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21 Red Hot Process Drama Tools
Terms in this set (21)
Unrehearsed scene co-written with partner (s) without pen or paper.
Teacher in Role
Teacher takes on the role(s) of character(s) within a drama.
Still Image (Tableau)
The group takes up different poses to construct a picture describing what they want to say.
A series of linked still images that can describe important moments within a drama, piece of literature, event in history, etc.
Mantle of the Expert
Students are asked to take on the role of people with specialized knowledge that is relevant to the situation of the drama.
Teacher narrates part of story or sequence of events to help it begin, move it on, to aid reflection, to create atmosphere, to give information, to maintain control.
Individuals, in role, are asked to speak aloud their private thoughts and reactions to events.
Students, as themselves, question the teacher in role or student in role to find out more information about the character and their situation.
The students come together in a meeting (in role) to present information, plan action, suggest strategies, solve problems.
Collective Role Play
Several members of the class play the same part simultaneously to provide mutual support and present a range of ideas.
Students line up in two lines facing each other. One side favors one side of an opinion, the other side another. A student walks down the "alley," as each side tries to convince the person of the truth of their opinion. The person who has "walked the alley" tells the class what his opinion is or what he/she has decided after having this experience.
Students outline the figure of a person on a long sheet of butcher paper. They then write on the paper feelings or thoughts they have about the person.
Teacher narrates part of the story while the students close their eyes and visualize sensory details. A writing assignment directly after would augment their sensory impressions. Soft music while visualizing can add depth to the experience.
Students act a part of the story using no voice. Music may add to the pantomime. Abstract movement can illustrate an emotion or sensory details of a story.
Students use voice to suggest the sounds of a certain setting within a story.
Students act as newspaper reporters finding out information about a scene.
Students repeat certain lines in unison or divided into various parts according to gender, pitch of voice, character, etc.
Objects in a scene speak about themselves in relation to a character or event as an eye-witness with a viewpoint.
Groups prepare scenes representing parts of the drama story, then arrange them in chronological order and perform them in sequence without interruption.
Groups or individuals overhear conversations and report them back to others.
Students enact a scene. Audience can stop the drama, replace or introduce new characters to change the scene.
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