A Drama Process to Review Drama Education
DRAMA ASSIGNMENT EDCURRIC 101
Uncle Albert – A Drama Process to review drama education, and consider how drama may be applied in a classroom of year 6 – 8 students.
This drama uses a short poem – Uncle Albert by Vernon Scannell – chosen because it is short and because a number of conventions used in the course can be applied similarly. The poem will be issued in class.
The poem has a character interest – the writer remembers his uncle, probably from some time ago. It has gaps in it – always useful for drama – and offers the chance to invent a life and history for Albert. It suggests the child’s naive view of his family history – and so has connections to family culture, family stories told and untold, as well as possible perspectives from people beyond the frame – neighbours or friends, perhaps.
Initial Phase:
|How could you link the poem to personal experience? (Suggest an introduction) |
| |
|Asking the children questions: |
|After reading “Uncle Albert” the poem, how do you think you could relate it to you and your family? |
|Do you have an aunt or uncle you look up to? |
|Think of the reason why you look up to them. If this relative of yours was taken away in a black car by two strangers like Uncle Albert, |
|would you change your perception of this person? |
|If you took on the role as the boy’s character in the poem, would you believe your parents if they told you Uncle Albert moved to Spain? Why |
Uncle Albert – A Drama Process to review drama education, and consider how drama may be applied in a classroom of year 6 – 8 students.
This drama uses a short poem – Uncle Albert by Vernon Scannell – chosen because it is short and because a number of conventions used in the course can be applied similarly. The poem will be issued in class.
The poem has a character interest – the writer remembers his uncle, probably from some time ago. It has gaps in it – always useful for drama – and offers the chance to invent a life and history for Albert. It suggests the child’s naive view of his family history – and so has connections to family culture, family stories told and untold, as well as possible perspectives from people beyond the frame – neighbours or friends, perhaps.
Initial Phase:
|How could you link the poem to personal experience? (Suggest an introduction) |
| |
|Asking the children questions: |
|After reading “Uncle Albert” the poem, how do you think you could relate it to you and your family? |
|Do you have an aunt or uncle you look up to? |
|Think of the reason why you look up to them. If this relative of yours was taken away in a black car by two strangers like Uncle Albert, |
|would you change your perception of this person? |
|If you took on the role as the boy’s character in the poem, would you believe your parents if they told you Uncle Albert moved to Spain? Why |
References: Chiert, J. & Hunsberger, B. (2004). All You Need To Teach Drama 10 Plus. Melbourne, Australia: Macmillan Education. Taylor, R. (2011). Confidence at Work: Get it, Feel it, Keep it. London, United Kingdom: Kogan Page. Prendiville, F. & Toye, N. (2007). Speaking and Listening Through Drama 7-11. London, United Kingdom: SAGE.