Empathy Drama activities that can be used
Drama activities that can be used with upper Primary School children to improve Empathy and Speaking skills in English as a Foreign Language
• The drama activities described below have been used as part of a ‘Workshop on Empathy’ within the framework of a cross curricular anti-bullying Project the 5th Graders (34 ten-year-old boys and girls) of the 10th Heliopolis Primary School, Greece are working on during school year 2012-13.
1. Adjectives The Teacher teaches/revises adjectives. (10’) * *The times at the end of each activity are only indicative.
Feelings Bad afraid angry annoyed anxious bad confused depressed embarrasse d envious excluded
Bad frightened helpless hurt jealous lonely naughty nervous panicky scared selfish thoughtless upset worried
Good amused brave calm cheerful cooperative determined enthusiastic excited fair fantastic fine friendly funny
Good good happy healthy helpful jolly kind proud relieved smiling successful thoughtful victorious wonderful
2. Empathy Game The teacher uses empathy game slides below and asks the learners to look at the slides, think of themselves in these situations and use as many adjectives as possible to express their feelings (10’)
Describe the feeling Winning X Factor
Describe the feeling Winning the lottery
Describe the feeling Losing your favourite pet
Describe the feeling Arguing with a friend
Describe the feeling Scoring the winning goal in the World Cup Final
Describe the feeling Sitting an exam
3. Facial Expressions and Adjectives The students stand in a circle facing each other. The teacher calls out pupils’ names randomly. Each pupil makes a face that represents a strong emotion. Examples include: a huge grin, brows knitted with a deep frown, eyebrows raised with mouth wide open. Immediately after each face is made, the group calls out the emotion. Pupils might create an ambiguous face that elicits a variety of responses, or the group might call out different emotions. Pupils compare the intention of each person who offers a face with the responses of the rest in the circle. They discuss why there might be differences between intentions and responses. (10’)
4. Storytelling in pairs. The teacher asks the learners to pair up with somebody they don’t know well and tell him or her a simple story in English about an incident of violence in which they were involved!!! (3’ preparation, A tells B and then they switch, listener writes down storyteller’s story. The teacher adds that the storytellers should remember to include the answers to the following questions in their stories (Who? Who did what? To whom? When? Where? How? Why?) Stories are shared and learners’ emotions are discussed in class. Writing the story could be given for homework if there is not enough time. (15’)
5. The Blindfolded Game Objective: to develop confidence between group members, to be in somebody else’s shoes for while and help them cope Setting: desks, chairs and other objects are scattered in the classroom Pupils work in pairs (Learner 1/L1 & Learner 2/L2) Procedure Phase 1: Non-verbal L1=blindfolded, L1 touches L2’s right shoulder with his/her left hand. L2 guides L1 safely from one end of the room to the other through scattered objects silently. Partners change roles. Phase 2: Verbal L1=blindfolded, L2 guides L1 talking quietly and calmly. No touching but oral guiding in this phase. Partners change roles. Phase 3: Verbal & Competitive Ls divided into groups of 5. One L/leader from each group moves to the end of the classroom to guide (verbally this time) the other 4 members of the group who are blindfolded. Each one of the blindfolded students touches the right shoulder of the student in front of him/her. The group whose members manage to move successfully according to the leader’s directions wins the game (15’)
6. Acting out. Pupils in 5 groups of 3. The teacher cuts out the Dramatization sheet (see table attached) Each group take one colored slip of paper. In groups, they prepare their words and actions. They act them out in front of the rest of the class. Video shooting is recommended because the children love to watch themselves acting. Watching the video pieces afterwards helps them to focus on language and acting mistakes more easily. preparation 15’, acting-shooting 15’
7.Hot seating the characters . The pupils who played the parts of George, Maria, Ashram, Bullies 1,3,5 are asked to take turns and sit on a chair facing the whole class. The other pupils ask the following questions. •
How long has this situation/bullying been going on?
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Have you done anything about it?
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How does it make you feel?
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Why do you think they are treating you this way?
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How often does it happen?
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Have you spoken to anyone?
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What would you like to happen? (15’-25’)
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Resources
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http://www.ehow.com/info_8513599_emotional-awarenessactivities-drama.html
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http://www.racebridgesforschools.com/wp/?p=122