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They come in all shapes, sizes, ages, genders, etc.
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– introduce the notion that your classroom will be a creative place where content will be introduced through active learning and smiles.īullies look like us.– share beginning classroom protocols and expectations, and.concentration, imitation, transformation, collaboration, and imagination) – introduce grade level appropriate drama vocabulary and practice, (i.e.– set a signal for gaining attention when needed,.– set a routine for beginning and ending drama, scenes, and planning sessions.
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This is why the following drama content/protocols are recommended integrated with or leading up to a bullying curriculum where drama is used as an exploration tool: So, of course, they don’t know what to do with the task at hand. If participants have little background in drama, they don’t know the protocols of the art form, they don’t know the proper way to approach improvisational scene work, they cannot “read or write” with the aesthetics of the art form: body language, emotional communication, and language choice. When teachers are asked how effective these scenes were, they often answer that the students were silly, didn’t take the situations seriously, and/or created scenes with little focus on the topic. Often we see Character Education Curricula include role playing situations where the participants are asked to improvise scenes involving bullying. “….many teacher curriculum guides suggest that the teacher ‘have the children act out the story’ as though by simply telling a group to get up and act it out, something will happen and have educational value.” Judith Kase-Polinsini in her book The Creative Drama Book: Three Approaches explains that It is best to remember that this dramatic impact happens when drama is taught in a sequence and it is NOT a singular event. This sharing of ideas and having the right words to speak can carry over into experiences outside of the classroom where they might need to draw upon their own internal strength to confront a bully, support a target, or stand up against inappropriate behavior in others. As they work through dramatic experiences, they gain a shared vocabulary which provides a confidence in speaking about bullying behaviors with their peers. This simple act of taking on a role, sets a young person outside of themselves and provides a safe distance to explore proper language and actions that might be used in a bullying situation. They take on roles that are different from themselves and can speak “in role” about their feelings and thoughts.
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