Introduction: Elements of Drama
A “Self-Interview”
What is Drama?
Many of us in the class saw Drama as a performance based project. The basic elements as listed down for us were; the Role (Motivations- attitudes, status and purpose), Dramatic Tension, Focus, Place/Space, Time, Movement, Language, Symbols (Semiotics etc...) and Moods. However, many of us initially saw it in different light.
The vast array of possibilities that Drama holds for everyone was uncovered today. To me, I looked at Drama as a form of escapism and a breakaway from the normal life we lead. We get a sense of a different life and gain a new perspective through Drama. After all, one may argue that Drama can depict life and can act as a form of mimesis of our realities. It can also reshape it for us through active imagination.
It can also be seen as a form of therapy as well. For instance, new perspective gives better understanding. A man who has anger issues can look at the victims of his anger through drama and be in the position to understand the feelings and pains from his anger. He may realize the effect of his anger in a more emotional level and this could be a way to cure his anger eventually.
How do we see Drama in the Curriculum?
As beginning teachers, we have various opinions on what we expected out of Drama as an Academic subject. For me, one of the biggest things I will be hoping to gain a fresh perspective on is the grading process of Drama. Should the process be treated equally to the end product or the output? For instance, Taking levels from 1-10, level 10 representing a great performer and level 1 a weaker performer. If we start our first day of lesson with student A at level 7 and student B at level 3, we immediately can identify the stronger student. However, if student A stagnates at 7 by the end of the semester while student B moves over to level 6, how then should they be assessed? Should there be more weightage given to the process rather than the end product (final end of semester performance)?
As educators we would want both students to be treated fairly in grading and ideally show significant progress in the subject. The first aim would be to ensure no student stagnates but, beyond that, the idea of assessment must also be a well thought of process.
Also, we have to look at what we want to achieve when we teach Drama. Many a time Drama is used in schools as a vehicle to impart knowledge on the world as well as moral behavior. We have to make our students all rounded performers, as well, beyond just being good actors. They must understand that every play may have a certain degree of significance and is performed for a reason. They must be able to accurately grasp that and portray the significance to the audience.
How do I create an effective entry point into Drama lessons?
We went through various games in class like “Grandmother’s footsteps” and unconventional older games like “Pepsi Cola” and we looked at them as possibilities of being good warm up games or teaching tools for Drama lessons. The context of the lesson must be considered before we decide on a game. The lesson must effectively flow after the game. For instance, we cannot possibly play a static game if the lesson is going to be based on movement. We also can explore different levels within a game. For instance for a game like Grandmother’s footsteps, the students may first walk towards the “Grandmother” normally for the first part of the game. They can then try exploring three different levels as they play it a second time. Lastly, the can try experimenting with levels as well as facial expressions when they freeze. This allows them to gain an awareness of levels in Drama and also how they can take cues effectively. Every game can serve as a platform from which we can up the ante and create new levels for students to explore within it.
What is the significance of the following games to you?
1. Warm up games
Some of the games played here included “Pepsi Cola” and the British Street Games. They were great in generating energy and getting us ready for the lesson. Since they were movement based it also served to warm up the body. More importantly, the games were fun and this would raise the spirits of the class coming into the lesson. This is crucial in getting the students to be ready for participation as the lesson goes on.
2. Role playing games (acting as Principal and Child etc...)
These games, for me, were very strong in letting me identify various viewpoints within a piece of drama. I am not stuck in one particular mindset and can explore and get a different dimension on a situation. In class, we enacted the roles of Principal, student and parent where I could effectively form opinions and understand the attitude of the character I was playing. There was also a certain degree of understanding that came with this. A student acting as a teacher may understand why the teacher needs to reprimand him. He/she can also understand how he/she comes across to the teacher in class. It is an effective character building game as students can understand the various layers each character has through their different portrayals of a same character and it also serves them well in understanding their surroundings or certain environments.
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