Drama Guide by Jason Wood
This is a piece of work that I produced with eleven young people sometime during 1998. It is designed for seven weeks of continuous groupwork and it based on the theme of drama. Below are the seven planning models (one for each session). You will activity guide in order for it to be a success.
I recommend drama for loads of reasons. It helps build team work, tackle current issues and is also good for seeing how groups coming together, evolve and disband. The NAOMIEs can be changed and altered to suit all kinds of activities.
basic understanding of/introduction to:
the idea behind the group
how drama can work and be entertaining
expectations of worker and young people involved
ground rules set and acknowledged. Basic skills assessed and a short set of
performances carried out.
people to come away with a certain level of commitment to the group and the
ground rules. Young people to have an understanding of group confidentiality and
invited (max 12). Ice breaker to start session (trust circle/knots). Game one:
"The last chocolate bar on Earth". Break for ground rules exercise.
Game two: "Signature performance".
time: 1.5hrs. Variety of music needed for signature performance. Chocolate
needed for first game. 1 worker to deliver and facilitate.
to feedback how they felt about games and teamwork approach. Worker to report on
session to other staff.
techniques and basic skills in drama.
of planning activities and group work. Improvements to be made to structure of
performances. Reaffirm ground rules.
to have understanding of working together as a team to produce coordinated
breaker. Review last session. Use signature game and extend for young people to
connect their individual performances together. Perform to other members of the
various popular music CD singles. Flipcharts for review sessions and for
signatures. Group of 10/12 - 1 worker. Time 1hr.
Bring group together for final. Ask to express in terms of how they felt using hand movements.
of group to explore ways of expressing using drama.
encourage group to participate in wide range of activities that promote methods
of expression that the members may not have originally considered doing!
to have understanding of how they can attach their feelings or moods to
different types of music. An understanding of characters - how to detach from
their real selves to allow for improvisation.
breaker. Review of sessions to date.
1: using a compilation tape of different music, ask group to identify how the
music makes them feel; does it remind them of anything? Lead discussion after as
2: Approach an inanimate object - ?wall/noticeboard and show some feelings
with group. Session time 1-1.5 hours. Resources: CD singles, compilation tapes.
Flipcharts for recording feelings.
to express to worker how they felt the session went. This can be done as
dramatically as possible.
to record progress.
to understand how they can work together to perform a piece of drama.
basic understanding of how to plan a piece, based on limited information and
using their fellow group members. Senior, more experienced or extrovert members
to present a series of short performances as a team. Group to be able to assist
in evaluating each others work. Developing team work awareness and skills.
group together with a friendly, fun game. This could be a series of trust games
to reaffirm their belief in each other in terms of respect and confidentiality
within the group.
produce three different scenarios - these can be issue based. Ask groups to
split up. They have 10-15 minutes to prepare.
come together and perform. Everyone to take part in feedback of each
time: 1hr. Worker to deliver session with help from senior members. Encourage
"silly" members to take lead role. Access any resources you may need
in relation to the scenarios you have selected.
Group to give feedback on performances and on the session itself. Worker to provide feedback.
review of learning to date. A need to progress on to producing evidence of their
people to be given the opportunity to extend their performances away from the
group they have been working with. Also to provide some sort of evidence of
produce a series of drama based activities and film them.
session - ask y/p to bring object close to them and to bring clothes for 1 of 3
scenarios (eg. job interview, night out, rock concert.)
up with fun ice breaker. Worker to explain the camera - an emphasis on directing
attention to their performance rather than the camera itself.
Group to explain object in a dramatic way with music.
Group to approach the place they are dressed for in a dramatic way - to the
Split up into the three "dresscodes" and give them a scenario to work
to relating to their dresscode.
time: 1.5 - 2hrs. 1 worker plus camera operator. Video camera. Music.
Young people to tell camera how they felt about session.
and evaluation skills.
people to be able to analyse their work and provide comments where appropriate.
Preparation for final performance.
clear understanding of feedback, how improvements can be made, how they can use
their learning from the group to make changes. Young people to begin a plan of a
performance they can show to others. Other skills; dialogue, team work and
session will involve watching the video recorded last time. Remind young people
that they are not checking how they look - but how they perform - this
is crucial to make the session successful. Stop after each key performance
and ask for comments, suggest discussion starters. The young people need to
engage in good conversation and be able to understand their purpose of watching
the video has finished, begin preparing young people for a final performance.
Suggested: "Jerry Springer Show" featuring issues crucial to young
people. Ask them to come up with ideas using the "silly" members to
take lead roles in preparing.
time: 1 - 1.5 hrs. Resources: TV/Video. Writing paper and pens if desired.
Continual throughout film.
of young peoples' learning and progression through group. The ability to share
performance with others.
to channel skills learnt into some sort of hard product that they can own
video film featuring the young people in various roles targeting issues
important to them focusing on their feelings and using music. Young people to
have developed confidence skills, presentation skills and feedback skills.
Before session -
group have prepared Jerry Springer issues and recorded some feelings.
icebreaker to start session. Explain how the session will form. Reaffirm ground
rules. Get groups together and rehearse their work. Suggest alternatives and
challenge where appropriate but keep encouraging. Finish session by filming.
Suggest making film available to others to see - a performance night.
time: 1.5-2.5hrs. Resources: video camera, flipcharts to record ideas. Various
types of music.
group together and ask them to thank each other in comical ways (a way of
disbanding groups). Worker to provide feedback.
Extract from: Northleach Drama Group NAOMIE, Report & Evaluation