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Drama Technique:

Drama Technique:. DRAMATIZATION. MEANING,IMPORTANCE,MERITS AND DEMERITS. MEANING AND IMPORTANCE. MEANING AND IMPORTANCE

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Drama Technique:

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  1. Drama Technique:

  2. DRAMATIZATION MEANING,IMPORTANCE,MERITS AND DEMERITS

  3. MEANING AND IMPORTANCE MEANING AND IMPORTANCE The Word ‘Drama’ means ‘to act or to do’.In Dramatizing an Individual attempts to act or do,as somebody else has acted or is expected to act,at a certain time,in a certain place and situation In history Dramatization means the reconstructing of an experience in the past which is of historical significance.It is the attempt to transcend the barrier of time and place and relive the experiences concerned.

  4. History is the record of past events and experiences.It is not only with meterial objects which could be modelled but also with events,experiences,human sentiments and ideas which have no meterial form at all.Thease happening have been preserved through verbal symbols only. It is not possible to translate them into audio aids. Besides since the historical events are not isolated events,but are inter connected sequence of events and experiences,it is impossible to represent these happening with the help of models or puppets.there for the effective teaching of history,dramatization has been accepted as the most effective method.

  5. In Dramatization , Childrens plays the roles of the personalities in history.When a child plays the role of Ashoka,he has to feel like the character and to a degree he must have become the character. Other Persons feel the character is a real ashoka.Thus,the dramatization is the only way of making historical exeriences real.This is the only way of learning by doing in history. By playing the roles of different historical characters,the students-

  6. assimilate the essential facts of history. Thus it serves as purpose of a good memory device. Children who do not directly participate in dramatization but only witness it ,also develop an emotional attachment towards the character. Dramatization provides a opportunity for imparting historical informations in an emotional situation.

  7. One of the teaching techniques which teach students how to behave in which situation by living it • Physical environment/costumes/ accessories are important,effects the concentration of students • Students use their own imagination thus improve their creativeness

  8. OBJECTIVES • Students will be able to recognise and practice individual skills • Students will be able to communicate with other group members,easily • Students will be able to gain an understanding of the feeling of others • Students will be able to learn to use body language

  9. Types of Dramatization Dramatization is of two types: 1. Extempore Dramatization:Instructionwithout prior preparations,is imparted to the children in the class through this method.This process develops the power of thinking and imagination of the pupils. 2. Prepared Dramatization:In this type of dramatization preparations is made beforehand.students memorize dialogues and act according to instruction.it helps the students to learn the art of preparations of dialogue and to acquire the habbit learning.they can also memorize things.

  10. KINDS OF DRAMATIZATION • Full-length play: A full length play is vivid and realistic in nature.it give a full representation of a whole scheme to be presented in the classroom.the whole idea of the topic,the emotional situation,happenings,etc,can be presented to the students in natural way. It takes hours to perform.for its success a proffessional standard is required.Detailed preparations and rehersal is very much essential in a full length play. • Class Dramatisation:A good history teacher can undertake certain informal dramatizations inside the classroom in order to make his teaching effective and natural.He may dramatize only a part of a lesson.

  11. C. Tableau:It is even a more effective device for representing emotional theme is tableau.It is a picture like scene of human characters presented against the backgroud of their action.

  12. D.Pegeant:It is another form of dramatization.It helps to depict an idea by arranging an spectacle .The great emporers in india,the great social and religious reformers may appear in a line each with his distinctive dress. E.Shadow play: Shadow play is devoid of speech, like the tableau. in this technique of dramatization ,a screen is placed between the actors and audience. In order to reflect an shadow of the actors on screen, a light is kept at their back.The audience see only the shadow ,not the actors. F. Puppet show:Puppet show is another technique of Dramatization.The teacher can take the help of several kinds of puppets and dramatize the topic he desires to teach.he can use hand puppets,fingers puppets,shadow puppets,etc.

  13. SOME SUB-TECHNIQUES ARE USED; • Informal drama: no preparation,no written material.for ex;traffic accident, • Role playing:students may get preparation for their role before acting, • Formal drama:completely under the teacher control. Everybody uses written material

  14. Puppets: students use puppets and say what they want from behind of the puppets • Panto-mime:students use only mime and gestures, no oral acts,such as hungry, ill in need of something.. • Finger game: especially for younger students. A story is given and want students to complete it by making their fingers talk • Shadow Act:

  15. Procedure of Dramatisation Preparation:While preparing a lesson on budhism the teacher may make some provisions for dramatizing the caste restrictions and the bloody sacrifices that were prevalent among the Brahminical hindus during pre-Budhist era.he may also plan the good episodes to be dramatised in the class room. Presentation:A teacher may present a lesson on Buddhism by asking one student to play the role of buddha and the other students to come in batches to receive the sermons from Buddha.

  16. Application:The application of lesson on Muhammed Thuhluk can be dramatised with a scene were Muhammed Thughluk fails to control the rebbellion in the provinces. An Application of a lesson on the parliament of India can be dramatised bu enacting a mock parliament

  17. Teaching of DramaSteps Involved • Advanced Preparation: The teacher in advance prepares the abridged form of the drama(emphasizing on the main events/actions) in which the roles are allotted to the learners. Selection of theme: Teacher select the content which will be taught through drama technique and also select the theme of the drama. Allocation of Roles: The teacher in advance allocates the roles to the learners. Training and practice: • The learners practice the drama in the class room and discussion is carried out in the class focusing on the main events. The teacher help them to get skill and expression of the emotions.

  18. Teaching of DramaSteps Involved • Performance: • The learners perform the drama in the class room and discussion is carried out in the class focusing on the main events. An innovative method is to be adopted which ensures the active participation of the learners. • Background work/ Choreography: • To make the plot more vivid a power point presentation/movie which includes the background of the play, dramatist, main characters, plot and the development of the plot can also be shown to the learners. • Discusision: • The Group work /home assignment can include questions beyond the text (from real life situation) and facilitate the students to connect knowledge outside the classroom

  19. How is the teaching of drama in the class room different from that of presenting the same in the theatre?

  20. Why should we facilitate the learners to enact the drama in the Economic class?(12pnts-Imp) 1. This enhances an inquiry- based learning. 2. One of the main aims of using drama in class is to provide an active, stimulating, fun and creative environment so as to develop the students’ learning potential. 3. Drama is an active approach to learning where participants identify with roles and situations to be able to engage with, explore and understand the world they live in. 4. Students are thus freed from the constraints of precision of language, and are equipped with many other tools with which to communicate meaning.

  21. Why should we facilitate the learners to enact the drama in the Economics class? 5. By being part of a drama and participating in a fictitious context, the class is experiencing a shared moment of intensity that involves emotions, facial expressions, gesture, movement and a heightened awareness of others, that would not necessarily be experienced outside the drama environment. 6.The class can learn and discover together, all the while feeling part of something larger than themselves and experiencing the support of the group. By being part of this safe environment students are able to take risks, build on the strengths of others and grow in confidence, making decisions and taking actions on behalf of the group. 7.The drama context also allows participants to be distanced or liberated from themselves, to speak and behave in roles, allowing their characters to voice truth and opinions that the individual may not express in daily life.

  22. Why should we facilitate the learners to enact the drama in the Economics class? 7.The Drama environment builds on the personalities, energy and ideas of the participants, so is alive and always changing and evolving 8. Students are encouraged to explore the English language through their imagination and creativity and to express this through language and other forms of communication, that may include: movement, action, dance, and role-play. 9.These activities aim to develop:· Confidence, motivation, trust and participation· Oral and written communication skills· Awareness of interpersonal and socio cultural communication skills· Accuracy and fluency of expression· Rhythm and pronunciation· Linguistic intelligence· Social interactive skills

  23. Why should we facilitate the learners to enact the drama in the Economics class? 10. It gives a context for listening and meaningful language production, forcing the students to use their language resources and, thus, enhancing their linguistic abilities. It provides situations for reading and writing. It is very useful in teaching literary texts as it helps in analyzing the plot, character and style. It also involves students more positively and actively in the text 11.It results in real communication, involves ideas, emotions, feelings, appropriateness and adaptability. It gives the teachers a wider option of learner-centered activities. Students can use the conventions of drama as a means of exploring and discovering what lies beneath the surface of the texts they engage within the Economics classroom.

  24. Types of learning strategies Interactive Learning: The concept of interactive learning necessarily entails a lot of pair and group work in the classroom, as well as genuine language input from the “real world” for meaningful communication. Learner-centered Learning: This kind of instruction involves the giving over of “power” in the language learning process to the learners themselves. It also strives to allow for personal creativity and input from the students, as well as taking into account their learning needs and objectives. Cooperative Learning:Students share information and help, and achieve their learning goals as a group as well as from their teacher.

  25. Teacher as a facilitator 1. Explain the motive :Tell your students why you are doing these activities. 2.Prepare students thoroughly 3.Give clear instructions • Introduce the topic / aim of the activity • Show any relevant material • Check instructions by asking checking questions • Briefly demonstrate the activity with a student / or get students to do an example / model. • Put students into relevant pairs / groups • Monitor students and help them as necessary. 4.Allow plenty of preparation time 5.Group formation should be done carefully .(Multi ability Grouping)The composition of groups is important. Learners should have a variety of focus and interact with as many different learners as possible. You need to consider balancing strong / weak learners, as well as considering personalities, gender etc. 6.Feedback.

  26. Classroom drama strives to build upon teaching methodologies that already exist, weaving them together in new ways that inspire and hold the interest of students while keeping the focus on the curriculum. Pl.refer ‘Creative teaching through Drama’

  27. ADVANTAGES; • It is fun • Provides direct involvement in learning on the part of all students • Improves language using • Communicating/speaking and listening skills are improved • Allows for exploration on solutions

  28. ADVANTAGES OF DRAMATIZATION • Through Dramatization, we can develop the creative instincts of the children. • It helps in Proper utilization of knowledge and activities of the children. • It provides a change to the students from the formal and rigid atmosphere of class room and reading of books. • It is psychological to help in developing the power of the learning of the students. • It provides them an opportunity to acquire knowledge through activity. • It has to develop the power of self creativeness and activity. • It also help them to develop the power of sympathy and imagination. • Power of observation also develop through this method.

  29. It provides education along with precaution. • The student develop the art of speaking while developing self confidence and the power of understanding. • It also develops in the students the power of appreciation and aesthetic sence. • In the lower classes,it is easy to teach the history to students through this method in an effective manner.

  30. DISADVANTAGES: • Needs too much time • Costumes,decors and preparation of physical environment may create difficulties • If students be limited, it may be boring • Students may be too self-conscious • Not appropriate for large groups • Students may feel threatened

  31. LIMITATIONS OF DRAMATISATION • Lack of Knowledge in the art of Dramatizaion:Dramatization requires some technical knowledge.Every teacher does not process it. • Apprehension of indiscipline:While dramatization is going on,it is not possible for the teacher to maintain the rigid discipline in the classroom.

  32. Economic factor:Implimentation of the technique of dramatization requires money.several institutions are not rich enough to provide so much of money for the teaching of the one subject. • Difficult Enacting: Certain events of history are difficult to enact.it is difficult to enact successfully the scene of war. • Problem of Dialogue:In employing this technique,it is necessary to have good dialogues. Writing of good dialogue requires aptitude as well as time.it is not possible for every teacher of history to do it successfully.

  33. CONCLUSION No one can deny that the Dramatic instinct is a very dominant one in the mental make up of the child.Hence all children like acting,whether they are born actors or not.Dramatization is full of education,potentialities.it presents an emotional situation which is necessary for effective learning.Dramatization provides an excellent opportunity for group work and social participation and many practical works in history can be correlated it. It provides stable knowledge,and students learn by doing and so their experiences are strenghtened.

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