Name Tag and Pantomime

 (6-8)

 

 

OBJECTIVE:  Introduction to various forms of creative drama, evaluate use of adjectives as they relate to the individual learners.

  MATERIALS:  Tag board, markers

  LESSON: 

  Students begin by creating their name tag (see attachment) this takes about 2 class periods.  A discussion about adjectives precedes students writing them on their nametag.

  Once students have completed the nametag, write these words on the board, and have students copy them into their notebooks, under the heading DRAMA.

Imagination, Pantomime, Improvisation, Dramatization, Monologue, Readers Theater

  Ask the students if they know what any of these words mean; class discussion, brainstorm.  Teacher eventually writes the definitions on the board and the students copy them into their notebooks. 

  Teacher then tells the students they are going to break into groups of 4, and pantomime 2 of the adjectives they chose to put on their nametag, and their peers are to guess what the words are. 

  Teacher walks around and observes groups acting out their adjectives.  Once all students have presented in their groups, bring the class back together as a whole and ask if any of the students would like to share their pantomime with the whole group.  This is followed by a discussion of the process as a whole group.

EVALUATION:

This was a great lesson to begin the first week of school.  I gave the students the nametag assignment on Thursday, let them work on them in the classroom for 2 periods and then assigned it as homework to be turned in on Friday.  The class discussion of the dramatic vocabulary began our lesson on Friday; the students gave me great definitions for imagination, but could not define the other 5 words.  I used the definitions in our book, Creative Drama in the Classroom by Nellie McCaslin, the students wrote the definitions on their papers.  We then discussed pantomime and they told me it was similar to a game they have played charades, I agreed with them and sent them off into various locations in the classroom and hallway to complete the pantomime of their adjectives. 

  I then walked around and observed at least one person in each group go through the process of pantomiming one of their adjectives.  The students did a lot of guessing and I told them to think about the letters in the actor’s name, rather then calling out random words.  A few students I asked to try a different approach as their peers were having a tough time figuring out the words.  I had not planned to have the students share a pantomime in front of the whole class, but a few students asked if they could do it for everyone. 

  The final class discussion was interesting.  I asked the students how they felt while doing this exercise, these are the words they shared with me; fun, dumb, embarrassing, easy, hard depending on the word you chose, confusing, awkward, weird, crazy, hilarious, amusing, annoying, exciting, COOL, entertaining.  This was a fun activity to introduce the students to pantomime, and get them in the mode of thinking about drama.  I do think the majority of my students enjoyed the activity and I had fun watching them.

 

 

 

 

 McCaslin, N.  (1990).  Creative Drama in the Classroom.  California:  Players Press.

Making an effort to increase  by integrating  drama will help children gain meaningful context to their lives.