R A M A: A C T I V I T Y
E X P L A N A T O R Y
N O T E S
EACH NAOMIE IS
BRIEF, BUT THE ACTIVITIES ARE MENTIONED. So
in a nice, fairly brief and easy to understand format, here are the
aforementioned activities explained! I have not bothered to explain icebreakers,
but would encourage the worker to use a variety.
LAST CHOCOLATE BAR ON EARTH: This game involves asking the group to get into a circle,
preferably seated. In the centre, put down a chocolate/pack of chocolates. The
group have to go round in a circle explaining why they need the chocolate bar.
Encourage the group to get more and more ridiculous and entertaining - this
could be a good tool to assess how you think certain members of the group will
take on activities that promote drama.
the beginning of the session, ask each young person to sign their name on a
piece of paper. Half way through ask them to sign it on flipchart paper as big
as they can manage. Then, when you start the game, encourage them to mimic their
signature in mid-air. The group should have this practised until they feel
comfortable with it. Ask each young person to select a musical track - (Surprise
them!) and then they have to think of a way to put their signature to music. WARNING!
This can get quite
out of hand unless monitored!
PERFORMANCE #2: The
idea behind this is to somehow combine the individual efforts into working with
others. Suggested format: groups of three get together. Using a musical number
of their choice, they should combine all three signatures into a performance.
these musical items as diverse as possible. I found it helpful to use popular
music in the forms of love songs, angry songs, fast/slow, etc. Add on some
classical, foreign and you have a nice mix. Stick flipcharts around the walls
and encourage young people to write/draw how they feel when they
WALL GAME: Oldest
drama lesson in the book. Carry this out soon after the feelings/music exercise.
They should direct feelings and expressions to the walls. If this is not
forthcoming, a selection of moods/situations could be handed out.
down some situations (make them vague) and encourage young people to build on
them and perform. Allow some time for prep. Encourage the more disruptive or
overactive "dramatists" to take lead role. This represents a good peer
education perspective by transferring the responsibility!
should have personal (but not valuable) object with them. They are to select a
piece of music you have with you and describe to the rest of the group what this
object means to them.
DRESSCODE GAME: In
the previous session, each young person should be put into groups of three. In
their groups they choose a number. That number represents a way of dressing up.
This session, they should come prepared with these clothes. Hand them a scenario
typical to these clothes and they can begin planning and performing it. The
camera is there to film their final work!
This is generally
the finale to their work. Session 6 should be used to promote this and prepare
the young people for planning. The idea is a Jerry Springer style talk show. The
group can be guests, audience members and they will have to produce issues that
are relevant and important to young people. A "final thought" by the
young people should also be encouraged.
Extract from: Northleach Drama Group NAOMIE, Report & Evaluation