This activity requires some preparation from the teacher beforehand with some possible prompts that can include:
To start two students will be chosen by the teacher or volunteer to come up, each student will choose one piece of paper from the cup/bowl/container that they are in. The students are then to come up with a scene they will act out for the class, this can also be decided by classmates watching or the teacher. During the scene when the teacher chants “pocket” one student must reach into their pocket and pull out a piece of paper for them to read and incorporate that line into their scene to steer that scene in a convincing way to suite the foreign line. The scene is only finished when the two actors find a way to gradually conclude the scene. The students will have fun being thrown off by the lines, working to incorporate them into their scene, and still pursuing their original objectives.
Sit back and enjoy the entertainment!
Now not my favourite, but a very good activity to use in your classroom. This second activity is called hot seating. No, your chair is not on fire.
Usually a chair is designated as the “hot-seat” and the student that choses to sit in the chair becomes a character that will be questioned by his/her peers by answering in role. Therefore, the seat belongs to the character and anyone who sits in the chair will have to become that character and may speak as them (as in “collective role”). The main purposes of this strategy is to find out information from a character, to find out a character's viewpoint and to give opportunity to all to engage with a character. This is a great activity for students to develop their own character or talk about an existing one by adding creativity.
Below are the curriculum expectations within grade 7 that are used in these two activities:
Overall Expectation:
❏ B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and
the development of drama works, using the elements and conventions of drama to
communicate feelings, ideas, and multiple perspectives; Specific Expectations:
❏ B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities (e.g., identify significant perspectives related to an issue such as peer pressure, treaty rights, or cultural identity, and assume roles to express the different perspectives; use prepared improvisation to communicate insights about life events and relationships; use thought tracking and symbolic artefacts to present a persona associated with a past historical event)
❏ B1.3 Plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives.
- Watch out for that tree !
- Do you use a spoon or fork when your eat your rice?
- Put your hands up and give me all your money!
- I just got struck by lightning
- I'm allergic to strawberries
- I'm terrified of heights
- Swim fast! There's a shark!
These are just some examples, but don't be afraid of getting creative and making up your own!
To start two students will be chosen by the teacher or volunteer to come up, each student will choose one piece of paper from the cup/bowl/container that they are in. The students are then to come up with a scene they will act out for the class, this can also be decided by classmates watching or the teacher. During the scene when the teacher chants “pocket” one student must reach into their pocket and pull out a piece of paper for them to read and incorporate that line into their scene to steer that scene in a convincing way to suite the foreign line. The scene is only finished when the two actors find a way to gradually conclude the scene. The students will have fun being thrown off by the lines, working to incorporate them into their scene, and still pursuing their original objectives.
Sit back and enjoy the entertainment!
Now not my favourite, but a very good activity to use in your classroom. This second activity is called hot seating. No, your chair is not on fire.
Usually a chair is designated as the “hot-seat” and the student that choses to sit in the chair becomes a character that will be questioned by his/her peers by answering in role. Therefore, the seat belongs to the character and anyone who sits in the chair will have to become that character and may speak as them (as in “collective role”). The main purposes of this strategy is to find out information from a character, to find out a character's viewpoint and to give opportunity to all to engage with a character. This is a great activity for students to develop their own character or talk about an existing one by adding creativity.
Below are the curriculum expectations within grade 7 that are used in these two activities:
Overall Expectation:
❏ B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and
the development of drama works, using the elements and conventions of drama to
communicate feelings, ideas, and multiple perspectives; Specific Expectations:
❏ B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities (e.g., identify significant perspectives related to an issue such as peer pressure, treaty rights, or cultural identity, and assume roles to express the different perspectives; use prepared improvisation to communicate insights about life events and relationships; use thought tracking and symbolic artefacts to present a persona associated with a past historical event)
❏ B1.3 Plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives.
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