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DRAMA SKILLS FOR THE ESL CLASSROOM

Presented by Kristina Butke for the

Skills Development Conference

2017

ABOUT YOUR PRESENTER

My name is Kristina Butke (バッキ クリスティーナ).

I am a second-year ALT and this is my second year presenting this workshop at SDC!

I’m from America and I live in Kikuchi, Kumamoto.

I work at

Kikuchi Senior High School

Kamoto Shoko

Kamoto Nogyo

Kikuchi Shien Gakkou

ABOUT YOUR PRESENTER

I have over twenty years of experience with drama and performance.

I’ve been a public speaker and panelist at some of the largest conventions in the state of Ohio.

I was an adjunct English professor for almost three years before I came to Japan.

PLEASED TO MEET YOU!

I hope to pass on what I’ve learned over the years to you.

I hope that you will find this workshop helpful to you in some way. For English class activities and assignments

For practicing pronunciation

For dialogues and demonstration

For recitation, speech, and skit contests

For English camps

どうぞ よろしくお願いします!

今日楽しみましょう！

WHY USE DRAMA?

IMPROVISATION

Drama involves improvisation – the ability to speak and perform with no forethought or preparation. Improvisation helps students become comfortable with being spontaneous.

Improvisation allows students to use language in ―authentic and dynamic situations‖ (Boudreault).

Authentic Realistic

Dynamic Changing

In the language classroom, spontaneity is important because fluent conversation is always improvised!

Hi, how

are you?

Exhausted.

Lonely. WHY?

Real-life

conversation

has no script!

WHY USE DRAMA?CONTEXT

Context gives meaning to language. While words may have their literal definitions, we know that the situation in which words are used can change what those words mean.

For a better understanding, context can be defined as ―the circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood‖ (OED).

When you use drama in an ESL setting, ― […] the language that arises is fluent, purposeful, and generative because it is embedded in context‖ (Stinson and Winston 479).

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A STORY ABOUT CONTEXT

Are you

all right?

What does this mean?When do you say it?

A STORY ABOUT CONTEXT

How

are you?

What does this mean?When do you say it?

A STORY ABOUT CONTEXT

Are you

all right?How are you?

WHY USE DRAMA?SOCIAL SKILLS

Drama requires students to have empathy–the ability to ―understand the feelings and circumstances of other people‖ (George Lucas Educational Foundation).

Drama boosts confidence and self-esteem. When students build confidence, they will more often

―Develop healthy, long-lasting friendships.

Perform well in school and extracurricular activities.

Assume leadership roles.

Demonstrate persistence in and out of school.

Try new activities.

Resist negative peer-pressure‖ (CLIMB Theatre).

OTHER BENEFITS OF DRAMA You can strengthen your core and voice through diaphragmatic breathing. This is known as belly breathing or deep breathing.

This is how professional actors and singers can project their voice loudly, and sustain notes for long periods of time.

Belly breathing improves your posture by helping elongate the spine, which ―rearranges tension patterns of the spine‖ (Miller).

You can learn to properly pronounce and enunciate English words.Your tongue, your jaw, your cheeks, and your lips must make various shapes to produce sounds in English.

In drama, actors must exaggerate these movements even more to be heard by the entire audience.

Proper enunciation helps listeners distinguish the different sounds and letters in English.

WARM-UP TIME

Before every performance or drama activity, actors do warm-ups. These exercises help with: reducing tension in the body and calming nerves

lightening the mood

stretching facial muscles to ease with speech

working the vocal cords to help with pitch, tone, and

volume

The warm-ups we will do can be used as independent activities in class, or you can do the entire set before a performance or presentation for a more thorough warm-up.

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PHYSICAL WARM-UPS

Breathing Exercises

Head and neck rolls

Shoulder rolls

Windmills

Back stretches

Relevé and demi plié

Leg shakes

FACIAL WARM-UPS Jaw and cheek exercises Yawning

Chewing Round Cheeks

Face Rubs

Tongue exercises Tongue Roll Tongue Flap

Tongue Curl Flat Tongue

Lip exercises Buzzing

Puffs Raspberries

VOCAL WARM-UPS

Simple Exercises Boo ⤉ Boo ⤈

Sirens: we-ooh, we-ooh, WHOOOOOO

Trouble consonants: R, W, L, TH (soft), TH (hard), F, B, V, K, D, G, S, Z

Exaggerated Word endings: ING, INK, AT, AW, AH, ER, OULD, ULL (repeat by adding an ―s‖ at the end)

VOCAL WARM-UPS

Conductor Exercise Helps with volume and projection

Students sustain the word ―ahhh.‖

When the conductor widens their arms, the volume increases.

When the conductor closes their arms, the volume decreases.

The arms mimic the shape of the dynamic markings you see in sheet music:

VOCAL WARM-UPS

The Apples and Bananas Song Helps students practice vowel sounds

―I like to eat, eat, eat, apples and bananas! I like to eat, eat, eat, apples and bananas!‖ EE (eet/eeples/beeneenees)

EH (eht/ehpples/behnehnehs)

O (oat/opples/bononos)

OO (oot/ooples/boonoonoos)

UT (ut/upples/bununus)

AY (ate/aypples/baynaynays)

AW (awt/awpples/bawnawnaws)

IH (it/ipples/bihnihnihs)

AI (ait/aipples/bainainais)

VOCAL WARM-UPS Boom-chicka-boom! Helps students with consonants, inflection, tone, and volume Students not only repeat the words being said, but they also have to copy the tone and style exactly. ―I said a boom-chicka-boom!‖ (Repeat)

―I said a boom-chicka-rocka-chicka-rocka-chicka-boom!‖ (Repeat)

―Uh huh!‖ (Repeat)

―All right!‖ (Repeat)

―One more time!‖ (Repeat)

―It’s ______ style!‖ (Repeat)

For the blank, you name the style you want to do or you give the name of the person going next. The final person going changes ―it’s _____ style!‖ to ―That’s the end!‖

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VOCAL WARM-UPS

Tongue Twisters Helps with enunciation and pronunciation

Many mumbling mice were making

midnight music in the moonlight.

Round and round the

rugged rocks the

ragged rascal ran.

Whether the weather be cold,

Or whether the weather be hot;

We’ll be together

whatever the weather,

Whether we like it or not!

Vincent vowed vivid

vengeance

very vehemently. A big black bug bit a big

black bear; made the big

black bear bleed blood.

DRAMA ACTIVITIESHuman Machine Students come up one at a time and mime a repetitive action. They also add a sound effect to their action.

Another student joins and becomes another cog of the machine with a new action and sound effect.

The idea is that the actions and sounds have some sort of logical connection to each other in order for the group to function as a single, complete machine.

DRAMA ACTIVITIES “Act like a …” The person acting as the director gives a command: ―Act like a…‖ and gives a command to the students. All students perform together at the same time.

Beginner/Intermediate Categories:

Animals

Sports

Advanced Category:

Use detailed situations – for example, ―act like you just failed your final exam‖ or ―act like your team won the final tournament.‖

DRAMA ACTIVITIES Party Game (Greetings Game) Two actors arrive at a party and greet each other. One is the host and one is the guest.

The actors have prompts (a situation) that guide how they will interact with each other.

For this activity, we will do beginner and advanced versions.

Beginner – with a script

Advanced – completely improvised

DRAMA ACTIVITIES Party Game (Greetings Game)

PROMPT #1 – Ex-boyfriend and girlfriend whose relationship ended badly Round 1 – BEGINNER

Round 2 - ADVANCED

PROMPT #2 – Host mistakes the guest for someone completely different Round 1 – BEGINNER

Round 2 - ADVANCED

DRAMA ACTIVITIES ―Yes, and…”

This is a storytelling game where students (usually pairs) build a story sentence-by-sentence.

The ―yes, and‖ phrase means that the previous statement is accepted as true, and then the new sentence elaborates on the idea, orintroduces a new (but related) idea

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DRAMA ACTIVITIES ―Yes, and…”

PROMPT #1: ―When I

went to the store, they were all out of watermelons!‖

PROMPT #2: ―I had a dream where zombies were chasing me.‖

DRAMA ACTIVITIES Three-headed Fortune teller

One student is the customer and three students act as the fortune teller

The customer asks a question about their future –this will be the prompt for the fortune teller

Because the fortune teller has three heads, they can only speak one word at a time.

WRAP-UP Drama has many benefits for students. It helps with social skills – students build confidence, take on responsibility, and learn cooperation

It helps with speaking skills – pronunciation, enunciation, inflection, tone, and volume

It helps with language comprehension – students are able to understand language in context and simulate real-life situations that test their language ability

It enhances creativity – students become inventive, thus becoming more comfortable with improvisation and spontaneity

WRAP-UP Feel free to adjust these activities based on student interests and skill levels. You are the best judge of what your students can handle!

These activities don’t always work out the way you think they will – with improvisation, a lot of times there are no boundaries, so students can change the course of an activity within seconds

When you lead drama activities, you are also required to be flexible and ready to improvise – to redirect, change, or cut the activity on the spot

It is important for the classroom environment to be a safe place for students to experiment in a judgment-free zone – students must be unafraid to play!

WRAP-UP Thank you for coming to this workshop! Please refer to the materials in the SDC Handbook for additional resources.

The Kumamoto Jet website also uploads copies of the PowerPoints from SDC here: http://kumamotojet.com/shin/index.php/sdc/

Be sure to check out my materials from SDC 2016 – there is additional information we did not cover in this year’s workshop, so

feel free to consult it

You may also email me with any additional questions: kristinaelysebutke@gmail.com

お疲れ様でした!

2017/10/20

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