DR 1.1 Students create and accept roles while participating in dramatic play.

 

Create roles:

·              initiate and play role/s in play corner or playground

·              initiate and play role/s in response to an object or dress-up clothes

·              initiate and play role/s in response to stories read in class

·              initiate and play role/s in response to real-life incident/s

·              signal stepping in and out of role by changing voice, posture, or gesture.

Accept roles:

·              interact with the teacher-in-role who remains within the dramatic situation

·              participate in conversations and interactions with others while in role

·              re-enact a story or event as teacher narrates

·              signal stepping in and out of role by changing voice, posture or gesture.

Roles:

·              pretending to be someone other than oneself.

Dramatic play:

·              create alternatives within a given story structure

·              finish a given scene within a story

·              independently form small groups to play in the playspace, classroom or playground

·              participate in whole group roleplay as structured by the teacher

·              play in role in a designated playspace within the classroom

·              sequence a story showing beginning, middle and end

·              use imaginary locations in play e.g. turning a mound into a mountain, a climbing frame into a castle, a chalk outline into a border of an island or country

·              explore place by participating in roleplays set in varying locations.

Students may:

In independent dramatic play:

·              choose clothing or objects from the dress-up box to signal role e.g. a crown for royalty, a camera for a tourist, a clipboard for a reporter

·              create and accept roles in response to a location set up by others in the ‘home corner’ such as a dream factory, a science laboratory, a newspaper office

·              create and accept roles such as shopkeeper, librarian, customer, pilot, doctor

·              set up a ‘playspace’ to represent a location such as a shop, library, airport, hospital

·              start and stop the ‘playing’ as appropriate.

In teacher-structured dramatic play such as whole group and small group roleplay:

·              agree to help the teacher solve a problem such as persuading grandmother riding hood to install security bars

·              interact in conversations with teacher and peers while in role, so that turn-taking and attentive listening occurs

·              operate in an accepted role and with an awareness of place as they finish a story or continue a narrative when the teacher leaves it unfinished

·              operate in an accepted role within the designated place such as being astronauts within the space shuttle; following paths through the bush as bushwalkers; everyone sitting in the correct location for an imaginary bus ride

·              signal enroling or deroling by changing voice, posture, gesture or costume e.g. signifying the role of the librarian by putting on a badge and speaking in a quiet voice and signalling deroling by taking off the badge and using the natural voice.

 

DR 1.2 Students share drama with others by participating, listening and watching..

 

Share drama:

·              continue in the drama with an awareness that others are watching

·              share the dramatic action developed in DR 1.1 with an informal audience of peers and teachers.

Participating:

·              participate in interactions and conversations with the teacher-in-role

·              take on the roles of individuals with specific knowledge or expertise such as a group of reporters or archaeologists when engaging in whole group roleplays

·              take part individually, in small groups and in whole group roleplays

·              use simple props, objects, materials or costumes while in role

·              individually present a ‘statue’, a still image or a ‘frozen moment’ in a drama

·              react by moving to a teacher narration

·              reproduce or innovate on chants, rhymes and games.

Listening and watching:

·              display appropriate forms of appreciation by smiling, applauding, agreeing, reacting

·              maintain concentration within the time frame of a presentation

·              respond to each other’s work respectfully

·              separate audience space and sharing space

·              take turns.

Students may:

Show willingness to share drama with teacher and peers by:

·              when in the ‘playspace’:

-               continuing with the dramatic play when they notice an observer

-               placing their body so that others can see what is happening.

·              when participating in whole group roleplay structured by the teacher:

-               agreeing to go along with the dramatic fiction and participate in role

-               respecting other students’ dramatic sharing by listening and watching

-               showing that they are aware of a selected location as a space where they will ‘share’ performances.

·              when watching performances by visiting artists:

-               applauding at appropriate moments

-               focusing attention on action by participating in singing or clapping along, offering advice, joining in as requested.

 

DR 1.3 Students describe ideas and feelings experienced during the making and shaping of their dramatic play..

 

Describe ideas and feelings:

·              contribute to teacher/student discussion during and after dramatic play

·              list words which describe feelings experienced during the drama

·              participate in class and small group discussion about the developing dramatic play

·              record written or oral short responses

·              relate feelings to specific moments in the drama

·              share ideas and feelings about the drama, individually and in groups

·              talk about how they felt during the drama

·              transform ideas and feelings into other forms such as painting, drawing, dancing, movement.

Experienced during the making and shaping of their dramatic play:

·              identify the times spent participating in dramatic play

·              recognise feelings experienced during dramatic play

·              recognise ideas which evolve during dramatic play.

Dramatic play:

·              A dramatic form characterised by explorative play in the enactive mode. This may include imitation of familiar people or events.

Students may:

·              identify and communicate key moments of the drama such as ‘I liked the part where the magic carpet took us to the jungle’ and ‘I liked it when Mrs Roberts put on the scary voice when she was the giant’ in response to teacher questions

·              say how they felt during dramatic play by using language such as ‘I felt very brave and proud when we found our way out of the jungle’ and ‘I felt I knew lots of things when we were in role as archaeologists’

·              express ideas used in the drama such as ‘It was a good idea to put the throne up high because it made the emperor seem like the boss’.