An Introduction to Imaginary Communities

1. An Introduction to Imaginary Communities

2. Quick overview of the approach

3. Why does it work? • Building on children’s knowledge.  The children create a rich and exciting context for learning, building on their understanding and interests. • Creating student led purpose for learning. • Using improvisation and play unlocks students imaginations and gives them the confidence to apply this to their learning. • Re-thinking the role of teacher and students as you both become invested learners in the imaginary world.

4. Setting up an Imaginary Community 1. Researching the topic To gain ideas and support students in making an informed decision.

5. Setting up an Imaginary Community 2. Creating your imaginary world Maps, freeze frames, modelling, artwork, designing a set.

6. Setting up an Imaginary Community 3. Creating your characters and establishing the narrative Using drama techniques to establish characters; ensuring connections are made to the developing story.

7. Setting up an Imaginary Community 4.Establishing the characters and the community Establishing characters is key to students engagement and investment. You can use a combination of drama (e.g. hot-seating, thought tapping) arts (e.g. pictures, play dough) and literacy tasks to support this.

8. Imaginary Communities as an on-going tool for learning The community provides a context for further learning opportunities and tasks

9. Drama techniques used to support Imaginary Communities. Free Play & Re-play Teacher and pupil in role – role play Hot-seating, thought tapping, still images