LESSON 1.1: INTRODUCTION TO THEATRE WORKSHOP

The lesson will include theatre Games and exercises, designed to promote energy, camaraderie, comfort, and cooperation, as well as preparing bodies, voices, and imaginations for work

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LESSON 1.2: THEATRE WORKSHOP TWO

Building on the previous workshop outline this workshop will continue to promote energy, camaraderie, comfort, and cooperation. The focus will be to support the participants to further develop theatre skills. Further develop the participant’s creativity

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LESSON 1.3: THEATRE WORKSHOP THREE

Building on the previous workshop outline this workshop will continue to promote energy, camaraderie, comfort, and cooperation. The focus will be to support the participants to further develop theatre skills. Further develop the participant’s creativity.

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LESSON 1.4 : THEATRE WORKSHOP FOUR

The lesson will include theatre Games and exercises, designed to promote energy, camaraderie, comfort, and cooperation, as well as preparing bodies, voices, and imaginations for work

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LESSON 2.1: HOW DOES IT FEEL TO BE PART OF A PEER GROUP?

In school (or in life) we can choose between working/ playing/ learning alone or within a class (group). Sometimes, it is easier for everyone to work alone even when we all sit together, but sometimes we have a better result when we all work together. To be able to work well as a group, we must first learn to appreciate and support each other. This means that we have to learn to care about others in the classroom and for ourselves. Through engaging in one individual and one team drama activity we can explore our feelings when being alone and what do we need in order to feel member of a team.

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LESSON 2.2: WELCOME TO A NEW CLASSROOM

This lesson is about friendship, a subject that many children seem to have difficulties with. Through drama activities the teacher sheds light on how friendships (or other interpersonal relationships) are created or/and dissolved and what it takes for them to be maintained.

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LESSON 2.3: EMOTIONAL INTELLIGENCE

Emotional intelligence for children enables them to acquire social skills, improves their school performance and facilitates their psychological well-being.The idea that emotions are essential for learning, decision making, academic, personal and social success represents the basis on which emotional education is built. It is based on the training of emotional and social aspects from an early age, with the objective of preventing problems and developing mechanisms that promote well-being.

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LESSON 2.4: KNOWLEDGE AND PERSONAL ACCEPTANCE

This lesson will be based on knowledge and personal acceptance, and will contribute, through theatre, to the elimination of personal barriers, enhancing the feeling of freedom and leaving aside the structures established by society.

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LESSON 2.5: SOCIAL SKILLS

Social skills are the set of behaviours that allow us to relate to others in a satisfactory way, so they are essential in any environment we may end. A proper implementation of these skills is benecial to learn to express and understand others, take into account the needs and interests of everyone, try to find the most satisfactory solution for everyone to a problem or be supportive, fundamental things if we want to live in society.

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LESSON 2.6: SPEAK IN PUBLIC

This lesson consists of teaching children to speak in public, which not only improves communication skills but also helps to increase the confidence of younger children. In addition, thanks to oratory, they develop other important skills such as knowing how to organize, debate, argue or defend an idea.

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LESSON 3.1: LOST HAPPINESS

In a kingdom, the king has lost his happiness. Children in the roles of his subjects help the king to fnd happiness. At the end, everyone draws his/her medal of happiness and defines what happiness is for them.

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LESSON 3.2: BIRDS

The children in roles of birds build their nests, and feed their children. They are in birds families. They have to anticipate what are the responsibilities of birds compared with people.

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LESSON 3.3: CATS

The granny/grandpa has her/his cats. They love playing with the wool skeins. They have to unravel the tangled thread.

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LESSON 3.4: HOME

Children build houses using themselves as bricks. They then discuss what does it mean “feel like home”.

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LESSON 3.5: BY BOAT AND LIFE RING...

This lesson has been designed to support the children’s mental health, by allowing them to acknowledge and express different feelings (development of emotional intelligence) The importance of developing a healthy emotional world is a key factor in effective communication and interpersonal relationships. The scenario is about a little puppy that is alone in the rain. The puppy is sad and afraid, the frogs have fun because they love the water, the children are worried about the wood of the garden but mainly about the luck of the puppy and the snail stays calm and hides in his shell… The children, who are watching the rain from a window, are going to help, and choose different roles in order to explore different feelings and give their own end to the story.

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LESSON 3.6: CASTAWAYS

This lesson is about communication and possible cooperation in a group. The children are castaways in an island where they have to fnd their own way to survive.

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LESSON 3.7: THE ZOO KEEPERS

Children will take the role of a group of Zoo-Keepers who look after one particular species of animals (teacher can choose but avoid dangerous animals – maybe choose meerkats, deer, small cats, etc). Children will learn what the animals need to be safe, happy and well looked after. They will learn about the animal’s original habitat; what space they need; what they eat; what kind of shelter they need. Children will experience being praised for their care and hard work looking after the animals. The zoo owner will challenge the children by coming into the drama ‘in role’ to say that the zoo must close some of the enclosures and they will have to say why their animals are important to the zoo and
should be kept.

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LESSON 3.8: THE GARDEN

The lesson is about a group of children who fnd a special garden full of flowers. They look after the garden as a team. They have to talk to a council official who comes to clear the garden to build new houses. Brief Reason for using this lesson to support shy children. Shy children will benefit from working as part of positive team, both making the garden a special place and defending their right to keep the garden when it is threatened.

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LESSON 3.9: THE MAGIC PAINTBRUSH

Chang is a poor boy in China, who loves drawing. In a dream he is given a magic
paintbrush but can only use it to help the poor. He wakes and the brush is in his hand. Whatever he draws comes alive. He draws things to help the poor. A rich Emperor hears about Chang and the magic paintbrush. He has Chang brought to his palace, with his brush. The magic will not work when the Emperor uses the brush. He makes Chang paint gold. He paints it on a distant island and then paints a boat for the Emperor to get to it. When the Emperor is on the journey, Chang paints a storm that sinks the boat. The Emperor is never seen again and Chang returns to helping the poor with his magic paintbrush.

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LESSON 3.9: THE MAGIC PAINTBRUSH

This lesson is based on a well-known story about a town called Hamelin, that is plagued by rats.The people tell the Mayor to get rid of the rats. The Pied Piper tells the Mayor that he will get rid of them for a thousand guilders. The Mayor shakes on the deal. The piper plays his pipe, the rats follow him to the river, jump in and drown. The piper asks for his payment and the Mayor breaks his promise. He says he will pay him fty guilders. The piper plays his pipe again and all the children follow him to a mountain. A door in the mountain opens and the children go inside. The door closes and the children are never seen again. In this lesson, the children are the townsfolk. They create and recreate incidents with rats, discuss the problem, confront the Mayor together and experience the joy of the rats leaving, followed by the horror of watching their children being taken. In this lesson, the children are actively getting to know the story, extending parts of it and generating appropriate narrative and dialogue, whilst working in role.

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