LGA3043E

Plays and Drama For Young Learners

Lecturer: Madam Suguna P. Rajagopal
Group members:
Luiza Ann A/P Kumarsir
Nur Iman Dayana binti Abd Rahman
Nurul Afifah binti Khairman
Siti Hajar binti Ab Rahman

Methodology: Initiating the Project

The foundation of this project: The use of
childrens stories to promote literacy
development.
Original stories that emerged out of the
childrens own voices in the form of
conversations, narratives, dialogues and
messages were extended into dramatised
scenarios.

 A structured and required the participation of all

children, as well as the presence of a teacher.
The primary challenge for the teacher was to
keep the activity as children-centered as possible
while at the same time inviting the participation
of the entire class.
Much involved more deliberation and planning
on the part of the teacher in order to determine
ways in which to get the children interested
enough to voluntarily participate.

A small- group activity

offered as one of several
activities child could select
from during free play time

It reach the stage- it could be

incorporated into the existing
curriculum and presented
regularly scheduled activity
in the daily routine.

The steps/procedure for the dramatic

play:
The idea of being able to dramatise one of their
own stories, - they could write a story and then
create an impromptu play and be intimately
involved in directing the dramatisation of this
play.
The teacher had to start with a situation that was
more familiar to the children, and then gradually
move into the more unfamiliar terrain where
their personal narratives very private- would be
acted out in a more public domain.

 She employed a three-phase process in order to

achieve this:
(1) She established a comfort level for the children
by having them act out popular stories based on
the familiar books found on their classroom
bookshelves.
(2) The teacher introduced the children to the idea
that they could write their own original stories:
dictated narratives.
(3) The teacher attempted to synchronise both of
these variables and introduce a new activityconnect play-acting and drama to those
conceptualised stories.

Clearing the Initial Obstacles

4 observations can be seen: early of the

process of introducing & implementing new
project
1. The activity failed to stimulate most of other
children.
2. The high degree of teacher direction as the
teacher prompted from a published book - led
to decreased level in childrens interest and
participation.
3. Interest level could not be sustained for long.
4. Children who were not engaged in the actual
acting felt disconnected and distanced from
the activity.

Ways to deal with these obstacles : Teacher - backtrack a little.

Moving away from actual acting.
Focus- try to attract children interest in
developing a personal narratives (their own
story).

Examples

Erics narrative about his block building.

Hung Li- collage
Jenny drawing.
Willy bristle blocks.

The Use of Props

To enhance the scenes and plots of the
stories.
To determine costumes to be used in the
stories.
To produce the scenery of the stories.
To symbolise places or events that happened
in the stories.
for

Examples of the use of props

Costumes
Painting the scenery
Easel paintings of trees
Art work on easel paper
Discarded cardboard boxes
Clothes from the classroom dress-up area

Examples of props used in

childrensstories