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Drama Techniques for the English Classroom

28/10/2018
por Bojana Nikic Vujic
Idioma: EN

Within the mobility project “Learning and Sharing for Better Teaching” Bozica Saric-Cvjetkovic, ELTA Serbia member, attended 'Drama Techniques for the English Classroom' course. Below you can read her experience during the mobility.

The mobility took place at University of Kent, Canterbury, UK from 22nd July to 4th July and was provided by Pilgrims Teacher Training.

Before the mobility, the course participants were provided with:

1. Recommended reading list

2. Detailed travel and accommodation information

3. A questionnaire from the trainer regarding the course expectations

4. Course programme

On the first day of the course, the course participants were welcomed by Pilgrims director and staff and the tour around the campus was organised. The participants received all necessary information about public transport, places to eat and places to see near Canterbury. The trainer provided summary of the course. Course participants were from eleven different countries including Japan and Martinique.

During the Drama Techniques for the English Classroom course we focused on:

  • Developing an effective learning environment through group dynamics and co-ordination as well as trust work;
  • Improvisation classroom activities, for enriching communication skills, self confidence, spontaneity and risk taking;
  • Freeing the body: the instrument of communication to enhance social and professional communication;
  • The study of body language communication and gesture;
  • Improving confidence and effective interaction in class;
  • Developing improvisational skills and using gesture and voice;
  • Creating a desire to write stories, monologues and dialogues;
  • How to feedback and assess activities in class;
  • Freeing the voice: breathing and voice techniques for the language teacher including difficult pronunciation work;
  • Colouring speech, intonation, word stress, pauses, pronunciation, techniques for enriching spoken English for personal and professional development;
  • Introduction to Shakespeare: sonnets, monologues and soliloquies. Punctuation and identifying Shakespeare’s rhythm using a monologue;
  • Approach to studying and interpreting a variety of texts examining pronunciation, punctuation, language and rhythm through poetry and then a study of prose, monologues and duologues including voice texts for narration, radio and television advertisements.

At the end of the course all participants had a presentation of a chosen text or a presentation of drama/improvisation based activities on a theme for the language classroom. As a conclusion to the course the presentations were peer assessed.

As an outcome of the mobility I acquired the ability to introduce drama and improvisation techniques to students; enhanced and extended communication skills and gained confidence in using those skills in the classroom; acquired a rich collection of practical and low-resource activities, ready to use in the classroom; learned how to motivate and encourage students to read, listen and write fluently, actively and creatively; learned how to feedback and assess the activities in class; learned how to create an effective learning environment for my students

This mobility also provided a large amount of English practice throughout the course. Free time after the course activities proved to be a great opportunity for socialising with colleagues from all over the EU, learning about different cultures, customs and educational systems in Europe and practicing English at the same time.

Erasmus+ provided me with the opportunity to expand my knowledge regarding the use of drama and improvisation techniques, broaden my professional network, learn from colleagues as well as share my own ideas.

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