Drama does not have discrete subject status on the National Curriculum, but is mentioned (briefly!) in the programme of study for English.
All pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances. (DfE 2013)
In line with this, St Mary’s students are taught to use drama as tool to bring learning to life in other areas of the curriculum, and will use a variety of strategies to do this:
Hot Seating
Used to gain more information about a character. One child will normally sit in the ‘hot seat’ and other children will ask questions to elicit information.
Freeze Frame
Stopping the action in order to highlight a specific issue or moment in the drama.
Still Image
Using bodies to create a picture.
Thought Tracking
A strategy whereby children are able to verbally express the thoughts of the character they are playing.
Forum Theatre
Provides the opportunity to focus on a particular scene and explore alternative endings.
Mantle of the Expert
Where a fictional world is created & the children become the ‘experts’ in solving particular problems ie a maths lesson turns into Chef Charlotte’s kitchen where only multiples 2 and 5 can be used as ingredients. Children therefore take on the role as experts in finding the correct ingredients.
Other key features of an excellent drama lesson
Warm ups
Useful in order to get children focused and ready for a change in the dynamics of their learning.
Modelling of drama strategies
Important that children are shown what ‘hot seating/thought tracking’, etc., involve prior to attempting them.
Encouraging high quality, on-task communication
Children sometimes use drama activities as an excuse to be loud, so it is important that expectations regarding communication are shared.
Establishing clear expectations about behaviour
Drama is not just ‘playtime’!