EDTE3530 W8
Workshop 8 – Drama
Forms and Elements of Drama
The purpose of teaching drama is to help students take on roles and create imagined
situations shaped by the elements of drama, and in performing drama by actively
engaging in drama forms (BOS, 2006).
Through the drama forms and elements we shape dramatic meaning and enrich the
drama
improvisation
playbuilding movement
video drama mime
forms
of
drama
mask storytelling
readers
puppetry
theatre
, Forms of drama: how to engage in dramatic action.
o Improvisation: acting spontaneously, enacting a fictional situation that is
based on every day or imagined experiences. Generally, unrehearsed and
unscripted. Teacher will sometimes take on a role in the improvisation to
help establish the focus and tension of the drama or other elements
o Movement: nonverbal communication across space to portray roles and
situations. Body awareness through movement is fundamental to the
portrayal of a role. Movement can also be used to convey abstract ideas and
feelings such as ‘the wind’ or ‘anger’.
o Mime: silent enactment involving visual communication through gesture and
action. It is distinct from movement in that mimed expression is conveyed
within minimal space.
o Storytelling: the oral presentation of a story by individuals or groups such as
in chorus or tandem telling. Objects, artefacts, pictures or sounds can be
used to facilitate the creating of a story. Stories for telling can be adapted
from a literary source, a current event or from the collective imaginings of
the participants. Teacher or students can tell stories. The storyteller can also
invite participation through word, gesture and sound. Conventions of
storytelling are vocal expression, pace, pause, gesture, starting and ending
techniques and rituals. Storytellers establish an interactive relationship with
their audience
o Readers Theatre: involves a rehearsed reading for an audience. Through
gesture and language, participants build, sustain and resolve dramatic
tension within the context of the drama. Drama conventions include reading
aloud, vocal expression, silent pauses and a direct actor-audience
relationship. Young students can participate in readers theatre using a story
they know well incorporating mime, dialogue and narration. The teacher
could also take the responsibility of the narrator. Narration may also be
presented by groups of students.
o Puppetry: the performer brings to life an inanimate object and then creates a
role for the puppet in a dramatic situation. Puppeteers communicate
dramatic meaning by manipulating language and movement of the puppets.
Glove, shadow, string and rod puppets are the most common. Puppets may
be used in paired or group role-plays to communicate meaning in other
drama forms, such as improvisation and storytelling.
o Mask: the face is fully or partially covered as a way of representing a
character. A full-mask has eye and nose openings. A half-mask covers the top
half of the face and does not hide the mouth or nostrils. The half-mask allows
its wearer to speak. Masks can be neutral (smooth neutral features in white
or earth colours) or can represent distinctive character features. Body
movements and gestures are significantly exaggerated by a masked-character
to adequately convey meaning to others.
o Video Drama: drama is devised for videoing. Filmed dramatic action generally
embodies rehearsed improvisation or scripted presentation. Video drama
Workshop 8 – Drama
Forms and Elements of Drama
The purpose of teaching drama is to help students take on roles and create imagined
situations shaped by the elements of drama, and in performing drama by actively
engaging in drama forms (BOS, 2006).
Through the drama forms and elements we shape dramatic meaning and enrich the
drama
improvisation
playbuilding movement
video drama mime
forms
of
drama
mask storytelling
readers
puppetry
theatre
, Forms of drama: how to engage in dramatic action.
o Improvisation: acting spontaneously, enacting a fictional situation that is
based on every day or imagined experiences. Generally, unrehearsed and
unscripted. Teacher will sometimes take on a role in the improvisation to
help establish the focus and tension of the drama or other elements
o Movement: nonverbal communication across space to portray roles and
situations. Body awareness through movement is fundamental to the
portrayal of a role. Movement can also be used to convey abstract ideas and
feelings such as ‘the wind’ or ‘anger’.
o Mime: silent enactment involving visual communication through gesture and
action. It is distinct from movement in that mimed expression is conveyed
within minimal space.
o Storytelling: the oral presentation of a story by individuals or groups such as
in chorus or tandem telling. Objects, artefacts, pictures or sounds can be
used to facilitate the creating of a story. Stories for telling can be adapted
from a literary source, a current event or from the collective imaginings of
the participants. Teacher or students can tell stories. The storyteller can also
invite participation through word, gesture and sound. Conventions of
storytelling are vocal expression, pace, pause, gesture, starting and ending
techniques and rituals. Storytellers establish an interactive relationship with
their audience
o Readers Theatre: involves a rehearsed reading for an audience. Through
gesture and language, participants build, sustain and resolve dramatic
tension within the context of the drama. Drama conventions include reading
aloud, vocal expression, silent pauses and a direct actor-audience
relationship. Young students can participate in readers theatre using a story
they know well incorporating mime, dialogue and narration. The teacher
could also take the responsibility of the narrator. Narration may also be
presented by groups of students.
o Puppetry: the performer brings to life an inanimate object and then creates a
role for the puppet in a dramatic situation. Puppeteers communicate
dramatic meaning by manipulating language and movement of the puppets.
Glove, shadow, string and rod puppets are the most common. Puppets may
be used in paired or group role-plays to communicate meaning in other
drama forms, such as improvisation and storytelling.
o Mask: the face is fully or partially covered as a way of representing a
character. A full-mask has eye and nose openings. A half-mask covers the top
half of the face and does not hide the mouth or nostrils. The half-mask allows
its wearer to speak. Masks can be neutral (smooth neutral features in white
or earth colours) or can represent distinctive character features. Body
movements and gestures are significantly exaggerated by a masked-character
to adequately convey meaning to others.
o Video Drama: drama is devised for videoing. Filmed dramatic action generally
embodies rehearsed improvisation or scripted presentation. Video drama
