskills and ability to se/uence.+

Repeat in groups of four or five.

1ive children fairy story beginnings and ask individuals to say what might happen

ne0t.

%iscuss character types found in fairy stories. "sk the children to walk like a prince,

princess, witch, giant, dwarf, etc.

&ry out verbal interactions between the various characters given specific situations

%e.g. What might the witch say to "now White when she wants her to eat a poisonedapple? What might inderella say to her fairy odmother when she asks her if she

wants a wish to be granted? +

What would you do if ?


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You were out shopping and a witch asked you if you would like to buy a magic apple.

9ou saw a dwarf who had lost his or her si0 friends and asked you if you had seenthem.

Someone said that they were your long lost uncle or aunt and they wanted you to go

into a cave to find a magic lamp.

1roups of four or five tell fairy stories of their own choice one sentence at a time.

1roups act out the fairy stories they have told in mime only.

Repeat with dialogue. 5ne child in each group provides narrative links.

%iscuss main characteristics of fairy stories. *&haracters, themes, conflicts of good

and bad, happy endings+.

With careful guidance groups attempt to make up their own fairy stories, bearing inmind the main characteristics discussed.

itles %uch as the /ollowing 0ould 'e 2sed:

The )rincess Who =ever Stopped 1rumbling

The )rince and the Magic 'lower )ot

The Witch of Wicked Wood

The >ingdom -n the Sky

The Witch Who Wanted To e ;ueen

3ack and the ad Tempered Wi!ard

The )rincess and the %ragon

Modern /airy ales

.ac& and the Magic %tepladder

3ack(s mother has spent the weekly house8keeping money on bingo and makes 3ack

sell his bike.

5n the way to the #unk shop he meets his friend who persuades him to change it fora stepladder so he can make some money cleaning windows.

5n his return home his mum tells him off.


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The ladder is too short for cleaning windows and anyway they need the money nowbecause the chip shop will be closing in ten minutes.

The ladder is thrown out and 3ack is sent to bed in disgrace. The ne0t morning 3ack

wakes up to find that the step8ladder reaches to the clouds. 3ack climbs the ladder toseek his fortune.

0inderella 0hocafella

&inderella wants to go to the school disco, but her sisters make her stay at home and

wash the dishes instead.

$er grandmother arrives and feeling sorry for &inderella, she offers to do the

washing up for her and makes her a beautiful gown out of chocolate and mar!ipan.The snag is, that if she wears the gown too long it will begin to melt. She phones for

a ta0i for &inderella.

Aladdin and the Magic orch

"laddin is out playing when he should be at home doing his home8work.

"n old tramp tells him that he is his long, lost uncle and forgetting what his mumhad said about never going anywhere with strangers, "laddin agrees to go down the

rabbit hole to find his uncle(s magic torch.

Story &uildin%

"everal children are chosen to tell the class what they think might happen net in astory.

1ere are some possible story beginnings'

/lying %aucers

- heard a noise outside my bedroom window and looked out into the garden. " flying

saucer had landed in the flowerbed. - went outside to take a closer look.

-hosts

4- wouldn(t go near that house if - were you, it(s haunted


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The old library book looked interesting. -t was called, ($ow To 'ind uried Treasure(.

- opened it up. " piece of crumpled paper fell out and landed on the floor. - picked itup and unfolded it. -t said,4 Secret Treasure Map. Whoever reads this will end up

rich.4

he Invisible -iant

There was a knock at the door. - opened it, but there was no8one there. Then a voicesaid, 4)lease help me, -(m lost


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%iscuss e0periences of being lost. *$ow did it feel Where were they when ithappened $ow was the situation resolved+

" child is lost in a large department store. %iscuss ways that this might happen. $e

or she approaches a shop assistant. What /uestions might be asked and what mightthe answers be

What might the shop assistant do in order to find the child(s parents -mprovise this

situation.

The child is re8united with the parents. What might they say to each other *Relief at

finding the child? Warnings about not wandering off+ What might they say to themanager and shop assistant *Thanks and apologies for putting them to so much

trouble.+

'it the above se/uences together into a story

Fire(

-magine a situation in which a child is the first to notice smoke coming out of the

window of a house. What might the child do Would a phone be used -f so, whowould be contacted -f a police officer happened to be nearby, what might be said to

him or her

Improise some o$ these possi)ilities*

What might happen as a result of the child(s actions 2ventually the victim is savedand the child is thanked.

The se/uences are linked together to make a story.

-f a phone had been used, consider what the outcome might have been if vandals

had tampered with it prior to the fire. 2nlarge upon the moral implications of this,drawing thoughts and ideas from the children.

&he bottom of the sea interpreted in terms of movement.

-ndividuals are chosen to represent sea plants and rocks.

)airs and groups form rocky arches, an octopus and a shipwreck.

5ther children swim about among these. They are fish, deep sea e0plorers, and

treasure hunters.

20plorers in a diving bell report what they see to those above in a boat above.

"s the divers enter the wreck, it becomes unstable and begins to turn.

"s the divers reach the treasure, a killer shark appears.


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" diver is caught by the octopus but manages to struggle free with help from theother divers.

Discuss with children how we would describe or record the events in writing. What

kind of music would convey the mood and show the dramatic build up of tension inthe moments of crisis? ould children create their own music and which instruments

would be most appropriate for the different moods in the drama.

Discuss how changing weather conditions can affect the stability of a craft on thesea.

Discuss the work of lifeboat rescuers.-n what ways.is the work unpredictable anddangerous? What aspects of the work might individuals do and what, aspects would

be tackled as a team?

"ct out a situation -n which a lifeboat crew goes into action.

$ow -s the lifeboat station contacted in an emergency

"ct out a AAA call to the coastguard. What kind of /uestions would the coastguard

need to ask in order to establish the facts as /uickly as possible

-mprovise a story about a group of people who go out in a boat to fish in a calm sea.

They do not bother to check whether or not weather conditions are likely to change.They do not tell anyone that they are planning to go out in the boat, how far they

are planning to go, or when they hope to be back.

&onse/uently, the weather changes dramatically.

Their boat overturns.

They cling to the underside in the hope that they can hang on long enough to be

rescued.

&hildren taking a cliff top walk catch sight of them.

They telephone the coastguard and the lifeboat puts to sea and arrives8 #ust in timeto rescue them.

Discuss the implications of the above story.

Why was it wrong for the people to go out in the boat without checking on weather

conditions or telling anyone where they were going?

What should they have done?

-ct out the story again. showing them doing the right thing this time.

Sea Travel In The Past


21/21

Show pictures of early sailing ships and discuss what kinds of #obs the sailors wouldneed to do on the voyage.

Discuss dangers faced by crews/ storm damage, disease, inadequate diet, mutiny,

pirates etc.

&hoose captains and crew members. &aptains tell crew members what #obs to do.$ave they missed out any important #obs

rew members discuss conditions on board the ship.&hey are not happy, but darenot tell the captain, as they would be guilty of mutiny and this would cost them their

lives.

Drama Activities a.N.

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Transcript of Drama Activities a.N.