THEA 443
CREATIVE DRAMATICS FOR THE CLASSROOM
FALL 2011
Instructor: Pamela Arkin
Office: CCST #319
Office telephone: 395-2615
Office hours: M/W 2-5
E-mail: arkinp@longwood.edu
& by appt.
Course Catalog Description: This studio course is a practical exploration of resources,
techniques, and application of creative dramatic activities for the classroom.
We remember:
10% of what we read;
20% of what we hear;
30% of what we see;
50% of what we see and hear;
80% of what we say;
90% of what we say and do.
From: Resources for Organizations
Text: There is no textbook for this course. You will need to download the following:
National Standards for Arts Education (Theatre)
http://www.artsedge.kennedy-center.org
Theatre Arts Standards of Learning for Virginia Public Schools (If you are a Theatre
major)
http://pen.k12va.us
Course Objectives: Upon completion of this course candidates will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
develop a well written lesson plan aligned with national standards and Virginia SOLs.
demonstrate the ability to create appropriate models of assessment and evaluation of
student learning.
evaluate content, materials, procedures, and current research in the field of creative
dramatics.
show competency in planning and executing a lesson plan.
demonstrate an understanding of creative dramatic terminology, techniques, and theories.
discuss appropriate ways of teaching creative dramatics to diverse populations.
evaluate pedagogical practices of self and peers.
compile a resource file of age-appropriate activities.
demonstrate sensitivity and creativity in contributing ideas and working responsibly with
others.
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Tentative Class Schedule:
Week 1
Aug. 23
Aug. 25
Week 2
Aug. 30
Sept. 1
Week 3
Sept. 6
Sept. 8
Week 4
Sept. 13
Sept. 15
Week 5
Sept. 20
Sept. 22
Introduction to the Course/Assignments & Expectations
HW: Read “Creative Drama 101” – www.cre8tivedrama.com
Creative Dramatics: What is it? How can I use it?
HW: Prepare to lead an “Ice Breaker” activity in class
The Art of Group Leadership
HW: Prepare to lead a “Team Building” exercise
Structuring the Arts Classroom/Dealing with Unique Personalities/Diversity &
Special Needs
HW: Bring a lesson plan to class that uses drama activities to teach a core subject.
http://artsedge.kennedy-center.org/teach/les.cfm Arts focused lesson plan
database is a great resource.
Developing Effective Lesson Plans/Assessments
HW: Create a lesson plan for teaching VA SOL Standard 3.1 (History)
Lesson plan swap. Be prepared to lead activities in your lesson plans.
HW: Create two assessments to measure your objectives for Standard 3.1
Developing Effective Lesson Plans/Assessments Review
Test (handouts, assigned readings, class discussions)
HW: Bring an age-appropriate Movement and/or Rhythm activity
Movement & Rhythm
Movement & Rhythm
HW: Bring a Pantomime activity to class
Week 6
Sept. 27
Pantomime
Sept. 29
Pantomime
HW: Bring an Improvisation activity to class
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Week 7
Oct. 4
Oct. 6
Week 8
Oct. 11
Oct. 13
Week 9
Oct. 18
Oct. 20
Improvisation
Improvisation
HW: Bring a favorite children’s book to class on 10/13/11
FALL BREAK!
Building Plays from Stories/Dramatic Structure
HW: Create a Reader’s Theatre Script
Reader’s Theatre
Reader’s Theatre
HW: Create a sock puppet. Your puppet needs a name, a character voice,
and an autobiography. Your puppet can be a “human,” animal, or a magical
invention.
Week 10
Oct. 25
Oct. 27`
Puppetry
Puppetry
Week 11
Nov. 1
Nov. 3
Puppetry Rehearsal
Puppet Performance
Week 12
Nov. 8
Nov. 10
Micro-teaching
Micro-teaching
Week 13
Nov. 15
Nov. 17
Micro-teaching
Micro-teaching
Week 14
Nov. 22
Nov. 24
Micro-teaching
Thanksgiving
Week 15
Nov. 29
Rehearsal—Final Project
Dec. 1
Rehearsal – Final Project / Wrap-up
Activity /Resource Folder Due
FINAL EXAM: Your final exam will be the presentation of a group project that demonstrates
your understanding of principles learned in class. Students will work in small groups, dividing
Pamela Arkin - THEA 433 - 3
responsibilities. The performance will take place during your assigned final exam time. The
project may require out of class rehearsal. The instructor will distribute criteria for the project
after mid-terms.
Guidelines:
1. Attendance Policy: Students are expected to attend all class sessions. A large portion of
your grade (10%) is dependent upon your participation. Late work will not be accepted without
prior approval from the instructor. Your grade will be lowered by one letter grade after three
unexcused absences. If you miss more than 25% of class meetings, you will receive an
automatic “F.” IF, HOWEVER, YOU ARE DIAGNOSED WITH FLU, DO NOT COME TO
CLASS!!!!!!!!!!!!!You must have proof of this diagnosis.
2. Class Participation: Theatre is not a spectator sport. It requires the full attention of not only
the players, but the audience as well. Therefore, a portion of your grade (10%) will be based on
your daily contributions to all classroom activities. Furthermore, for those of you considering
teaching as a career, you must be willing to learn new skills. Creative drama requires an
enthusiastic and energetic teacher. Jump in! Have fun learning! Participate!
All students will be required to demonstrate and lead theatre games and activities in the
following categories: Ice Breakers, Team Building, Movement & Rhythm, Pantomime, and
Improvisation. If it is appropriate, you may use your selection as part of your “Activity
Folder.” Be sure to cite your sources. If you devise the game yourself, give yourself credit.
If you learned it in Sunday school, camp, Girl Scouts, etc., the same applies.
Class Participation grades will be determined as follows:
A = Student has read the assignments and asks questions, and expresses judgments/opinions.
Student is able to give a clear summary of all assigned material. Meets all deadlines. Is
enthusiastic and energetic in leading class activities. Comes to class regularly.
B = Student participates 80 % of the time. Meets most deadlines. Has read all assigned material.
Has fewer than three unexcused absences.
C= Student only enters the conversation when asked; student’s response shows only vague
familiarity with assigned reading. Has missed some deadlines. Has more than three unexcused
absences.
D = Student is unable to summarize reading or cannot respond to questions asked; keeps silent
during most class discussions. Has little enthusiasm for class activities. Repeated absences.
F = Student is present but totally non-participatory. Has missed more than 25% of scheduled
classes.
3. Written work and class assignments are due at the beginning of class on the assigned date.
Ten points will be deducted for each day an assignment is late. All written assignments must be
typed unless otherwise specified. Yes, grammar and spelling count!
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Grades are determined according to the following requirements:
Class Participation
Written Test (1)
Micro-Teaching Experience
Activity/ Resource Folder
Puppet Performance
Final Exam Project
Total
10%
10%
30%
20%
10%
20%
100%
Assignments:
1. Micro-Teaching Experience: Each student will teach a 20-minute lesson utilizing creative
drama activities to teach a core subject. The lesson will be videotaped. Your final grade will
be a compilation of the instructor’s assessment, your peer evaluation paper, and your selfevaluation paper.
2. Activity/Resource Folder: Each student will be required to turn in a folder that contains
drama activities appropriate for the age you plan to teach. Each activity must clearly show the
source or sources consulted. This folder will contain a minimum of five (5) activities in each the
following categories:
Poetry
Movement/Rhythm
Reader’s Theatre (entire scripts)
Improvisation
Puppetry
Pantomime
3. Evaluation Papers: Each student will evaluate his/her micro-teaching experience and the
work of one of your peers. The papers must be a minimum of two pages in length (doublespaced), written in narrative form, with particular interest shown to evaluating
strengths/weaknesses and how you/they could change in order to improve. Please make sure your
papers are edited to correct errors in spelling and grammar. Papers are due one week after
teaching presentation or observation.
Honor Code: All students will adhere to the Honor Code provision in the catalog and The
Student Handbook.
Disability Statement: It is the responsibility of any student with a physical or learning disability
to contact the instructor at the first class meeting to discuss means of meeting said disability.
Every means possible will be used to accommodate your needs. Disability, however, caused by
the abuse of illegal drugs or alcohol will not be tolerated. (“Stage fright” is not a recognized
disability. If you are extremely shy or suffer panic attacks in front of small groups, perhaps
teaching is not your best career choice.)
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Bibliography: The following books are available in the Longwood University Library. They only
cover the tip of the iceberg.
Bordan, Sylvia, Diane. Plays as Teaching Tools in the Elementary School. West Nyack, NY:
Parker Publishing Co., 1970.
Cotrell, June. Teaching with Creative Dramatics. Lincolnwood, IL.
Crosscup, Richard. Children and Dramatics. New York: Scribner, 1966.
Davis, Jed. H. And Mary Jane Evans. Theatre, Children and Youth. New Orleans: Anchorage
Press, 1987.
Doyle, Clare. Raising Curtains on Education: Drama as a Site for Critical Pedagogy.
Westport, CN: Bergin & Garvey, 1993.
Heathcote, Dorothy. Drama for Learning: Dorothy Heathcote’s Mantle of the Expert
Approach to Education. Portsmouth, NH: Heinemann, 1995.
Hutson, Natalie Bovee. Stage: A Handbook for Teachers of Creative Dramatics. Culpeper,
VA: American Instructional Materials Service.
Kerman, Gertrude Lerner. Plays and Creative Ways with Children. Irvington-on-Hudson, NY:
Harvey House, 1970.
McCaslin, Nellie. Creative Drama in the Classroom and Beyond. White Plains, NY:
Longman Publishers USA, 1996.
National Theatre Education Project: A Model Drama/ Theatre Curriculum, Philosophy,
Goals and Objectives. American Alliance for Theatre Education. New Orleans:
Anchorage Press, 1987.
Salazar, Laura Gardner. Teaching Dramatically/Learning Thematically. Charlottesville, VA:
New Plays Incorporated, 1995.
Siks, Geraldine Brain. Children’s Theatre and Creative Dramatics. Seattle: University of
Washington Press, 1961.
Spolin, Viola. Theatre Games for the Classroom: A Teacher’s Handbook. Evanston, IL:
Northwestern University Press, 1986.
Tyas, Billi. Child Drama in Action: A Practical Manual for Teachers. Scarborough, ONT:
Gage Educational Publishing Ltd.
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Way, Brian. Development Through Drama. Atlantic Highlands, NJ: Humanities Press, 1973.
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