Drama for Writing

By Bunyan, Paul; Carter, Anna et al. | NATE Classroom, Summer 2011 | Go to article overview

Drama for Writing


Bunyan, Paul, Carter, Anna, Wolmarans, Leigh, Denton, Julia, NATE Classroom


Close up: A girl and two boys in a Year 4 class stand facing each other, motionless for a moment. The girl and one of the boys, arms out, face the other boy standing on his own. Other children gradually move in and stand close to the pair and speak the words we would associate with a parent relieved to be reunited with their child, or stand close to the boy and speak the words of the hitherto 'lost child'.

Wider frame: The other children in the class sit in a circle around the 'parents' and 'child' they have sculpted earlier and consider whether to move into the picture and contribute lines of dialogue to the image.

[ILLUSTRATION OMITTED]

Wider frame: A teacher sits on the floor just outside the circle of children sometimes indicating the next child to contribute, sometimes leaving time for children to contribute of their own volition.

Wide angle: Other teachers sit on chairs outside the circle leaning forward to observe the scene being built or to hear the oral script being created.

Birds eye view: Other groups of teachers in other classrooms nearby watch and listen attentively or discuss with the members of the class they are with and the class teacher what and how they are learning through the activity they are engaged in.

Zoom in to another part of the building: tea and cakes enough for fifty people are being prepared in the school hall and the school's headteacher is checking the PowerPoint on the huge screen occupying one wall of the room.

The slide on the huge screen reads:

The School Context:

36 languages

75% EAL

53% SEN

Highest social Deprivation area

Staff not Drama trained

The headteacher checks the next slide:

[ILLUSTRATION OMITTED]

Why Drama for Writing?

* Low comprehension skills.

* Lack of context when writing.

* Low writing levels.

* Limited points progress in writing.

* Develop teaching styles.

* Develop quality teaching

* Start taking more risks.

* Develop learning styles.

* Challenge the more able.

As the teachers who have been observing classes around the school are led towards tea and cake by children acting as their 'stewards', they talk and gesticulate excitedly together over the sound of a Jack Johnson track, Better Together.

The headteacher checks another slide: Proven impact:

* Pupils' enjoyment levels raised.

* Engagement levels raised.

* Rapid staff development.

* Boys more enthused.

* SEN more access to writing.

* Positive staff ethos. 4

* Positive parent responses.

* Quality writing produced.

* Clear context for writing.

* Attainment and achievement.

Fade music:

The 50 teachers, language coordinators, head teachers, consultants and other invited guests collect a cup of tea. They are the second group to attend the launch days of 'Drama for Writing' in Northampton and they settle in front of three presenters including the school's headteacher and the huge screen, which now reads:

[ILLUSTRATION OMITTED]

Cut to narrator's voice (spoken by one of the language coordinators visiting the event), We attended the launch of 'Drama for Writing Two' on February 26th, hoping that this would provide us with a vehicle for driving our children's writing forward. I had previously had experience of the original 'Drama for Writing', but had not fully explored its potential and did not feel confident about my ability to teach drama and I certainly was not confident about leading drama within school. The day was inspirational and we left feeling strongly that this was the way forward for us.

What helped us to feel like this? The day was led and organised in such a way as to give us practical experiences and opportunities to discuss not just what worked but more importantly why it worked. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Drama for Writing
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.