Magic Trunk
Something of sentimental value to you…
Magic Trunk
• What if…
• this item could not really ‘fit’ in the
trunk?
• What if…
• this item was a ‘feeling’, a ‘place’, a
‘season’
• Suddenly we all have more creative
possibilities…no restrictions
"Surviving the Tempest": Cross-Phase and Cross-Curricular Creativity.
Taking the Storm from the Treasure Chest...
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‘Fear’ of Drama – perceiving a ‘difficult and challenging’ drama lesson
Teacher confidence
Flexibility in planning & developing a curriculum
Developing skills in a cross-curricular setting
Inspiring & Motivational
Enriching, deeper and wider experiences
Transition
• Pastoral →
All areas of Spiritual, Moral, Social, Cultural education
Getting to know your students
Tackling everyday problems, looking at alternative solutions
Mentoring
• Through each
KS →
Question and challenge, make connections, critically reflect,
debate, experiment, take action, be imaginative, ENJOY
A Storm is brewing…
“The Tempest”
• Soundscapes / Percussion
• Physical shapes to reflect the waves,
spray, wind
• Use bodies to create the ship structure
• Integration of text extract – lines of
dialogue
• Pared down text extracts
• Themes of ‘Magic’ and ‘Power’ – still
images: power play between Prospero
and Caliban
• Creative Writing – spells!
• ICT – researching costume and set
designs, theatre reviews, technical
equipment
“Romeo and Juliet”
• Begin with the Magic Trunk –
recap themes, plot, character
• Moulding Statues
• Thought tracks
• Verbal Feedback
• Paring down the text:
“Do you bite your thumb at me, Sir?”
• Conscience Corridor…Juliet’s
speech (A4 S3)
• Marking the Moment (climax or
decision making, eg, Nurse’s advice
to Juliet – to marry Paris?)
Humanities and Drama
• The Diary of Anne Frank (part of a wider ‘War and Conflict’ module?)
• ICT research → WW2, the secret annexe, the Holocaust
• Drama Strategies:
Hot seating → open and closed questions, empathy, adapting language to suit audience,
developing understanding of character
Physicality → Still images around theme of ‘Hiding’, Narration, Mime, Story telling, Thought
tracking, Role play
Ways of creating atmosphere → Music, Soundscapes, pre-recorded Sound Effects, Use of
Voice, Shadows, Projections
“The Secret Annexe: A Group Project”
• Actors – mime, still image, role play, narration
• ICT – create a power point presentation of photographs, facts and
information to be used in conjunction with the drama
• Music – create vocal or instrument based accompaniment to enhance the
action
• Art & Design – create a ‘programme’ of information about the performance
including contextual information - Geography and History knowledge
“Mantle of the Expert”
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Dramatic-inquiry based learning approach to Teaching and Learning
MotE – repositions the teacher and student in fictional roles
Students become ‘experts’ in a specific field
Students ‘actively’ construct the knowledge rather than ‘passively’ receiving it
All individuals present are ‘living’ the experience of being in role
The learning is internalised and therefore more meaningful
“An Inspector Calls” JB Priestley
KS3 KS4 ?
• Key themes of Class, Power, Social
Responsibility
• ‘Thinking’ activities:
‘Is it acceptable for 1 person to die if
100 people are saved?’
Why should unemployed people be
allowed to claim benefits?
• Social Responsibility:
“Who is responsible for the death of Eva /
Daisy?”
Mr Birling might say…
Sheila might say…
• “You’ve got to look after number 1.”
• “None of us cared about her…we were only
• “It’s her own fault. She went looking for
concerned with ourselves.”
• “She should have known her place.”
• “She had no-one to turn to.”
• “I’m ashamed of myself for getting her sacked
• “She got herself pregnant and wasn’t even
• “But Mother’s Charity should have helped her
trouble.”
married! Outrageous!”
• “SHE WAS RESPONSIBLE HERSELF!”
from Millwards.”
when she came to them.”
• “WE ARE ALL TO BLAME FOR HER DEATH!”
"Surviving the Tempest": Cross-Phase and Cross-Curricular Creativity.
Taking the Storm from the Treasure Chest...
•
•
•
•
•
•
‘Fear’ of Drama – perceiving a ‘difficult and challenging’ drama lesson
Teacher confidence
Flexibility in planning & developing a curriculum
Developing skills in a cross-curricular setting
Inspiring & Motivational
Enriching, deeper and wider experiences
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