drama guide __final

Multilateral Comenius

Partnership 2011 - 2013

Multilateral Comenius Partnership

2011 – 2013

“FROM SHADOW TO LIGHT”

~ DRAMA GUIDE ~

Sâncel, Alba, Romania

~ 2013 ~

Contents

Page

1. Introduction 3

2. Drama in the classroom 4

3. Teaching Drama 9

4. Teaching Mathematics through drama

4.1 Bulgaria 13

4.2 Italy 16

4.3 Poland 18

4.4 Romania 24

4.5 Turkey 28

4.6 UK 31

5. Teaching Science through drama

5.1 Bulgaria 35

5.2 Italy 39

5.3 Poland 40

5.4 Romania 42

5.5 Turkey 46

5.6 UK 48

6. Teaching History through drama

6.1 Bulgaria 50

6.2 Italy 51

6.3 Poland 53

6.4 Romania 54

6.5 Turkey 57

6.6 UK 59

7. Teaching Art through drama

7.1 Italy 62

7.2 Poland 64

7.3 Romania 66

7.4 Slovakia 70

7.5 Turkey 74

7.6 UK 76

8. Teaching Music / Dance through drama

8.1 Bulgaria 78

8.2 Italy 81

8.3 Poland 83

8.4 Romania 84

8.5 Slovakia 85

8.6 Turkey 87

9. Teaching Languages through drama

9.1 Bulgaria 90

9.2 Italy 97

9.3 Poland 101

9.4 Romania 107

9.5 Turkey 125

9.6 UK 127

10. Conclusions 136

11. Bibliography 137

***

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Introduction

This Drama Guide is one of the final products created throughout the two years of the

Multilateral Comenius Partnership “From Shadow to Light”. It represents the effort of teachers

and students from all seven partner countries: Bulgaria, Italy, Poland, Romania, Slovakia,

Turkey and UK, who in 2011 embarked on an amazing journey that brought about professional

and personal growth but most of all, it brought European countries together, bridging different

cultures and people, enriching our general knowledge and creating and strengthening long-

lasting friendships.

The present guide aims at being a helpful tool especially for the teachers that are open to

using drama in their classrooms and who want to improve their skills in teaching any subject

with the help of drama techniques. It is made up of a hard copy that accompanies two DVDs.

The hard copy combines theoretical issues with practical examples from the classroom,

providing thus lesson plans for the following subjects: Mathematics, Science, History, Art,

Music, Dance, and Languages. Almost all the lessons presented in the written guide have been

recorded or have an attached video sequence that can be found on the DVDs. This way it is much

easier to understand the purpose of teaching through drama as drama has to be witnessed, has to

be seen and has to be felt.

Through this Drama Guide we want to share our experience, to emphasise the importance

of using drama with our students and to point out that school doesn’t have to be boring as many

students think, instead they can learn and have fun, as well.

Moving from the shadows of human existence and the shadows of our inabilities which

make us crumpled and shy, moving from the shadows of neglected tradition, and the shadows of

backstage we want to come onto the stage, act, stay in spotlight, make the world around us

bright and sunny. To make it true we need to teach and learn understanding, tolerance,

cooperation and independence.

***

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Drama in the classroom

“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

Chinese proverb

What is drama?

This question has never had clear, exact and similar answers; each person has his/her own interpretation of the

subject. However, what everybody can agree on is the fact that drama is a powerful tool “because its unique

balance of thought and feeling makes learning exciting, challenging relevant to real-life concerns, and

enjoyable” as Betty Jane Wagner beautifully puts it in the work “Building Moral Communities Through

Educational Drama”. (Wagner 1999: 5) Moreover, we can say that “drama is the act of using the imagination to

become someone or something other than yourself. It can take one any place to any period of time. It is only

limited by the imagination, the participants‟ fear of risking, or the leader or teacher‟s set limitations.“ (Moore

2004: 5)

Why use drama?

Why not? Let us just think for a moment what children do all the time and most of all, enjoy doing … they play,

they plunge into an imaginary world of dragons, supernatural beings and princesses and they recreate their

reality through play; this is their best loved and most absorbing occupation. But the educational process taking

place in the schools removes them from this “make-believe” world. Imagine how enjoyable this must be for a

child! Therefore, why cast the children out of this world, why not continue living in it while learning, as well?

Sarah Philips in her book “Drama with Children” states that “Dramatizing is part of children‟s lives from an

early age: children act out scenes and stories from the age of about three or four. They play at being adults in

situations, like shopping and visiting the doctor, which are part of their lives. Many of these day-to-day

situations are predictable. Children try out different roles in make-believe play. They rehearse the language and

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the „script‟ of the situation and experience the emotions involved, knowing that they can switch back to reality

whenever they want to. Such pretend play prepares children for the real-life situations they will meet later on: it

is a rehearsal of the real thing. Make-believe encourages their creativity and develops their imagination, and at

the same time gives them the opportunity to use language that is outside their daily needs.” (Philips 1999: 9)

Due to this playful characteristic, drama is a special attraction to any child. It is an ideal way of communication,

of interaction and self-discovery. Drama facilitates a direct communication, a sensitiveness stimulated by a

spontaneous, informal and natural relationship, this being an effective way of overcoming students‟ inhibitions,

nervousness and communication barriers.

There are many other reasons for using drama in the classroom as a successful tool in the process of educating

children, from the very young ones to the very older ones. Some of them are stated below:

Drama promotes holistic cross-curricular learning at all levels of education through their bodies, minds,

emotions, language, and social interaction.

Drama brings the classroom interaction to life

Drama is learner-centered as students have a key role in their education, they are not just mere

observers, passive actors but they become actively involved in the learning process

Drama encourages kids to communicate verbally and non-verbally, through body movement and facial

expressions.

Drama fosters confidence and self-esteem

Drama motivates students to learn

Drama enriches the students‟ creativity and imagination

With drama students can learn and play at the same time, therefore drama is fun

What are drama techniques?

“They are activities, many of which are based on techniques used by actors in their training. Through them,

students are given opportunities to use their own personality in creating the material on which part of the

language class is based. They draw on the natural ability of everyone to imitate, mimic and express themselves

through gesture and facial expression.” (Maley, Duff 2005: 2)

Drama is the world of „let‟s pretend‟ that embraces the children‟s imagination and emotions, “their natural

capacity to bring to life parts of their past experience that might never otherwise emerge. Every student brings a

different life, a different background, a different set of memories and associations into the class.” (Maley, Duff

2005: 2) Thus, the new knowledge is based on the children‟s prior experiences, helping them expand their

ability to act out thoughts in their minds and facilitating learning as they learn by doing.

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The most important strong point in supporting the use of drama in the classroom is the fact that all subject areas

can be taught through drama, from literature to physics. At the same time, drama gives educators the

opportunity to teach their students in a way, which would create a love for learning. Teaching through drama

represents an authentic learning method as the cognitive, affective, and psychomotor dexterity that is gained by

using drama create motivated, intelligent, life-long learners. (Moore 2004: 28)

Most school systems in the world focus on the verbal and logical-mathematical intelligences although not all

students learn in the same way and do not have the same type of intelligence. The theory of multiple

intelligence has made its way in the field of education. Thus, besides the verbal and the logical-mathematical

ones, there are five other types of intelligence: visual/spatial, bodily/kinesthetic, musical, interpersonal, and

intrapersonal intelligences. “These intelligences provide the foundations for the visual arts, music, dance, and

drama, and through these art forms most students will not only find the means for communication and self-

expression, but the tools to construct meaning and learn almost any subject effectively.”(Dickinson 1997: ¶ 32)

Drama includes work on movement and rhythms, pantomime, improvisation, character study, and speech,

therefore children use their bodies, their voices, and the spaces and objects around them to investigate,

understand and acquire knowledge. With skillful and sensitive teaching, children can cheerfully tackle ideas and

concepts in drama that they might find much more difficult through talk and writing alone. Drama bridges the

gap between course-book dialogues and natural usage, and can also help to bridge a similar gap between the

classroom and real life situations by providing insights into how to handle tricky situations. And perhaps most

important of all, drama can offer children some of the most engaging, rewarding and joyful experiences that

they can have together in schools.

Dramatizing literary texts appropriate to students‟ ability of understanding the artistic message, requires a lot of

passion, creativity and thorough preparation of the teachers. There is a long way to performing on a stage but it

is substantially shorter to the pure souls of the children.

In conclusion we can state that drama is an extension of children‟s play “using different kinds of cerebral and

physical activity to enhance communication skills, encourage positive self-esteem, assist with informed decision

- making and increase self-confidence, all of which are prerequisites for effective learning. Enabling young

people to better understand and express a message, a story or important information no matter what their topic-

area or subject-specific focus, is key to the aims of drama.” (Morley, Lees 2005: 11)

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The most important rules in teaching through creative drama

by Marica Šišková

1. The action has to prevail over the word

- the action, story and thoughts should be expressed through an image, not through words

- the story should be played through a situation, not told by characters

2. The story must have a dramaturgical construction:

- tangling up the story;

- conflict;

- solving a conflict;

- breaking up the story;

- conclusion.

3. Resuming the thesis to a concrete situation and its expression through a metaphor:

- don´t try to generalize a thesis

- don´t try to include the whole problem

- try to emphasise different sides to one concrete problem

- try to avoid flattening theses

- don´t be afraid of showing original opinions for a certain problem

- try to avoid clichés in solving the problem

4. All parts of the performance should be in harmony

- scenography: scene, properties, costumes (functional)

- music – try to avoid a musical attack on audience

- theatrical expression tools: speech, mimicry, gestures, movement

- acting speech: natural, stylistics

- lighting

5. Each property, costume, theatrical part on the stage should have some sense and rationale

- try to avoid descriptivism

- try to use properties such as a sign or a symbol

- trying about „chastity“ in selection of means of expression

- don´t mix up fictive and real properties

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- try to use a lot vicarious property

6. Sincerity of the notice

- try to lead children to natural pronouncement on the stage

- everything they play on the stage should be their thesis, their problem

- try to avoid affect, ostentation on the stage

7. They should attain to inscenation through creative exercises and drama games not through the drilling of

text

- try to work on the thesis of the performance through different kinds of creative exercises, through all

parts: sound, movement, expression, feeling, etc.

***

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TEACHING

DRAMA

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Country: SLOVAKIA

Teacher: Marica Šišková

School: Základná umelecká škola Jozefa Rosinského, Nitra

Subject: Drama (Video 1)

Date: 23.09.2012

Class: drama class, group “E”

Age range: 12 – 13 years old

Number of pupils: 8

Time: 90 minutes

Topic: “Metaphorical portrayal of family and the depiction of its characteristics”

Lesson aim:

- depicting the problems that arise within a family

- expressing emotions and feelings through drama

Teaching aids: hats

Teaching methods: drama

Class management: group work

Procedure

1. motivation

2. exposure

3. fixation

4. diagnostic and classification

- Motivational-emotional narrative and evocative verbal approximation of what the pupils express

- Motivational interviewing teacher-led discussion with students, and activates their knowledge, experience

- Incentive-demonstration using examples (pictures, film) gets the pupils interested in the facts cognized

- Issue an incentive-based problem teacher catches the attention of students and explains the curriculum

- Praise, encouragement and criticism

- Staging

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FIRST assignment

students were divided into two groups of four

topic: metaphorical portrayal of family and the depiction of its characteristics

preparation time: 10 minutes

1st group – acts as the heart, which is the centre of life; heart symbolizes the mother; everyone acts in a

common rhythm, and later, from the basic rhythm; separated, but still maintain tempo and rhythm

harmony, they receive freedom for their own personalities; when they cease to be a heart (mother), the

family collapses.

2nd

group - plays the nest, where chicks are hatched; they are physically different; the weakest of all

according to the law of nature des if it does not get help.

SECOND assignment

the same distribution

topic: capturing the story of the family through photos from the family album

number of images (still images, snapshots) – 5

preparation time: 10 minutes

1st group-plays the story of a family that had to deal with the death of a child, this tragic event divides

parents

2nd

group - plays the story of a family who adopts a child from the orphanage and must acclimatize him

to the new conditions in the family

THIRD assignment

the same distribution

topic: capturing the dramatic situation in the family and developing it in action

moreover, the role - functional use of props - a hat

preparation time - 10 minutes

1st group - portrays a situation where the child feels that her parents do not pay enough attention to her;

each parent lives with his/her duties without being concerned about the feelings and needs of the child,

therefore the child feels misunderstood and unfortunately turns to rebellion

use of props - a hat band used not only as a character feature but as well as the emblem of the rejection

of such behaviour of adults; in the end they reject the hats, they do not want them)

2nd

group - portrays a situation where the parents could not decide whether to give the child to ballet, or

basketball classes, quarrel among themselves and do not ask what the child wants

use of props - a hat used as a placeholder - was actually a puppet, whose figure represents the story.

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TEACHING

MATHEMATICS

THROUGH DRAMA

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Country: BULGARIA

Teacher: Ivanka Kirova

School: “Luyben Karavelov” Primary School, Bourgas

Subject: Mathematics (Video 2)

Date: 15.05.2012

Class: 2nd

grade, class “B”

Age Range: 8-9 years old

Number of pupils: 24

Time: 2 teaching hours

Topic: Drama in Mathematics

Sub-theme: Applying knowledge in mathematics in a non-standard context.

Lesson aims:

teaching: Summarizing the knowledge for applying the rules of arithmetic learnt in 2nd

grade.

educational: Working in a team, Cooperation, Striving to succeed, Tolerance to the opinion of the

teammates.

developing: Creating skills for developing and improving the knowledge in maths through solving

different types of problems

inter-subject relations: Bulgarian and literature, the World around /knowledge about animals/,

practical home skills /cutting, sticking/, art, music.

TEACHING METHODS: teamwork, explaining, lecture, drama- according to the age group: dramatization,

pantomime, puppet show, sketch, recitation.

Preparation:

1. Five teams were made, randomly, through drawing cards. They worked together for almost a month and

managed to achieve harmony so that they could think and work in the name of the group and ignore

their individualism.

2. Each team prepared their own logo under which they performed.

3. The teams chose speakers who presented their solutions.

4. In the teacher‟s judgment, and according to their artistic skills, were chosen participants to present the

different types of problems. They used the means of Drama, and all the children in the class were

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engaged. Each rehearsal was held in secret from the rest of the children, and the parents – children

acquire a special feeling of significance when they realize that something depends on them especially if

it is done in secret.

5. Suitable characters from Bulgarian folk tales were chosen, dialogues were created and learnt – the

children are especially artistic, and the rehearsals were based on improvising, and the children added

lines, and gave ideas.

Course of the lesson:

- a jury which was to assess the presentation of the problems was chosen among the teachers and the parents.

- organizing the class – to create the appropriate mood we started with a song for mathematics.

- introducing of the teams.

- everyone taking their seats.

- introducing the course of the lesson: the aims that were to be achieved, and the types of problems that were to

be solved on the board, and on the computer:

1. Solving of a mathematical riddle, presented through a poem of a Bulgarian poet – a sum of three or more

addend – recitation.

2. Solving of a chain – presented through a puppet show; the children learnt interesting things about the life of

birds.

3. Solving of logical problems presented through dramatization – a dialogue between Bulgarian folk tales

characters Hitar Petar and Nastradin Hodja famous for their wit.

4. Solving of text problems, presented through a sketch – “In the bookstore‟.

5. Solving of expressions with the four rules of arithmetic, presented through pantomime – the children had to

guess if they would add, subtract, multiply or divide the numbers which were shown to them.

6. Solving geometry problems presented through a dramatization in which the characters are from well-known

Bulgarian folk tales – the hard-working granny and the lazy granddaughter.

After each presentation of the respective type of problems, the teams were given the materials they needed for

their work. The problems were solved within a limited period of time. The speakers of the groups presented the

solutions, and the jury assessed the performance – speed, precision, completeness and correctness of the answer.

After each problem the result was written on the board. This was a great incentive for the students, and they

joined their efforts to work even better.

While the jury was calculating the final score, a small show was presented. Then the children commented on

their joined work, the performance of their team, and made conclusions. A member of the jury announced the

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results and awarded the certificates to the teams. There was a lot of joy and a bit of a disappointment as well,

but it was followed by wishing for a better performance the next time. The aims of the lesson were achieved.

The parents saw their children in both the process of solving problems and performing artistically. The

problems chosen allowed the students to apply the knowledge in mathematics they had gained in 2nd

grade.

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Country: ITALY

Teacher: Arca Sepe

School: 1° Circolo Didattico "Raffaele Arfè", Somma Vesuviana

Subject: Mathematics

Date: 22/04/2013

Class: 3rd

grade

Age range: 8 years old


Period of time: January to March

Unit: Teaching and learning about fractions

Topic: Fraction as a division

Other subjects involved: through cross-connections: Geometry, Computer Science, Art

Lesson aims:

- to enhance the effectiveness of teaching, the teacher starts from the experience of the student to

reach the abstraction and symbolization of concepts and rules through sensory-perceptual activities

as well as graphics.

- to make activities interesting and motivating, pupils are stimulated and involved as much as

possible to make them Protagonists, emphasizing their problems, highlighting observations,

reflections, assumptions, errors.

Learning Objectives:

* understanding the relationship between fractions and natural numbers;

* identifying the fraction with a division;

* developing and revising intuitively the concept of fraction;

* distinguishing the various types of fractions and their properties;

* learning to apply the properties of the fractions to solve problematic situations;

Teaching aids:

- semi-structured and structured forms;

- book operating;

- teaching materials

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Introduction

Fractional fractions are introduced through real-world examples and stand out, then, the different types of

fractions by examining the relationship between fractions and rational numbers, and between sign and split

division sign.

Expected skills: to know the surroundings and work with them to describe everyday situations.

Activities

Constructing the trail relative to fractions taking into account all the basic steps:

* Analysis and observation of reality;

* Fraction as an operator;

* Comparison between fractional units and between fractions;

* Fractions applied to the figures;

* Fractional numbers;

* Search for the complementary fraction;

* Proper apparent improper fractions;

* Equivalent fractions;

* Decimal fractions;

* Problems with date expressed as a fraction;

* Reinforcement and extension activities

Assessment:

* Structured tests in written and oral form;

* Survey grid of knowledge and skills acquired: with opinions and views expressed in tenths.

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Country: POLAND

Teacher: Elżbieta Petrów

School: SP171 Warszawa, Poland

Subject: Mathematics (1) - (Video 3)

Date: 15th

October, 2012

Class: Year 6a


Number of pupils: 24 students

Time: 45 min

Topic: Polygons

Based on: Inscenizacje na lekcjach matematyki / Staging for Mathemathics Lesson / by Teresa Czerkańska,

wyd. Nowik, Opole 1999, ISBN 83-87631-08-6

Aims of the lesson:

- to practice names of polygons

- to classify polygons

- to define polygons

- to practice vocabulary connected with geometrical shapes

- to revise information about polygons

Materials: shapes made of coloured cardboard, ribbons or thread; photocopies of the text, p.22

Techniques: Drama - role play

This is the short play that students had to memorize and act. They speak mother tongue.

Post lesson reflection

The text was translated to let students find the meaning of new vocabulary and act again in English.

Stages of the lesson:

Stage 1. Divide students into groups of 8. Each group receives a set of shapes and photocopies of the text about

polygons and some other shapes. Students choose shapes and take the role of one shape.

Stage2. Students prepare how to show the characteristic features of the polygons and other shapes

Stage 3. Students play roles according to the text.

TEXT, translated

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Sq - SQUARE

R - RECTANGLE

T - TRIANGLE

C - CIRCLE

Ss - STUDENTS

F - FIGURES ALL TOGETHER

F: We are all one big family. We have many angles and the same number of sides and vertices.

You've already known we are called polygons.

POLYGONS, POLYGONS

and among them

– triangles, trigons

- quadrilaterals, quadrangles

- pentagons

- octagons

C: Important figures - polygons!

I AM the most interesting shape and the most brilliant. I do not have any sides or angles. But I have got a centre

instead. Do you know how to call me?

Ss: A circle!

Sq: The most interesting shape - a circle, ...? I am the most perfect shape, the most beautiful. I have all the sides

of the same length, all my angles are of the same measure, and to tell more they are all right angles! Do you

know who I am?

Ss: A square!

R: And me, I also have all my four angles right and I have four sides. Two sides are longer and two sides are

shorter. Pairs of these sides are equal and parallel. And I also have two diagonals. Who can tell my name?

Ss: A rectangle.

Sq: Oh, how is this rectangle bragging …? I have also got two diagonals.

R: But my diagonals are of the same length and they bisect each other.

Sq: My diagonals are also of the same length and bisect each other, and what is more, they intersect at the right

angle, so they are perpendicular and yours are not.

T: Silence, do not argue! I don't have any diagonals at all but I have got sides, angles and vertices, and I am a

polygon of the smallest number of sides. Do you know who I am?

Ss: Yes, you are a triangle!

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PART 2

T: I do not have diagonals but I have three altitudes and there is a whole family of us.

- an equilateral triangle

- a scalene triangle

- an isosceles triangle

- a right-angled triangle

- an acute triangle

- an obtuse triangle

R and Sq: There is also a big family of us: parallelogram, rhombus, trapezium, kite, trapezoid.

Quadrangles: We also have altitudes.

Parallelogram: I have two diagonals and two altitudes. My diagonals are of different length. They intersect in

the centre. Two shorter sides and two longer sides which are equal in pairs and parallel.

Rhombus: My diagonals are also of different length and also bisect but they intersect at the right angle.

Ss: Are they perpendicular as in a square?

Rhombus: Of course! And my sides are of the same length.

Ss: The same as in a square!

Rh: And they are parallel in pairs.

Parallelogram and Rhombus: We have got two acute angles which are equal and two obtuse angles, which are

equal too.

Trapezoids: We are also a small family.

- isosceles trapezium

- right trapezium

We have two diagonals each, we have got one altitude and two bases – upper and lower base, which are

parallel.

Kite: I have two diagonals they are perpendicular but they do not bisect and they are of different length. I have

two longer sides that are equal and two shorter sides which are equal too. I do not have any pair of parallel

sides.

Trapezoid: I do not have any parallel sides either. I do not have any sides equal but I have two diagonals and

two altitudes.

Quadrangles: But the sum of all interior angles in any quadrangle is 360º.

Triangles: And the sum of interior angles in each of the triangles is equal 180º.

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Country: POLAND

Teacher: Agnieszka Krysiak



Date: 21st January, 2013

Class: Year 1

Age range: 6-7 years old


Time: 45 min

Topic: Sets and Equations

Aims of the lesson:

- to know and properly uses signs „greater-than”, „less than”, „equal‟

- to create sets according to given features and estimate quantity of sets

- to separate a common part /intersection, meet, product/

- to identify data and unknown in a task

- to write a mathematic formula

- to compose and solve a text task

- to practise adding and subtracting in memory / 1-10 /

Materials:

A poem by A.Galica Balwankowa wyliczanka, shapes of snowmen, flashcards, skier, caps, scarves - to be taken

by students, rope, skipping ropes, 5 paper snowmen.

Techniques: explaining, demonstrating, drama,

Forms: individual and group work


Stage 1. Introduction - comparing sets

Teacher reads a poem which is a kind of mathematic task, students answer questions posed in the poem, create

sets of snowmen / with and without broomsticks, hats and pots, with and without letters, ... / count

corresponding sets and write signs "equal", "greater-than"

Stage 2. Drama games

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Teacher asks students to put on caps or hats and scarves to play snowmen. Next they have to go into a loop

teacher mage on the floor. One loop - ss with hats; another loop - ss with scarves.

Students compare sets - We are snowmen with caps and there are 8 of us, only 6 of you have got scarves. We

are a bigger set, our set is "greater-than" yours, ... Some have to choose. Students produce sentences: „If we

stand in the group with hats there will be ... of us. If we stand ....” Where can sit snowmen with a hat and a

scarf? They form 2 sets but they need an intersection which shows they belong to both sets. Students can form

other sets as snowmen and find intersection. Children create short mathematical tasks and respond with

appropriate action.

Stage 3. Buttons

Task for 5 students. Dear snowmen, you all have nose, hat, ... but no...? Buttons! How many buttons can you

have? It must be more than 5 and less than 9. Ss get flashcards and place them on the shapes of snowmen.

Stage 4.

Students create own mathematical problems to solve, write formulas, equations, and solutions. More problems

to solve given by the teacher, depending on abilities of children

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Country: ROMANIA

Teacher: Lenuţa Bloj

School: Şcoala Gimnazială “Ion Pop Reteganul” Sâncel


Date: 29.01.2013

Class: 4th

Age range: 6 to 10 years old


Time: 30 minutes

Topic: Educational Game “Parts of the day”

Lesson aims: acknowledging the parts of the day throughout specific activities according to the students‟ age;

reviewing the daily activities

Teaching methods: explaining, demonstrating, miming, game


Assessment: observation

Procedure:

Presentation

The teacher explains to students how the game is to be played and she also demonstrates for a better

understanding.

• The teacher says: „It is 4 / 7 / 10 … o‟clock”;

• Students are asked to mime the activities they undertake at that specific time (they sleep, they get up, they eat,

they‟re at school, they play, they do their homework);

• At a certain moment students get “frozen”;

• The teacher touches one of the students on his/her shoulder and that student has to tell the exact time, to

calculate the following “It‟s ….. o‟clock, calculate what time it was three hours earlier / what time it will be in

two hours‟ time” and that student picks another student who will show what he/she was doing at that particular

time.

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Practice

Following the teacher‟s explanations students play the game by themselves; the teacher helps whenever it is

needed.

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Country: ROMANIA

Teacher: Paul Puha



Date: 17.10.2012

Class: 2nd



Time: 50 minutes

Topic: Odd and even numbers from 0 to 20

Lesson aims: By the end of the lesson students will have:

1. Recognised the odd and even numbers from 0-20

2. Written down the odd and even numbers from 0-20

3. Grouped the odd and even numbers from 0-20

4. Consolidated their knowledge regarding the odd and even numbers from 0-20.

5. Used body language to express themselves

Teaching aids: notebooks, blackboard, human resources

Teaching methods: explanation, Total Physical Response song, miming, game.


Assessment: observation, the game

Procedure:

A. Lead - in

The teacher introduces the topic of the new lesson to the students, “Odd and even numbers from 0-20”,

reminding them what odd and even numbers are. Students are asked to sing the song “Şade raţa pe butoi” (“The

Duck is Sitting on the Barrel”). They can dance and sing at the same time.

B. Presentation

The teacher divides the class into two groups. The first group (A) is the group of odd numbers

(1,3,5,7,9,11,13,15,17,19) and the second group (B) is the group of even numbers (0,2,4,6,8,10,12,14,16,18,20).

Teacher presents the students the rules of the game, making sure everybody has understood them.

27 | P a g e

C. Practice – The Game

One child from every group is invited in front of the class. One colleague from his/her group says a number

from 0 to 20 (even or odd, depending on which side he/she is). The child located in the front of the class needs

to show with his/her fingers the chosen number. Another child from every team must calculate the result of

increases and decreases obtained. Two observers from the opposing team verify the results. For each right

answer the team scores 5 points. The teacher keeps the score on the blackboard. The team with the most scored

points is the winner of the game.

The duck is sitting on the barrel


Counting by two‟s

1, 3, 5, 7, 9.

We eat eggs in the morning

To grow up,

To grow up.

***


Counting by two‟s

2, 4, 6, 8

The sweetbread is ready

But if we want to eat it

We have to wash our hands.

***


Quacking cheerfully

“Quack”, “quack”, “quack”

Watching the children,

And we are learning

How to behave.

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Country: TURKEY

Teacher: Beril Aslan

School: Bursa Hamitler Doğa College

Subject: Mathematics

Date: 24.07.12

Class: 5th



Time: 40 minutes

Unit: ARTS – Books are left in public places

Topic: Let’s draw the sketch of our classroom

Related School Subjects:

- Math: By using square, rectangle, triangle, and circles they will draw sketches

- Mother Language & Literature: Visual reading related to maps and sketches

Lesson aim: to be able to draw the sketches of our school and classroom

Key competences:

1. Mathematical Competence and Key Competences in Science and Technology

2. Communicative Competence in the Mother Tongue

Teaching aids: Crayons, A4 paper, craft paper, smart board, sketches, instruction envelopes

Teaching methods: 5 E Method, Brainstorming, (Jigsaw) Puzzle activity, Presentation, Question-Answer,

Group work

Procedure:

Introductory Information

What is a sketch?

A sketch is a roughly executed drawing of a building, site, etc. (the location of a building, a street or a

neighbourhood, etc.) by scaling their bird‟s eye view appearance back.

I. Introduction:

The teacher begins by asking the question “What would your view be like if you were a bird and looked

down while flying?” and receives the students‟ answers.

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The teacher then goes on to divide the students into groups of four and hands out envelopes (to each of

the groups) in which there are instructions with different colours. S/he tells the students that they will

reach a box by following the instructions in the envelopes and starts the game by saying “Now, reach the

boxes and see what is in.”

Some examples of instructions in the envelopes (Instructions may vary depending on the school types):

Instruction 1: To which room does the first door on your left open when you leave the classroom?

Instruction 2: To which room does the first door on your right open when you leave the classroom?

Instruction 3: To which room does the door opposite the classroom door open?

II. Learning Process:

The students who follow the instructions finally reach the box and write down the name of the

room/section of the school on the sheet to be found in the boxes. (The answers could also be put on the

doors)

Each group places their own sections/rooms of the school in the (jigsaw) puzzle on the board and then

sketch of the school has been completed.

Then the students, within their own groups, do brainstorming about the issues on the question cards.

Sample question cards: What is a sketch? What is it for? When is it used?

Pictures of Bursa Hamitler Doğa Schools (Pic 1) are displayed on the Smart Board for the students. The

difference between the pictures of these schools is asked as a question to the students and a

brainstorming is conducted. Following this, the groups are assigned to draw their sketches of these

schools taking into consideration the pictures.

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III. Conclusion:

Students individually draw the sketch of their dream schools.

Some examples:

IV. Reflection:

Reflection questions are used in order to determine the troublesome and enjoyable points / periods during the

class.

What parts of the lesson proved troublesome?

What parts of the lesson did you enjoy?

What would the activities you would like to be changed if you joined the same class again?

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Country: UK

Teachers: Tracey Pearson, Jane Hanmer

School: Leighswood School, Walsall

Subject: Mathematics - (Video 7)

Date: 24.10.2012

Class: Y6 and Nursery

Age range: 3 - 11

Number of pupils: 5 - 30

Time: 1hr

Topic: Problem Solving

Lesson aim: finding strategies to solve a problem involving number

Teaching aids: frog hats, tabards

Teaching method: active learning

Class management: groups of s 6 to 8

Assessment: on-going

Stages:

Warm up – you are a frog sitting on a lily pad. How would you act? How can you move?

Activity – You are a frog sitting on a lily pad, you want to get to the river bank but the only way you can get

there is by jumping on the lily pads. There is one free but you have to work as a team to solve the problem.

32 | P a g e

Rules

Start with TWO frogs.

Now try FOUR – you must always have an even number and remember the rules!

Now try with SIX frogs. How many moves does it take you?

Challenge – What is the least amount of moves for 6 frogs?

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5 Little speckled frogs

Lois plays the five speckled frogs game. “5 frogs” she

counts. We then sing the song together.

“5 little speckled frogs sat on a speckled log eating some

most delicious grubs, yum, yum, one jumped into a pool

where it was nice and cool now there are….”

“1, 2, 3, 4…..4” said Lois as she counted the

remaining frogs.

She continued playing the game each time singing the

song and counting the remaining frogs.

Following the game she chose to join the elephants up

into a circle.

“Look Mrs Hanmer, 1, 2, 3, 4, 5, 6, 7…..7 elephants”

PSRN 30-50m – Lois counted reliable up to seven

objects. She realised the number was getting smaller

as the frogs jumped into the pond demonstrating an

awareness of practical subtraction.

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TEACHING

SCIENCE

THROUGH DRAMA

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Country: BULGARIA

Teacher: Ivanka Kirova


Subject: Science - Geography (1) - (Video 8)

Date: 31.01.2013

Class: 3rd

grade, class “B”

Age Range: 9 years old


Time: 45 min

Unit: Man and Society

Topic: Water Wealth of Bulgaria

Lesson aims:

The students get acquainted with the water wealth of the country – rivers, lakes, the Black sea – and its

significance for the development of different economic activities.

Teaching aids: geographical maps of Bulgaria, illustrations in the student‟s books and the workbooks, posters,

presentation on the topic, dramatization of a song about the native country, the map of Bulgaria in the form of a

jigsaw puzzle, colour pencils, glue stick – for the team work, personal impressions of the children.

Teaching methods: team work, explanation, lecture, working with a map, applying painting, music and every-

day skills during the lesson.

Procedure:

1. To create the atmosphere for introduction to the topic we begin with a song about the beauty of our native

country and the children, while singing, show different geographical objects on the map, which are included in

the song /song „Where is Bulgaria?‟, lyrics by I.Vazov/.

2. We check the homework, discuss the exercises, and the difficulties the students have encountered while

doing it.

3. I examine the students in front of the board, the map, so that they tell about the mountains of Bulgaria, and

answer questions from the previous lesson.

4. Team work for checking the knowledge of the whole class before starting the new topic: every team has a

jigsaw puzzle/ depicting a map/, which they have to assemble;

36 | P a g e

- then they have to colour the planes and the mountains

- to write their geographical names

- to write on their maps the names of the countries bordering Bulgaria.

On completing the task, the speakers of the team show what they have done, justifying their thesis. The posters

are laid aside, as at the end of the lesson the students will have a new task with them – to point the rivers, and

write their names.

5. Presentation on the water wealth of Bulgaria. The knowledge on the topic is presented in an interesting, easy

and accessible way, with a lot of pictures.

6. Working with the student‟s book and the work book, which helps strengthening the knowledge on the waters

in the country and the skills to characterise them.

7. Homework: making a table with data about the rivers in Bulgaria – place of spring, route, where it flows in.

Assessment: The lesson passed in a dynamic, creative atmosphere. The aims and the tasks of the lesson were

achieved. The students had the chance to work and demonstrate their knowledge, to present their opinions, to

work in teams, to discuss on some topics, and support their opinion with the right arguments. They gained

greater confidence working with maps, and learnt new terms. They felt confident in their knowledge.

37 | P a g e

Country: BULGARIA

Teacher: Diana Chaneva


Subject: Science - Geography (2) - (Video 9)

Date: 05.03.2013

Class: 4th

C



Time: 11.45 – 12.25

Topic: The Bulgarian Black Sea Coast

Lesson aims:

- to get the students acquainted with the geographic situation and the most characteristic features of

nature, human activity and towns and villages on the Black Sea Coast

- to reveal the significance of the sea and the coast for the economic development of the region.

Teaching aids:

1. Maps of the Republic of Bulgaria – geographical and administrative

2.”100 Archaeological Sites of Bulgaria”

3. A Presentation on the topic.

4. An audio record of the sound of the sea, and the singing of sea birds

5. A quiz on the knowledge acquired through the presentation

6. Bulgarian national costumes and traditional pots

7. A set of hand-outs

8. The students‟ workbook for 4th

grade textbook in Man and Society

9. Students‟ reports on towns and villages from the region

Teaching methods:

Several methods were used, all of them suited to the age of the students, and the type of the topic: analysis of

illustrations in the students‟ books; working with the maps to define the location and the boundaries of different

geographic objects; description of the places visited, and the sights of the native town; acquiring of new terms

which are considered basic knowledge in geography and economics, as studied in 5th

grade; preparing a

scientific annotation on the flora and the fauna of the region.

38 | P a g e

Procedure:

The class consists of 20 students, all of which participated in the lesson. Before the lesson, the teacher prepared

the audio-visual materials, the lesson plan; the illustrations and the maps; the students chose their individual

tasks; the quiz was prepared. The students read some materials on the topic; prepared their annotations or

reports, according to their own choice.

Assessment: From the very beginning of the lesson, which started with the reports of the student on duty, till its

end, the students demonstrated their active and creative attitude. They worked with the student‟s books and the

workbooks, the maps, the atlases, and managed to locate all geographical objects. They looked for and

discovered the inter-relation between nature and human activity and learnt new things about the geography of

the region and its contribution to the European and the world culture – for example, the oldest man-made gold

treasure /4000 B.C./ found so far, which is exhibited in Varna Archaeological museum.

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Country: ITALY

Teacher: Francesco De Sena


Subject: Science - Ecology

Date: 10/04/2013

Class: 2nd



Time: 40 minutes

Topic: The flowers

Lesson aims:

- Gain the ability to observe, describe, and represent reality using specific disciplinary language

- Gain the tools to adequately manage knowledge

- Take an attitude of willingness to collaboration with others, to respect the rules and respect the

environment.

- Take and use the logical temporal and spatial relations in texts and relevant contexts starting from the

surrounding reality

Teaching aids: semi-structured and structured forms; book operating; teaching materials and of various kinds.

Teaching methods: explanation, conversation

Class management: individual and group work

Assessment: Structured tests in written and oral form; Survey grid of knowledge and skills acquired: with

judgments and estimates expressed in tenths.

Procedure:

The teacher presents the flower “Angiospermela” with the help of the LIM first, giving explanations written on

the board; during these explanations the teachers makes use of plant and flower samples; then individual

students can name the various parts of the flower. The result is a careful discussion with the students

participating actors and the teacher as facilitator of the new knowledge. The teacher involves all pupils in the

discussion, making observations and asking questions in order to clarify certain aspects. Next, students work in

groups achieving the capacity 'to rework the skills learnt.

Steps of the activity: 1. Observation, recognition and naming of the parts of the flower. 2. Observation of the

environment, the natural one and man-made one. 3. Reading. 4. Conversation. 5. Activities graphic -pictorial. 6.

Classifications.

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Country: POLAND

Teacher: Elzbieta Potyrało


Subject: Science – Nature (Video 10)

Date: 7th

May, 2013

Class: Year 4



Time: 45 min +

Topic: First Aid

Aims of the lesson:

- to practise knowledge gained on the subject of First Aid

- to increase students' consciousness of potential dangerous situations at school putting their life and health

at risk

- to introduce basic rules for first aid

- to help students take active roles in case of danger or emergency

Materials: first aid sets

Techniques: learning by doing, drama – problem solving, freeze frames, machines

Forms: individual and group work


Stage 1. Brainstorming

Teacher asks students to write on a blackboard different kinds of accidents they witnessed or heard about – they

have to take place at school

Stage 2. Drama - Freeze Frames

Teacher asks students in groups of 2, 3, 4 to choose one case / or draw one case / and present a dangerous

situation where one student is a victim. The rest of the students guess what happened. The students act what was

the key point of the accident. Then they freeze. The groups discuss what could be done to avoid the situation.

Questions to help students: How did you feel when you realized that something was going to happen? How did

you feel as victim of the accident? What did you think about the situation as a colleague of the victim? Was

anything that could prevent the accident?

41 | P a g e

Students act out the situation again with these new roles.

Stage 3. Drama – Freeze Frames Problem solving

Students come back to their groups and continue. Now the accidents happened. What do you need to help the

victim? Students in a small and big group try to help the victim. Students present it as freeze frame.

They may not find all they could do, but the action of taking responsibility for giving the first aid is the most

important. In fact you need to discuss who should ask for help an adult person, how to call the police or

ambulance, and others. They choose roles – what can I do

Stage 4. First aid kit

Students choose the proper equipment to rescue the victims. They use them in given situations.

42 | P a g e

Country: ROMANIA

Teacher: Anuţa Popa


Subject: Science – Biology (Video 11)

Date: 29.04.2013

Class: 7th

A



Time: 100 minutes

Topic: The Evolution of Animals: Vertebrates and Invertebrates

Lesson aims:

1. Understanding of the evolution within the animal world

2. Stimulating students‟ imagination

3. Stimulating students‟ ability to improvise

4. Learning through acting

Teaching aids: blackboard description

Teaching methods: acting out, improvisation, explanation, demonstration.

Class management: pair work

Assessment: systematic observation

Procedure:

Activity 1

The teacher presents and explains to students the stages of evolution within the animal world. After that the

teacher puts down on the blackboard an outline of this evolution.

Activity 2

The teacher divides students in pairs and each pair is given a different class of animals: sponges, coelenterates,

echinoderms, worms, molluscs, and arthropods. Each pair has to choose a representative of that class and

present it by acting out its characteristics and way of life. Students are given time to come up with an accurate

but still funny and entertaining description of the chosen animal. The teacher helps students when needed.

Activity 3

Each pair acts out the presentation of that certain animal. The teacher helps students when needed.

43 | P a g e

44 | P a g e

Country: ROMANIA

Teacher: Carmen Gabriş


Subject: Science - Chemistry (Video 12)

Date: 10.05.2012

Class: 7th



Time: 10 minutes

Topic: Types of Chemical Reactions

Lesson aims:

1. recognising different types of chemical reactions

2. writing down the formulas for the chemical reactions learnt

3. understanding how the chemical reactions form

4. being able to explain how the chemical reactions work

5. used body language to express themselves

6. improved their abilities regarding working in a team

Teaching aids: blackboard, human resources

Teaching methods: demonstration, role-playing, miming

Class management: group work, lockstep, individual work.


Procedure:

Activity

Students are divided into four groups representing the chemical reactions they have previously learnt:

combination, double displacement, substitution, chemical decomposition. Each group is asked to explain and

demonstrate by using elements of drama how these chemical reactions work. After each group present its

chemical reaction, the teacher asks the other students to guess what chemical reaction was presented. Then, one

member of the group will write down the formula for that chemical reaction.

45 | P a g e

46 | P a g e

Country: TURKEY

Teacher: Gülsevim Uysal


Subject: Science – Ecology (Video 13)

Target group: Primary School, Grades 1 – 4

Class: 1B


Time: 40 minutes

Unit: Citizenship and Responsibility

Topic: Recognizing bird sounds

Related School Subjects: Social studies: Considerate and aware citizen

Lesson aim: To make students aware about nature

Leaning objectives:

To develop students‟ awareness of their surroundings.

To give them the ability to distinguish between bird sounds.

To be able to vocalise different bird sounds.

Materials and Resources: dough and bird seed to make bird feed, string to hang the bird feed (made by the

students), internet, interactive whiteboard.

Method: The Communicative Approach (Project to make Bird Food, Brainstorming, Demonstration, Authentic

Materials, Role Play, cooperative learning)

Assessment:

*The students had fun whilst learning.

*They were more protective of nature and their surroundings..

*They left with the knowledge of what bird makes what sound.

Description of a Lesson Plan Process:

Introduction:

Engage students‟ interest

Personalise the topic and set the scene

Activate previous knowledge

Capture students‟ interest and motivate them to learn

47 | P a g e

Learning process:

Use strategies to actively involve students in the learning process

Use a variety of media to illustrate concepts

Ensure that the lesson flows easily and logically (from simple to more complex)

Ensure the students are learning material that is meaningful and new

Provide many opportunities for students to attempt the task

Review and build on related material (connecting the new learning to the something they have already

know)

Conclusion:

Summarize the lesson (referring back to the intended learning outcomes)

Connect the lesson to real life and/or the next lesson

Assess what students have learned

Evaluation:

Determine whether or not the goals of the lesson have been reached.

What parts of this lesson worked well? How might these parts be made even matter?

What part of this lesson did not work? Why? Should these parts be altered, changed, or scrapped?

Reflection:

It is done after the lesson to define the effectiveness of their strategies used during the learning process through

reflection notes, self-assessment grids. It raises their awareness to define their strengths and weakness.

48 | P a g e

Country: UK

Teacher: Jane Hanmer


Subject: Science – Environment (Video 14)

Date: 10.01.12 – 12.01.12

Class: Nursery



Time: 2hr

Topic: The Kite Runners

Lesson aim: exploring weather and the forces of wind

Learning objectives

- to demonstrate fine motor control and co-ordination

- to explore shape and space in 2D and 3D

- to choose appropriate objects and materials

- to construct and build purposefully

Teaching aids: a selection of natural materials, sticks, paper, card, string, masking-tape, scissors

Teaching method: active learning

Class management: N/A

Introduction

Has anybody ever flown up in the sky before? Have you got any ideas as to how we could get up into the sky

today at forest school and see out friends „the birds‟?

Activity

Introduce the idea of making a kite. What will we need to make a kite? Let‟s see what we can find in the

workshop. Get the children to collect to big and strong sticks to construct a T-bar shape using the letter „t‟ as a

reference to help the groups understanding when making. String or tape together the two sticks and attach

material to the sticks. Add any extra component parts as the children suggest.

Conclusion

Take the kites for a race around the forest school area.

Planning for the unique child: extend curiosity, support exploration, independence, self-esteem, value

organisation and team-work.

49 | P a g e

TEACHING

HISTORY

THROUGH DRAMA

50 | P a g e

Country: BULGARIA

Teacher: Aneta Dimova


Subject: History (Video 15)

Date: 23.02.2013

Class: 5th

A



Time: 45 min

Topic: Bulgarian spring folk tradition: “Baba Marta”

Type of lesson: extracurricular activity

Lesson aims:

The lesson aims at acquainting the students with the foundation and the development of the Bulgarian states,

starting from the proto-Bulgarian tribes, the only ones who created more than one state during the period of the

Middle Ages. They are the founders of the second kingdom, which appeared on the political map of Europe,

and continues to exist. The lesson also presents the origin, the development and the spreading of one of the

unique Bulgarian traditions – celebrating the coming spring by giving other people intertwined red and white

threads as a symbol of health and long life.

Teaching aids: Presentation on the history of the state, and the rites and traditions

Teaching methods: Recital with a music background

Procedure:

Ten girls from the class participated. The teacher prepared the presentation, then there were rehearsals with the

students; special costumes were used.

Assessment: This extracurricular teaching form was presented at the school celebration in the eve of 1st March

– Baba Marta‟s Day, and also in the eve of the national holiday of Bulgaria, which is on the third of March.

The performance was followed by the traditional school Bulgarian and Maths competition, in which students

from different schools and nursery school take place.

51 | P a g e

Country: ITALY

Teacher: Maria Miranda



Date: 10/04/2013

Class: 5th



Topic: Ethno - historical Traditions

Related subjects: art, Italian, music

Lesson aims: Observation, recognition and naming of musical instruments and ritualistic dances typical of the

area

Learning objectives:

- Acquiring the ability to observe, describe, represent reality through the historical knowledge of its

territory

- Acquiring the tools to manage adequately the historical knowledge through the study of local traditions

and cultural characteristics of Somma V.

- Take attitudes of willingness to understand the historical sources and traditional musical instruments

Expected skills: Knowing how to recognize and investigate some historical and cultural aspects of the area

Submission

The lesson on history of traditions intends to observe the most important festival 'Festival of Lucerne'. The aim

is to rediscover the traditions of Somma Vesuvius and focus on dance, music and body language, voice,

instruments of past and present. Therefore, the purpose is to pass on the knowledge of traditional music and of

the 'ballads' typical of these places. In fact, it leads to the rediscovery of the 'natural' music that is in each of us,

as well as primitive, with no inhibitions. Thus, the lesson focuses on the search of the sounds and their rhythmic

pattern.

Activities:

1. Observation of environmental change and group discussion on the preservation of some traditions.

2. Readings on pagan and Sommese Christian history.

52 | P a g e

3. Watching videos regarding the costumes and traditional musical instruments.

4. Use of some typical tools.

Teaching methods:

- presentation of the topics with explanations and with the help of LIM;

- use of audio-visual material

- individual work;

- group work, expressive paths aimed at achieving the capacity 'to rework the skills learned‟;

- research work on historical sources to perform, at home and at school.

Tools:

cards structured and semi-structured;

audio-visual material;

teaching materials and traditional musical instruments.

Assessment:

structured tests in written and oral form;

survey grid of knowledge and skills acquired.

students will perform a short theatrical performance with costumes and traditional balls

53 | P a g e

Country: POLAND

Teacher: Renata Wnukowska



Date: 23rd

March, 2012

Class: Year 5A



Time: 45 min + 45 min

Topic: Greek Gods

Aims of the lesson:

To introduce ancient Greek history

To learn myths of ancient Greece

To learn about Greek Gods

To discuss characters of Gods and their values and compare with present philosophy

To learn about historical sources such as literature, ceramic, sculpture

Materials: The Myth of Eris and the Gold Apple

Techniques: Drama, Freeze Frame

Lesson 2


Stage 1.

Students name Greek gods and some myths connected with them.

Stage2.

A group of students who volunteered to perform show their version of The Myth of Eris and the Gold Apple.

Stage 3.

Students show the myth again and teacher stops the show at some points to discuss the characters and

motivation for their actions. Students answer questions.

Stage 4. Homework.

Choose one of known Greek sculptures and answer what they tell about the life of Greeks.

54 | P a g e

Country: ROMANIA




Date: 29.11.2012

Class: 4th

Age range: 9 - 11 years old


Time: 30 minutes

Topic: The Great Union of 1918

Lesson aims:

1. raising awareness of the significance of the Great Union of 1918 through acting

2. practice the knowledge previously acquired

3. enrich their vocabulary

4. improve their speaking skills

5. used body language to express themselves

6. improve their abilities regarding working in a team

Teaching aids: hand-outs, flags, script.

Teaching methods: role-playing.



Procedure:

Lead-in

The teacher asks students to tell what they know about the significance of the 1st of December for Romanians.

Presentation

The teacher tells students the facts that led to the Great Union of 1918 and lets them know that they‟re going to

act out the unification of the country.

Practice

Students are given the script; the teacher chooses the students that will act out and helps them read the script

and explains what is unfamiliar and unclear.

55 | P a g e

Production

The students act out the short play while their colleagues watch it attentively.

Feedback

After the play ends, the teacher asks questions in order to make sure that students fully understood the

significance of the 1st of December and what happened in 1918.

SCRIPT:

“First of December, 1918”

~ Teaching History through Drama~

NARRATOR:

Once upon a time, a mother who had many daughters, lived around here. She had given them

lovely names, resembling nature and its beauties, forests, mountains and rivers: Transylvania, Moldova,

Bucovina, Wallachia, Dobrogea and Basarabia. But, once in a while, foreigners wondered their land and

they started to kidnap her daughters. Mother grieved each of her daughters but she had never cried nor

did she let herself fall. She stood high as an oak. She fought hard to find her girls and bring them home.

WALLACHIA:

„Who else is prettier than me among all God‟s countries on this Earth? Who else adorns herself

with the most beautiful flowers in summer, with the richest crops in autumn? Who else bears the Capital

within? For thousands of years I have been dreaming of clear rivers and sparkling places that have

witnessed long sufferings. I hope you have guessed! I am WALLACHIA!

MOLDOVA:

„I‟m wondering, who has had such a stormy destiny as mine? What race has stood high and

strong afore so much hardship? What would have this land accomplished if things had been brighter?

Coming from an area of such beauty, having such a glorious history, how can you not stand high and say

proudly: I‟m MOLDOVA!”

TRANSYLVANIA:

„On the highest peak of the Carpathians, there lies a fair and blessed country but unknown to

others. A girdle of mountains surrounds all this country just as walls close in a citadel; within this girdle

there lie rows of hills – high and beautiful, dense forests, burnt plains, steep rocks and incomparable

treasures. This is TRANSYLVANIA!”

DOBROGEA:

“I‟m the smallest of all countries, the one where the three everlasting flowers spread their bodies

towards the Black Sea. Have you guessed who I am? I‟m DOBROGEA, the land that stretches from the

Danube to the Black Sea.

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The other countries (BUCOVINA and BASARABIA):

“We are your sisters, too! Don‟t leave us! We want to always be with you! You‟ve guessed! We

are BASARABIA and BUCOVINA!

NARRATOR:

Therefore, poor mother, fighting incessantly, managed to bring her daughters home again,

uniting them around her like a majestic tree. And when she felt them close, she was as happy as anyone

can be … then, suddenly she became young again because the UNION gave her power and the thirst for

justice and freedom made her immortal.

ALL COUNTRIES:

“Long live Romania!

Together for eternity!”

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Country: TURKEY

Teacher: Tuna Solmaz


Subject: History

Date: 24.07.12

Target group: Secondary School, Grades 5 – 8

Class: 7C


Time: 40 minutes

Unit: Establishment of Government in Ottoman Empire

Topic: The organisation of government in Ottoman Empire


- History: Ancient Greek

- Turkish Literature: Myths and their meanings

- Geography: Geographical layout of Ancient Greece

Lesson aim: to make students aware about the organisation of government in Ottoman Empire


To develop students‟ awareness of the organisation of government in Ottoman Empire.

understand the basic structures and functions of Ottoman Empire

To role-play being a grand vizier, marksman, the chief religious official, the chief of Janissary and

admiral

To give them the opportunity to make a speech as if they are the one of the characters from the

organisation of government in Ottoman Empire.

Teaching aids: Internet and smart board (for instruction and guidance), course book, maps

Teaching methods: Brainstorming, Demonstration, Ask-Answer Questions, Role Play, Cooperative learning,

Discussion

Assessment:

* The students learned the organisation of government in Ottoman Empire by treating like the members of the

government.

* They were able to talk about responsibilities of the members of the government in Ottoman Empire.

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* They were capable of conveying this knowledge during role play.


Introduction:





Show the students why and how they can use this in real life

Learning process:






Review and build on related material (connecting the new learning to something that they already

know)

Conclusion:




Evaluation:




Reflection:



59 | P a g e

Country: UK

Teacher: Tracey Pearson



Date: 24.02.12

Class: Y6

Age range: 7 - 11


Time: 1hr

Topic: Macbeth – The King of Scotland – Upon the battle field

Lesson aim: exploring Shakespearian text through the eyes of the characters

Teaching aids: large space, RSC Macbeth text

Teaching method: RSC technique „do it on your feet‟



Procedure

Warm-up

Boal Handshakes

The children greet all the other members of the groups keeping eye contact with one other person at all times.

As ifs

The children greet each other in different given circumstances, reflecting on the ways in which our speech and

body language change according to context

Make Me A

Working in small groups, the children are asked to make a straight-line, a circle, a King and his subjects, a

family, best friends celebrating.

Pairs work

The children are asked to make statues of 2 friends sharing a secret / 2 friends who don‟t trust each other.

Main Activity -Introducing the story and characters

Creating the battle - Whole Group

The players are asked to walk around the room and make a frozen shape on the beat of the drum, either a

high, middle or low shape

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Players form pairs and name themselves A and B. B leads. On the beat of the drum B makes a shape, A

responds with a shape in a different dynamic; IF B makes a high shape; A must make a middle or low

shape.

Introduce Context

We are going to tell a story today which starts with a great battle between Scotland and Norway. A is a soldier

for Scotland and B s a soldier for Norway, They are sworn enemies. What is their attitude towards each other,

how do they feel about each other?

Run through the sequence, make direct eye contact where possible, make sounds to go with each move

Perform battle, each move will be cued by the leader‟s drum

Narrative

“The great armies of Scotland and Norway were ready on the barren heath. The wind whistled across the empty

space between them. A moment of dreadful silence fell as they waited for the battle cry, tensed, holding their

breath, ready. Then, King Duncan of Scotland let out a great roar and…” (After the last move, the narrator

continues the story) “As the smoke of battle clears, the soldiers, exhausted, started to look slowly across the

heath. All across the battlefield, they swathe injured and dying, friends and enemies alike bleeding onto the cold

earth. They felt the icy wind blow through them, as they took in the scene. They could see, and her and smell

and feel the aftermath of battle.”

Imagining the context

The teacher talks with the players and asks them to imagine what the soldiers can see, hear, small and feel.

Narrative - “Scotland was victorious. They had fought fiercely, and none more so than a young lord called

Macbeth, and his friends Banquo.”

Create Sculptures

Two volunteers are sculpted by the group as Macbeth and Banquo leaving the battlefield. Another volunteer is

added as King Duncan; other volunteers are given a line ach from the play expressing an opinion about

Macbeth, and asked to join the images..

Plenary – Reflection

How would the rest of players describe Macbeth at the opening of our story? What sort of man is he? How

would you describe the friendship between Macbeth and Banquo.

Background reading

http://www.britroyals.com/scots.asp?id=macbeth

http://www.kingmacbeth.com/index.htm

Adapted from the RSC „Stand up for Shakespeare - Do Shakespeare on your feet, See it live, Start it earlier‟

http://www.britroyals.com/scots.asp?id=macbeth

http://www.kingmacbeth.com/index.htm

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TEACHING

ART

THROUGH DRAMA

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Country: ITALY

Teachers: Maria Miranda, Grazia Lieto


Subject: Art (Video 20)

Date: 06/05/2013

Class: 5th


Number of pupils: 19:16 two groups of students of classes 5 primary school level

Period of time: April to May

Topic: A.mare R.ispettare T.utelare E.sprimere (love, respect, protection, expression)

Related subjects: computer science, history, Italian

Lesson aims: rediscovering the art through the history of the Italian Renaissance.


be able to understand the relationship between the history of the Italian Renaissance and its artistic

productions;

identify some authors of the time, the meaning and technique of some of the paintings and sculptural;

develop some objects and paintings inspired by the art forms studied;

be able to distinguish the different kinds of architecture and monuments observed in their city;

learn to respect and protect the artistic and cultural heritage by promoting initiatives to encourage the

preservation.

Submission

The lesson plan is aimed at the acquisition of the love for art and the artistic heritage of our country. To enhance

the effectiveness of teaching, the teacher parts from the experience of the student, including through educational

visits, to reach the abstraction and symbolization through sensory-perceptual activities as well as manipulative

and graphics. To make the activities interesting and motivating, pupils are stimulated and involved as much as

possible to make them protagonists, knowing the history of museums, monuments, and directly observing the

great works of art.

Expected skills: Knowing the Naples Renaissance and producing simple works by stimulating maximum

creativity and aesthetic taste.

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Activities

- Construction of the trail relative to the historical period, to watching movies on conducted guided tours.

- Analysis and observation of the historical reality of the Renaissance and the works of various artists.

- Drawing, painting, decoupage, mosaic.

Teaching methods:

Presentation with explanations, watching movies, and photos;

Group work and individual;

Discussions and research of artistic styles, to 'create' your own;

Processing of job boards and study carried out by individual pupils

Tools:

*semi-structured and structured forms;

*photos, videos, books;

*teaching materials

Assessment:

• structured tests in written and oral form;

• the creation of posters and paintings using

• the knowledge and skills acquired: with opinions and views expressed in tenths.

At the end of the course an exhibition of artefacts is planned.

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Country: POLAND

Teacher: Grażyna Tucholska


Subject: Art (Video 21)

Date: 7th

May, 2013

Class: Year 4



Time: 45 min each group

Topic: Caryatides and Telamones

Aims of the lesson:

- to introduce architecture as a branch of Art

- to learn vocabulary connected with columns:

- to know some basic types of ancient column – Egyptian, Greek, …

- to see the human body as decorative element of construction in architecture

- to plan, distribute tasks and work in a group

Materials: a few pieces of white cloth or bed sheets, presentation about caryatides and telamones

Techniques: learning by doing, drama - freeze frames

Forms: group work


Stage 1. Introduction

T. asks students about the myths and inquires if they know anything about Atlas. If needed T reads or tells the

story of the girls from Karyai, who were taken as slaves and had to carry heavy things, and the story of Atlas,

who held up the celestial sphere. Why they became models for the columns?

Stage 2.

Teacher presents slideshow about catyatides and telamones. There are many examples of ancient sculptures but

also some modern architectonic solutions. We discuss the uses of caryatides and telamones in architecture.

Stage 3. Drama – Freeze Frames

Students are in groups and compose an entrance to a building with a beam above the set of caryatides or

telamones. They can use some fabrics to change the clothing style.

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Stage 4. Problem solving

Student revise their ideas, they need to decide on poses, symmetry, vertical and horizontal lines, construction.

Students come and make changes in the sculptures.

Stage 5. Final

Students pose for the pictures and watch the picture show.

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Country: ROMANIA



Subject: Art (1) - (Video 22)

Date: 27.11.2012

Class: 4th



Time: 30 minutes

Topic: Emotions

Lesson aims:

1. practicing symbolic or indirect communication through drawing an emotion

2. identifying the colours that express a certain emotion

3. practiced the knowledge previously acquired

4. use body language to express themselves

Teaching aids: sheets of paper, pencils, coloured pencils, water colours, blackboard.

Teaching methods: demonstration, miming

Class management: lockstep, individual work


Procedure:

Lead-in

Teacher starts the lesson by discussing about various emotions (anxiety, frustration, anger, loneliness, fear, awe)

with the students. The teacher asks the students to come up with a word that best describes their feelings for the

day. She tells them to close their eyes and imagine how the emotion looks like: “What colour does it have?”,

“What shape?”

Presentation

Then, the teacher draws some ovals on the blackboard and with the help of students, she represents various

emotions. Students are asked to mime each emotion. Optional - The teacher presents pictures from magazines

that express various feelings while students are asked to identify them.

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Practice

Every student is asked to symbolically draw his/her emotion and to select 2 or 3 colours to best describe that

emotion.

Production

Each student presents his/her drawing to the other colleagues and explains why he/she has chosen that particular

emotion.

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Country: ROMANIA

Teacher: Paul Puha



Date: 04.02.2013

Class: 2nd



Time: 25 minutes

Topic: Emotions


6. Recognised different types of emotions

7. Enriched their vocabulary regarding emotions


9. Improved their abilities regarding working in a team

Teaching aids: paper, pencils, coloured pencils, song, blackboard, a bowl with slips of paper

Teaching methods: explanation, miming

Class management: pair work


Procedure

Lead-in

We start the lesson by singing a song about primary emotions (joy, sadness, wonder, fear, love, shame). After

we sing this song, we will identify the emotions expressed by the song lyrics.

Activity

I will write the emotions expressed by the song on some slips of paper and I‟ll ask the students to work in pairs.

Each pair will extract a slip of paper out of the bowl. Each pair needs to draw the emotion written down in

approximately 5 minutes. In the end we will organize a small exhibition with their works.

The Emotions Song

1. 1. I‟ll sing to you now, my children

A beautiful song,

About the feelings of a child

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Chorus:

Tra, la,la, la, la, la,

La, la, la, la.

2. When he is happy like a guitar.

He smiles beautifully.

If he‟s upset by something

He sits with the corner of his mouth down.

Chorus

3. If you bring him something new

He wonders immediately.

And if he is in danger

He‟s shaking with fear.

Chorus

4. When he sees his mother

He shows her that he loves her,

But his friends don't see him

Because he is ashamed of this.

Chorus

5. This is, my children, the story

Of emotions

Living in the heart

Of every child.

Chorus

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Country: SLOVAKIA

Teacher: Eva Hudecová



Date: 7th

of May 2013

Class: Drama Class, Group “E”


Number of pupils: 8

Time: 45 minutes

Topic: “Stress map”

Lesson aim: awareness of how the body develops stress and finding ways to influence him

Teaching aids: large paper, scissors, coloured pencil-box, tape

Teaching methods:

- Problem as an incentive- teacher catches the attention of students and then explains the aim of the

lesson.

- Motivational interviewing- teacher leads discussion with students about problems that cause stress into

our lives, and then teacher activates their knowledge, their own experiences.

- Update the content of the curriculum- teacher approaches the subject matter with examples from life,

with things students are interested in and allows them to add ideas to the curriculum content

- Teacher uses IAOSM:

Imagination – lessons should not resemble each other, they should be fun, enriched with discussions,

games

Award – use praise, encouragement, objective evaluation

Objectives, aims – to be achievable for students, pre-determined, motivating

Success – ensure decent working conditions to match all students-differentiated-enabled pupils to

experience a sense of achievement

and Meaning – students have to know what and why they learn

- Methods mediated knowledge transfer – demonstration – analysis – speaking


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Country: SLOVAKIA

Teacher: Eva Hudecová



Date: 7th

of May 2013

Class: Drama Class, group “B-1”


Number of pupils: 4

Time: 45 minutes

Topic: “Mask and Me”

Lesson aim:

- creating masks as a reflection of awareness of new possibilities

- creating a new imaginary character

Teaching aids: paper, scissors, coloured pencils-box, toothpick, tape

Teaching methods:

- Synthesis: from parts to whole

- Teacher uses IAOSM:

Imagination – lessons should not resemble each other, they should be fun, enriched with discussions, games

Award – use praise, encouragement, objective evaluation

Objectives, aims – to be achievable for students, pre-determined, motivating

Success – ensure decent working conditions to match all students-differentiated-enable pupils to experience a

sense of achievement

and Meaning – students have to know what and why they learn

- praise, encouragement and criticism slower- hard-working students should be commended for even

small things, partial success, to encourage them to further work. As with praise, criticism should be also

handled with caution, otherwise it loses their incentive effect. Thus, criticism should be constructive and

positive, so that the pupils know what they did not do right.

- Storytelling: teacher uses it when curriculum is challenging. It is focused on ideas, feelings and

imagination of students.

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- Dramatization: the effect on children's perception; it evokes an emotional relationship of children to the

following lessons.

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Country: TURKEY

Teacher: Serap Yakut


Subject: Art

Date: 24.07.12


Class: 6A


Time: 40 minutes

Unit: Learning about Greek Mythology

Topic: Olympian gods and goddesses


- History: Ancient Greek

- Turkish Literature: Myths and their meanings

- Geography: Geographical layout of Ancient Greece

Lesson aim: to make students aware about Greek mythology


to develop students‟ awareness of Greek mythology.

to role-play being a Greek god or Greek goddess.

to give them the opportunity to create costumes and accessories for their chosen character.

Teaching aids: Fabric to make costumes and art supplies for necessary accessories, made by students,

Internet and smart board (for instruction and guidance)

Teaching methods: Brainstorming, Demonstration, Authentic Materials, Role Play and cooperative learning

Assessment:

*The students had fun whilst learning.

*They were able to identify and name key features and characteristics of numerous gods and goddesses.

*They were capable of conveying this knowledge during role play.


Introduction:


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Learning process:






Review and build on related material (connecting the new learning to something that they already know)

Conclusion




Evaluation:




Reflection:



76 | P a g e

Country: UK

Teachers: Tracey Pearson, Jane Hanmer


Subject: Art / Music (Video 26)

Date: 24.07.12

Class: Y6 and Nursery

Age range: 3 - 11


Time: 1hr

Topic: Jackson Pollock Style - Paint with feeling

Lesson aims:

- finding out about Jackson Pollock

- painting in the style of him

- exploring music through art

Teaching aids: Power point, pieces of art, paint, large paper, material or canvas or recycle clothing. A variety

of musical genres, CD player

Teaching method: Active learning



Procedure:

Listen to piece of music and paint according to feelings it provokes in the style of Jackson Pollock.

Could paint onto items of clothing, paper, newspaper, material.

https://sites.google.com/site/tombowersites/jackson-poll

https://sites.google.com/site/tombowersites/jackson-poll

https://sites.google.com/site/tombowersites/system/errors/NodeNotFound?suri=wuid:gx:7e2c95d7952833ec

https://sites.google.com/site/tombowersites/system/errors/NodeNotFound?suri=wuid:gx:7e2c95d7952833ec

77 | P a g e

TEACHING

MUSIC / DANCE

THROUGH DRAMA

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Country: BULGARIA

Teacher: Veska Krasteva


Subject: Music (Video 27)

Date: 28.01.2013

Class: 2nd

“B”

Age Range: 8-9 years old


Time: 35 min

Topic: Lazaruvane –a Bulgarian spring tradition

Lesson aims:

- to acquaint the students with, and to contribute to the preservation of ancient Bulgarian rites and

traditions

- to demonstrate characteristic elements and moments of the celebration

Teaching aims: Lazarki costumes, authentic music, children‟s musical instruments, a slide-show of pictures

showing the rites and the rituals

Teaching methods: a lecture; dramatization of the holiday; choir singing; folk dances; defining the type of the

songs , their rhythm and other characteristics; watching a recording of real Lazarki performance.

Procedure

All the pupils participated – they danced, sang the song „March‟by V.Paskaleva and the folk song „Dena”. The

girls and two of the boys demonstrated the rites typical for this celebration. The pupils were very active and

motivated. They did everything with enthusiasm. Three of them played some musical instruments.

Assessment: The aims of the lesson were achieved.

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Country: BULGARIA

Teacher: Vanya Mavrova

School: „Luyben Karavelov” Primary School, Bourgas

Subject: Dance (Video 28)

Date: 08.03.2013

Class: 1 “B” class



Time: 35 min

Topic: Dances from the Northern ethnographic region. Wallachian Dance

Learning objectives: to introduce to the students the characteristics of the dances from the northern region, and

the Wallachian dance in particular.

Basic terms: basic movements, step, hop, bend, svishtovka,

Supporting teaching materials: accompaniment by accordion and audio recording of a folk song

Methods of teaching: teamwork, explanation, playing in pairs, staging a final combination

Range of the class activities:

1. For creating atmosphere we start with a bow. The pupils are in rows. The girls bow, then the boys;

2. Exercise on the rail – the students hold the rail with both their hands first, then with their one hand.

3. Exercise in the middle - the students are in rows. We dance around the circle. We revise different

positions of the legs /6/ and of the hands in the Bulgarian folklore dances / 8/

4. Dancing Pravo Thracian horo - 2/4 counted as 2 triplets 3+3, dancers hold their hands that are bent in

the elbows. Rachenitsa- 7/8 tact rate, the hands are in Position I.

5. Folklore steps from the northern region in 2/4 tact rate - girls and boys dance.

6. After training all the moves and combinations we move to the ensemble performance of Wallachian

dance. The dance is based on a joke between a boy and a girl, and the movements are characteristic of

this ethnographic field. The boy asks the girl for a dance. The girl refuses. The boy does not give up

and surprises the girl by giving her a candy which is in the form of a sugar rooster. The girl is touched

by the gift and starts dancing with the boy. The lesson ends with a bow.

Evaluation of the lesson and assessing the students: The lesson was held in a dynamic and creative

atmosphere. The basic tasks and objectives were achieved – to finalize the Wallachian dance. The students

participated eagerly and mastered different moves.

80 | P a g e

81 | P a g e

Country: ITALY

Teacher: Guglielmo Paolina


Subject: Music

Date: 18/04/2013

Class: 4th

grade, class A



Time: 5 hours

Topic: Listening, reading, analysis of poems about spring

Subtopic: Apply knowledge of expression in different contexts

Lesson aims:

Listening to the sonnet "Spring" by Vivaldi

Transforming the baroque language in the contemporary one

Transforming the poetic text into a song

Listening to the concert "Spring" by Vivaldi

Analysing musical scores, instruments, rhythms, symbols

Moving freely to the music

Transforming the feelings into words

Explain the message sent by the music of Vivaldi

Education: collective work and in small groups; peer teaching

Development: enriching the lexicon, getting accustomed to new literary styles, favouring the approach to

classical music, developing students‟ creativity.

Activities

- Reading of the teacher and the students then chose the sonnet

- Identification of an unfamiliar word and discovering their meaning

- Transformation of the sonnet in a text

- Listening to the concert

- Identification of musical instruments and their symbolism

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- Identification of musical tempos and corresponding meaning

- Develop the corporeal mime and on the notes of the concert

- Interpretation and personal analysis in graphical form

- Implementation of a program of synthesis

Process of teaching

The student body is disposed in the listening position while the teacher reads the sonnet.

Follow: conversation, discussion, personal comments, collective work to transform the sonnet in a

modern text and more understandable in the message.

Comparison of personal opinions with moderation and guidance from the teacher.

The pupils have to listen to the concert and identify the tools, the time, the symbolic meanings of the

tools. They identify the relationship tool-rhythm-symbol and build the scene. Through creativity they

illustrate the received message driven by the background music. They give free interpretation to the

music.

Check:

• Preparation of cards with true / false

• Individual Texts

• Conversations

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Country: POLAND

Teacher: Katarzyna Grodecka


Subject: Music

Date: 11th

June, 2013

Class: Year 5



Time: 45 min

Topic: SOBÓTKA

Aims of the lesson:

- to introduce traditional festival 23rd -

24th

June, St. John's Eve

- to invent dance to the chosen music

- to learn about folk culture and music

- to prepare a performance with dance and costumes

- to present the performance to the school community as a group

Materials: for the lesson: music pieces, information about festival; for the performance: herbs, grass, flowers

and linden twigs for wreaths, clothes for the dance

Techniques: learning by doing, drama – collective role

Forms: group work


Stage 1. Introduction - T. asks students to read some prepared information about the traditions of celebrating

“sobótka” and write typical elements of this celebration on the board. T explains the roots of the festival.

Stage 2. - Teacher presents the popular folk song “Lipeńka” / Little Linden and a modern piece Night wish -

Amaranth (Instrumental). Students discuss the topic and connection with the music, they work in two groups

Stage 3. Drama – collective role - Students listen to the music and all try to express themselves through dance.

After 5 minutes, teacher asks to repeat one by one some interesting movements they found. Students choose

what they like best and design a sequence of movements to make a kind of dance. The second group makes the

same with the second piece of music.

Stage 4. Designing clothes and props - Students decide on the clothes and the props they would need.

Stage 5. Practice for the performance – during another lesson.

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Country: ROMANIA

Teacher: Mirela Petruţ



Date: 26.11.2012

Class: 4th



Time: 10 minutes

Topic: Body Percussion

Lesson aims:

10. energize students

11. introduce body percussion to students

12. use body language to express themselves

Teaching methods: explanation, demonstration, song.



Procedure:

Presentation

The teacher explains students that they are going to use different parts of their body to create rhythm and music

and pretend they are an orchestra:

Move your head to the left and then to the right saying “boing, boing”

Put your hands up and down saying “boing, boing”

Press your nostrils, one by one, saying “honk, honk”

Pull your left ear and then your right ear, saying “ding, dong”

Clap your hands, saying “clap, clap”

Tap your knees, saying “tap, tap”

Move your bottom, saying “wiggle, wiggle”

Practice

Students practice the actions together with their teacher and then by themselves.

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Country: SLOVAKIA

Teacher: Lucia Barátová


Subject: Dance (Video 30)

Date: 16th

of April 2013


Number of pupils: 6

Time: 45 minutes

Topic: Using the creative drama for dance exercises

Lesson aim:

- developments of movement skills

- strengthening of the muscles,

- developing students‟ imagination,

- creating a fun and happy atmosphere

Teaching aids: gymnastic carpet, shoes, bottles which representing trees, music, CD player

Teaching methods: explanation, showing

Class management: individual work, group work


Warm-up exercises

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Crown on the head

Dangerous cats

Cat’s claws Two spiders go for a walk

Sunrise

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Country: TURKEY

Teacher: Tuğuba Gürakın




Class: Middle school


Time: 40 minutes

Topic: Speed, loudness and knowing about a famous musician

Related School Subjects: Drama

Lesson aim: dramatic movements through music speed and loudness


To develop students‟ awareness of various music rhythms.

To give them the ability to dramatize some movements according to the speed of music.

To improve their recognition of the distinguishable dramatic and musical movements.

Knowing famous musician - Paul McCartney and knowing about his participation in music during

1960s.

Teaching aids: Books, notebooks, flashcards, smart board, board marker, music recordings, computer accessed

to internet

Teaching methods: Role play, dramatization, interactive learning, establishing co-operative and motivated

team work and searching Paul McCartney‟s life.


Introduction:


Personalize the topic and set the scene



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Learning process:






Review and build on related material (connecting the new learning to the something they have already

know)

Conclusion:




Evaluation:




Reflection:



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TEACHING

LANGUAGES

THROUGH DRAMA

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Country: BULGARIA

Teacher: Lidiya Ivanova


Subject: Languages - Bulgarian (1) - (Video 32)

Date: November 2011

Class: 4th



Time: 35 min

Topic: Vintagers

Lesson aims:

by aesthetically recreating the literary work to assist in for improving student orientation in the plot and

main idea disclosure of material input;

by speech, dance and song - exhibition of the Bulgarian traditions when dealing with vineyard;

educating respect for the others

Teaching methods:

1. The text is learned by students.

2. Recreating of feelings of animals and people;

3. By improvisations of dance with song the students recreate stages in the processing of the tying of vines;

- packing;

- picking up the grapes;

- provoking associative thinking of the students.

Procedure:

1. It is spring and people tie up the vineyards. The lazy blackbird is making its nest.

2. Breaking ground of the vineyards. The blackbird is laying the eggs.

3. All are gathering the grapes. The blackbird comes first in the vineyard with its babies and is carrying the

biggest basket.

Conclusions:

1. Only those who broke ground of the vineyards they will eat grapes.

2. Those who don‟t work in the spring they won‟t have what to eat in the winter.

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Task:

Give an example of Bulgarian proverbs connected to the topic of laziness and labour.

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Country: BULGARIA

Teacher: Raina Kovacheva


Subject: Languages – Bulgarian (2) - (Video 33)

Date: 28.11.2011

Class: 3rd

Age Range: 9 - 10 years old


Time: 2 teaching hours.

Topic: “Autumn Carnival’ – after Leda Mileva

- First teaching hour: preparation for the dramatization of the text.

- Second teaching hour: presenting of stage.

Lesson aims:

Forming cultural competence in the students through:

- mastering the ability to dramatize a text

- developing the skills to perceive a poem artistically by paying attention to the specific language and the

means of the fiction text

- improving the skill of artistic reading

- stage performance during the „Autumn Festival‟ of the Comenius project “From Shadow to Light”

Teaching methods: Lecture, team work, dramatization, stage performance

Inter-subject relations:

- Man and Nature – nature during the autumn

- Art – painting autumn landscapes and preparing the set-scene for the stage performance

- Music – songs about autumn; choosing the suitable music for the dramatization; the dance of the birch

leaves

- Practical home skills – making masks for the characters and the set-scene

Procedure:

Preparation of the lesson: watching the colours and the beauty of nature during the autumn, the autumn fall of

the leaves, painting pictures presenting autumn in the forest, exhibiting the pictures in the classroom.

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The preparation for the dramatization included:

- Work on the text – introducing the poem „Autumn carnival‟, part of Leda Mileva‟s „The Birch

Leaves‟; lecture on the content, work on the emotional and word-painting perception.

- Creative task – through it the whole tale in verse „The birch Leaves‟ is given a new meaning, using

another image system – dramatization.

- Teams and activities for the dramatization were defined: directing team, teams for the set-scene and the

masks, music background and dance- of- the- leaves teams, team for preparing the advertisement for

the performance; parts were assigned.

Before the performance the teacher encouraged the creative activity of every student, monitored the works of all

teams, helped them to achieve the expected effect. At the rehearsals the students were given the chance to

develop their speaking skills, and their artistic abilities.

Stage performance – the lesson was part of the school activities for the Comenius Autumn festival, and was

performed in front of parents and students of 1st and 2

nd grades.

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Country: BULGARIA

Teacher: Galina Tomova

School: “Luyben Karavelov” Primary School, Burgas

Subject: Languages - English (Video 34)

Date: 12.05.2012

Class: 4th

B and 4th

A

Age Range: 10-11years old

Number of pupils: 4th

A – 23; 4th

B -21


Topic: Fairy-Tales: The Warm Mitten - Class 4th

B; The Golden Goose - Class 4th

A

Aims of the lesson:

Developing cultural competence in students through:

- Mastering the skills dramatization of the text;

- Developing ability for artistic perception of the literary work - a fairy tale;

- Improvement of reading aloud and reading for roles;

- Stage presentation during the "Autumn Festival" project "Comenius" - "From Shadow to Light"

Teaching Methods: Lecture, team work, dramatization, stage performance

Procedure: Fairy tales ware realized out within 5 teaching hours in both classes.

The basis of methodological work is dramatization of the text, so the lesson is divided into the following two

main components:

- preparation dramatization of the text (4 teaching hours)

- stage presentation (one hour)

Preparations for the dramatization of the text unfold in the following stages:

Working with text:

Students discuss illustrations of the fairy tales and describe them. They guess what happens in the story with the

help of the illustrations. Then, students listen to the tape and look at the pictures in the book. The text is

replayed after every sentence while the students repeat it. The students role-play the text. During the fourth hour

the whole story is dramatized.

Stage Presentation: Fairy tales were presented to parents, classmates and kindergartens Joy and Shell.

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THE GOLDEN GOOSE

1. This is Simpleton. He lives with his mother, father and

his brother John in a little house near the forest. His

father is a woodcutter. They are very poor.

2. – John, go to the forest. You must cut down the big

tree.

3. – John, can I come with you?

4. – No, you can’t. You are a simpleton.

5. John is in the forest. He is hungry. He takes out some bread

and cheese and a bottle of milk. Suddenly he sees a little

man in a green coat and a green hat.

6. – Please give me some food. I’m very hungry.

7. – I’m sorry, I can’t. I’ m hungry, too.

8. Jhon starts to cut down the tree. The axe breaks and he

hurts his hand.

9. – Father, father! My hand hurts!

10. The next day….

11. – Father, I can cut down the big tree.

12. - He can’t cut down the tree. He is so silly.

13. – All right, son. You can go.

Simpleton is very happy. He goes the forest.

14. Simpleton is in the forest big tree. The little green man

comes again.

15. - Please, give me some food. I’m very hungry.

– Here you are. We can share my food.

16. - You are good boy. Cut down the tree now! There’s a

nice surprise for you under it.

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The warm mitten

The golden goose

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Country: ITALY

Teacher: Marcella Canfora


Subject: Languages – Italian (1)

Date: 06/05/2013

Class: 3rd

grade, class C



Time: 6 hours

Topic: Writing a variety of texts

Lesson aims:

- Communicate in writing simple sentences and accomplished, structured in a short text that respects the

basic spelling conventions

- Produce simple text narrative and descriptive purposes related to concrete and connected to everyday

situations

Knowledge

A. Essential elements of the realistic and fantastic narrative

B. Elements of the description: sensory data

C. Elementary knowledge of the language of comics

D. Direct and indirect speech

E. The nursery rhyme and poetry (rhyming games)

F. Planning elements of a written text

Skills

a. Dictation of various texts

b. Produce simple texts to practical-communicative interaction (lists, cards, invitations ...)

c. Develop descriptive texts using sensory data, diagrams, guide tracks

d. Develop expressive narrative texts from personal experience and / or group with the help of observations,

diagrams, traces. Produce simple creative poetic texts.

f. Manipulate text (subtitles, the initial, final part ...)

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g. Learning strategies for the text to be produced

h. Criterion of temporal succession and the logical connections. Use simple strategies for self-correction.

Educational organization

The method involves the completion of a process that has as its goal the discovery of a motivation to writing, so

the text production will always respond to a real need that children have developed in the course of activities.

The processes of research and discovery that precede the production will be integrated with appropriate

explanations.

The work will be done collectively, in cooperative groups or individually, according to the purpose of the lesson

or the needs of the students and the moment.

Assessment

- Written and oral tests

- Exercises of completion

- Production of written texts

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Country: ITALY

Teacher: Raia Giuseppina


Subject: Languages – Italian (2)

Date: 01.04.2012

Class: 2nd



Time: 2 hours

Topic: Drama in an exploration of physical theatre

Related subjects: PE, Art, Music and Drama

Lesson aims:

- teaching: explaining that Physical Theatre uses our bodies for our effects rather than using props, scenery

or even sound effects at times.

- developing: creating skills for developing and improving the interpersonal relationship

TEACHING METHODS:

- explaining,

- lecture,

- drama - according to the age group: dramatization, pantomime, sketch, recitation.

Class management: teamwork

PREPARATION

1 - children are asked to draw letters

2 - the children have discussed the rules of the game

3 - the children create 4 groups and a jury to evaluate the results

4 - all students are emotionally involved in group work and choice of roles

COURSE OF THE LESSON

Ask the class to get into a standing circle and explain the first activity will be a game to get them into the idea of

moving. Ask the group to remember as many of the following actions as possible. Each person says their name

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with a movement to accompany it. The members of the group then copy this by saying the name and making the

movement. This carries on around the circle. The game starts when one person does the action of their own

name and follows with an action of someone else. This person then repeats their own action and follows with

someone else‟s, and so on. This helps concentration, and also removes some of the barriers to making

movements and gestures.

Staying on their feet, ask them to move into a space on their own. Explain that you are going to call out letters

of the alphabet and they are to form those letters using just their bodies. Capital letters are best. Start easy and

get harder: I, X, T, L, P, K etc. Remind them that the letters have to be read the correct way round and you are

their audience.

Now ask them to get into pairs and make the following letters using two people: H, E, F, A, D, K, M, W etc.

reminding them of their audience. Obviously some of them will be easier to read than others.

Now get the pairs to join up into fours and ask them to spell out a message to the group using letter forms. They

might want to do this by making separate words as a unit, or single letters at a time, like a ticker-tape. They will

show these to the group/class and the class will read them.

Discuss what this technique could be used for in creating and showing drama.

Assessment

The lesson has been the subject of discussion between teachers, for the evaluation of results and impact on the

relational level of the class.

All children have learned to be more confident and to respect the rules of the group.

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Country: POLAND



Subject: English (1) – (Video 35)

Date: 27 June, 2012

Class: Year 6b



Time: 45 min

Topic: Giving Directions

Aims of the lesson:

to revise vocabulary connected with public places and buildings in towns

to introduce and practice asking and giving directions

Materials: coloured chalk, playground

Techniques: TPR, drama


Stage 1. Warm-up

Students draw a map of an imaginary town /it may be their town too/ and draw as many public places as they

want, at least one place per person. It is good when there are many streets not just one. Teacher encourages

students to include places they would like to have in their town. They are doing this on the school playground.

Stage2. Revision of learnt vocabulary, writing practice

Students write the names of places like this: Memorial HOSPITAL, Little Hamster PET SHOP, Shiny CAR

PARK, … all on the map.

Stage 3. New language introduction and practice

Language – giving directions, position, go straight ahead, turn left/right, go past …, turn at … it is opposite the

…, it is in front of …, behind, …

Student A asks the way to get from one place to the other, student B gives directions, student A responds with

the appropriate action. You may do the same directing students to get from one point to the other but not telling

the final destination, just let them reach this point and ask where they are.

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Stage 4. Homework – writing practice

Ask students to write instructions telling the way from school to their home and to 3 different places in their

town.

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Country: POLAND



Subject: English (2) - (Video 36)

Date: 18 Oct, 2012, 19 Oct 2012

Class: Year 6A, 6B



Time: 45 min + 45 min

Topic: Fashion Show

Aims of the lesson: to revise vocabulary: clothes, patterns, materials; to practice Present Continuous – She‟s

wearing …, He‟s wearing …

Materials: For the first lesson - hand-outs with names of clothes, For the second lesson – students bring in

clothes they want to present

Techniques: Drama – Role Play, presentation of clothes

Lesson 1

Students get into groups of 2/3/4 and put names of clothes in such a way they create with them a shape of a

man. They exchange groups to check the right position of words. They check vocabulary they do not

understand. Students choose the clothes they would like to wear on the fashion show. They choose the style.

Teacher asks questions about materials, fabrics types that clothes may be made of. Students practice writing

sentences with these words. It is / They are made of …. Teacher asks Students to think about adjectives to

describe clothes: make, colour, pattern, look. They make lists of words: “A very pretty Italian linen jacket…”.

Students say about their friend‟s clothes using “She’s wearing / He’s wearing…” and write a few examples.

Homework: Learn about clothes that your friend will be wearing for the next lesson and prepare to present your

clothes on the catwalk in the classroom.

Lesson 2

Presentations:

Students take roles of a presenter and a model, once they finished with the clothes, they change roles. Group

after group shows and presents the clothes. Between groups Teacher asks questions to the audience what they

liked about clothes.

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Country: POLAND

Teacher: Katarzyna Grodecka


Subject: Languages – Polish (Video 37)

Date: 16th

October, 24th

October, 2012

Class: Year 4a



Time: 45 min + presentation in The Old Town

Topic: Meet the Legendary Characters of Varsovian Legends

Aims of the lesson:

to perfect reading aloud

to know Varsovian legends and characters

to make an insightful analysis of text/ to practice reading comprehension

to edit a short written utterance - to present a character

to learn about the realities of the epoch - customs, clothes, historical context,

to co-operate in a group, distribute and share tasks

to use correctly verb forms - the singular first person

to write a longer text about the lesson

Materials:

Legends: A Legend About the Varsovian Mermaid; The Peculiar Story of Vars and Sava; How Matsko Kvasijur

cut the Devil Chmyelosh to ribbons; About the Vistula Riverside Mrs Poverty and a Beef Bone; For Whom the

Mouldy Bread Is Going to Become Delicacy; The Legend of the Golden Duck; When One Hair Can Change the

Heart of a Thief; How Vistula Riverside Fox Was a Guest at the Mazovian Castle/

Techniques: reading, drama, play characters at location


Stage 1.

At school:

1. We choose legends

2. We learn the plot and meet characters

3. We work with texts to find out who they are, why they act in a given situation this way, what they feel

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Stage 2. We find places described in the legends on the map of Warsaw.

Stage 3. We choose roles

Stage 4. Homework

1. Choose the character that you like most.

2. Write a paragraph justifying your choice

3. Create the presentation of the character on the basis of the chosen legend / use the 1st person /

4. Make the costume for playing the role.

5. Some characters will speak in English, translate the roles

Presentation in the Old Town

Acting out the roles - presentation of the legendary characters in the places they appear in the legends.

Post Lesson Task

Writing an article for the local newspaper “Meeting the characters of the Varsovian Legends”.

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Country: ROMANIA

Teacher: Alina Orăşan


Subject: Languages - English (1) - (Video 38)

Date: 23.04.2013

Class: 4th

Age range: 10 -12 years old


Time: 50 minutes

Topic: Jobs

Lesson aims:

1. Reviewing vocabulary related to jobs

2. Practicing asking and answering questions

3. Talking about what they want to be

4. Improving their English pronunciation

5. Using body language to express themselves

Teaching aids: textbook, human resources, microphone.

Teaching methods: “Zip, zap, zop” game, role-playing, miming, interviewing.

Class management: group work, pair work.


Procedure:

Warm-up

The teacher and the students play the energizer game “Zip, zap, zop” in order to create a warm and friendly

atmosphere.

Checking previous knowledge

Some students are asked to role-play the dialogue from their textbook. Then, in order to check vocabulary,

students will play a miming game about jobs. Students take turns and mime a certain job for their colleagues

while they have to guess what job is being mimed.

Presentation

The teacher writes an interview on the blackboard, read it and translates it for the students.

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Practice

Students are asked to work in pairs and come up with a similar interview. After they write it down, they are

required to perform the interview in front of their colleagues, using a toy microphone.

Feedback and assessment

Teacher commends students for their work and grades the ones who have done a good job.

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Country: ROMANIA

Teacher: Alina Orăşan


Subject: Languages -English (2) - (Video 39)

Date: 23.04.2013

Class: Preparatory Grade



Time: 40 minutes

Topic: Expressing ability using “can”

Lesson aims:

1. Reviewing vocabulary related to action verbs

2. Enriching their vocabulary regarding action verbs

3. Improving their English pronunciation through TPR songs

Teaching aids: visuals, human resources, audio files.

Teaching methods: drilling, miming, asking and answering questions, “Simon says ..” game, Total Physical

Response songs.

Class management: lockstep.


Procedure:

Warm-up

Teacher greets students and tries to create a warm and friendly atmosphere.

Checking previous knowledge

Students review some action verbs and then they sing the song “If you‟re happy and you know it” previously

learnt. In order to check their knowledge of the action verbs students play “Simon says …”.

Presentation

The teacher explains the students how to express ability. She makes use of the reviewed action verbs and asks

students to repeat the sentences and act the action out.

Then the teacher introduces to the students other action verbs.

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Practice

Students review the new action verbs through miming. Next, to enhance their understanding of these verbs and

of the way to express ability, the teacher presents them a new TPR song.

Feedback and assessment

Teacher commends students for their work.

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Country: ROMANIA

Teacher: Ramona Oltean


Subject: Languages – French (Video 40)

Date: 25.04.2013

Class: 7th

B



Time: 50 minutes

Topic: “Le Lion et le Rat” – Jean de la Fontaine


13. Practiced the knowledge previously acquired

14. Enriched their vocabulary

15. Improved their French pronunciation


17. Improved their abilities regarding working in a team

Teaching aids: “The Fables” of Jean de La Fontaine, hand-outs, masks, blackboard drawings, a sack.

Teaching methods: role-play



Procedure:

Pre-reading Activity

The teacher selects a text from Jean de La Fontaine‟s fables and she adapts it so that students can engage in a

dialogue between the characters of the fable (the lion and the rat).

The teacher tells students a few facts about the author and his fables, emphasising the definition of the fable.

Students are familiar with this author and his writings as they have studied them during the Romanian Language

classes.

While - reading Activity

First, the teacher read aloud the original fable. Then, the students are given hand-outs with the adapted text of

the fable, being asked to silently read it.

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The teacher reads aloud the text so that students hear the correct pronunciation of the words and then she

explains the vocabulary to the students. Students read the text again but this time aloud.

Post – reading Activity 1

Students are required to do a reading comprehension exercise where they have to answer some text-related

questions, such as:

1. “Who are the characters of the text?”

2. “Where are they?”

3. “What are they doing?”

4. “What are they talking about?”, etc.

Post – reading Activity 2

The teacher asks the students to act out the scenes of the fable.

Thus, students are divided into groups of three and try their best to prepare their performance. The teacher helps

students where and when necessary. All groups present their scene; in the end students vote for the best

performance.

Homework assignment

The best group of all is asked to prepare the performance for the next class, making use of needed props.

LE LION ET LE RAT

Adaptation – Jean de La Fontaine

Le lion: - Bonjour! Je suis le lion Loulou

Je veux me reposer un peux,

À l‟ombre de ce buisson.

Le rat: - Bonjour! Je suis un pauvre rat

Je viens de sortir d‟un trou

Malheur, quel étourdi!

Je suis perdu, fichu, fini!

Le lion: - File, petit, je n‟ai pas faim aujourd‟hui.

Le rat: - Merci, merci, messire!

Quelques jours plus tard …

Le lion: - Je me trouve piégé dans un filet.

Je me débat, mais sans succès

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Malgré ma force, pas moyen de me délivrer.

Le rat: - Mais attendez !

Je vais vous aider !

Avec mes petites dents aiguisées,

Je vais ronger les cordes du filet.

Voilà, une corde est cassée …

Et maintenant, tout le filet va tomber.

Le lion: - Merci, mon ami !

J‟ai bien fait, l‟autre jour,

De te laisser la vie.

Le rat: - Eh, oui, je suis petit, mas dégourdi !

Morale

Il faut, autant qu‟on peut, obliger toute le monde.

On a souvent besoin d‟un plus petit que soi.

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Country: ROMANIA

Teacher: Ioana Cătăuţă


Subject: Languages - Romanian (1) – (Video 41)

Date: 22.06.2013

Class: 7th




Topic: “Două loturi”, I. L. Caragiale

Lesson aims:

18. Getting acquainted with the features of the literary genre: “short story”

19. Identifying different human typologies

20. Developing artistic sensitivity throughout acting out

21. Using body language to express themselves non-verbally

Teaching aids: tickets, plates, textbook.

Teaching methods: questioning, conversation, drama techniques: role-playing, improvisation, dramatizing.

Class management: lockstep, individual work, team work.

Procedure:

1) Activity 1 - Presentation

The teacher introduces the topic to the students. Then she defines the term of “short story” and presents

the characteristics of this literary genre.

2) Activity 2 – Group work

Students are divided into groups of three; each group is given a certain characteristic of the “short story”

and is asked to illustrate it by giving examples from the text. Each group representatives then presents the

examples found.

3) Activity 3 – Role-playing

The teacher underlines the point that the most important feature of the “short story” is that the emphasis

lies on the characters. Therefore, the students are required to role-play the text.

4) Activity 4 – Homework

Students‟ task for next time is to act out the text.

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Country: ROMANIA



Subject: Languages - Romanian (2) - (Video 42)

Date: 21.03.2012

Class: 3rd



Time: 50 minutes

Unit: Hello, spring!

Topic: “Dochia” – folk legend

Lesson aims:

1. Developing the acting and imaginative ability of the students

2. Enhancing the team and collaboration spirit

3. Acquiring a civilized behaviour through following a set of moral rules

4. Getting acquainted with Romanian traditions


Teaching aids: improvised setting in the classroom

Teaching methods: storytelling, questioning, creative conversation, drama techniques: miming, role-playing,

improvising



Procedure:

The activity takes place during the first hour of studying the text. After students get acquainted with the

content of the text and understand its message, the teacher suggests that they could act out the text through

miming in such a way that every student is involved. This is definitely a challenge for the students who will

have to get into teams and discover in the text all the characters/objects that can be acted out. Students are given

time to discuss, space to improvise and suggestions to create a decent setting. One student will slowly read the

text so that the other students can act it out. Another student will be the director and he/she will be able to give

directions and suggestions to those involved. The roles can then change.

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The collaboration and team spirit will engage all students, the shy ones as well as the weak ones.

Rehearsing these roles leads to enhancing some moral features (patience and tenacity, respect for others, self-

control, etc.) and moreover to acquiring abilities connected to fulfilling some social functions and

responsibilities.

TEXT:

Dochia

(folk legend)

Once upon a time, there was a king who had a very beautiful daughter named Dochia. Each and every

prince wanted to marry her, but she didn`t like any of them.

One day, the neighbouring king's son started a war against the girl`s father because he wanted Dochia.

When she found out, the poor girl decided to go and hide in the mountains until the danger had passed. She took

a flock of sheep, and because the weather was bad, she put on nine coats. Dressed this way, no one recognized

her and she headed to the mountains. As she was going to the mountains, she found flowers that were showing

that the spring was coming.

On the first day of March, it was so warm that Dochia decided to take off one of her coats. Then, the day

after was warmer so she took of the second coat. And so on, she took off all her nine coats. After that, a storm

came and it lasted twelve days and the weather was getting worse. Even if it was so cold, Dochia stayed with

her sheep on the top of the mountain where the bitter cold transformed them in stones.

Even now, they are still there, reminding us of the changing days of March and of the beautiful girl that

preferred to change into a stone than to marry a mean king.

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Country: ROMANIA



Subject: Languages - Romanian (3) - (Video 43)

Date: 01.03.2012

Class: 3rd




Unit: Hello, spring!

Topic: “The Tale of the Fisherman and the Fish” by A.S. Pushkin

Lesson aims:

1. Developing the artistic sensitivity throughout acting out of children‟s stories


3. Free interpretation of a text

4. Enhancing the team and collaboration spirit

Teaching aids: props, sheets of paper, markers, drawings, coloured pencils, fishing rod, broom, trough,

jewellery, other materials needed for the setting.

Teaching methods: storytelling, questioning, creative conversation, drama techniques: miming, role-playing,

improvising



Procedure:

This activity lasts for 2 teaching hours. During the first hour, the text “The Tale of the Fisherman and

the Fish” is studied, discussed and analysed; the props are made by the children and they write a list with

everything that it is needed for the setting in order to ask for the parents‟ help in acquiring those items. Also, the

roles are established as well as the acting sequence.

During the second hour, the students act out the play using the created props and setting. The emphasis

lays on face mimicry, eye contact, the position of eyebrows through which joy, suffering, surprise, anguish is

being rendered.

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TEXT:

“Greed leads to inhumanity”

Dramatization of “The Tale of the Fisherman and the Fish” by A.S. Pushkin

Characters:

Storyteller

Old Fisherman

Fisherman's Wife

Golden Fish

Servant

Maid

Palace Guard

Storyteller (in front of the stage, dressed as a fisherman, having a tote bag, a hat, a fishing rod, net, addressing

the audience):

I`m the famous fisherman!

When I catch fish, I am happy!

My fishing rod is magical,

I can catch 10 fish at a time

And I catch them, no wonder

Fish that are as big as this (with arms wide open)

I don`t have fish in my bag today,

But I brought you tales instead.

I‟m the famous fisherman!

Ready to start telling stories … (goes out humming a joyful tune)

***

(on the right, a beat-up cottage, an old trough in front of the cottage; on the left, the sea and the fisherman‟s

boat tied to the shore, fishing nets all over)

The Old Fisherman: Open up, woman, I‟m here ..

The Fisherman’s Wife: So? What have you brought? Not even a fish? Lazy man! Other times you used to

come with your net full. We used to have fish to eat and sell! This cottage is coming down on us, we don‟t have

any flour left, in other words, we‟re going to die of hunger because of you!

The Old Fisherman: Don‟t worry, wife, don‟t be upset ... maybe tomorrow I‟ll have more luck ...

The Fisherman’s Wife: You say that every time! Tomorrow and again tomorrow! You‟re a fool, this is what

you are! You‟d better return to sea and come back tomorrow but not without fish otherwise I don‟t know what

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I‟ll do! (takes a broom) You drive me crazy, you bloody man! So, “tomorrow”, huh? Go on, what are you

waiting for?

The Old Fisherman: I‟m going, I‟m going … (his head down, he heads slowly to the sea)

***

Storyteller (comes in front of the stage and addresses the audience):

You see, kids, the poor fisherman

Hasn‟t caught a thing for so long

And he thinks about his wife,

Whom she badly fears.

He‟s so old and weak ...!

He doesn‟t have the courage to go out to the sea

In his old boat

In the ever changing waves.

He‟s now fishing on the shore

And, hunched, holding the fishing rod,

He‟s praying to catch a fish

To make her wife full.

The fisherman ... what‟s he thinking of?

Let‟s see if he catches any fish ... (goes out in a hurry)

***

The Old Fisherman (throwing his fishing rod into the sea): Oh, Lord, let me catch one fish, at least, so that I

don‟t hear my wife yelling at me! (after some time) Wow! It seems I‟m lucky! What a beautiful fish have a I

caught!

The Golden Fish: Fisherman! Fisherman!

The Old Fisherman: Wow! Such marvel! I have never heard a talking fish before!

The Golden Fish: Fisherman! Fisherman! Have mercy! Please, let me go into the sea again! Please ...!

The Old Fisherman (a hand to his temple): What should I do? If I let it go back to the sea again, my days with

my wife will end … If I take it home … No, I can‟t do this! It asked me so kindly to spare its life …! And my

wife, what will be, will be …! (addressing the Golden fish) You‟re free to go, Golden fish, return to the water

kingdom!

The Golden Fish: Thank you, fisherman1 Thank you! When you need anything, just call me! I will make your

wishes come true!

The Old Fisherman (heading home): Such a marvel! I cannot believe my eyes …

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***

The Fisherman’s Wife (hand on her hips): You‟re back already? Where‟s the fish? Don‟t you tell me that …

The Old Fisherman: Wait, woman, until you hear the wonder that‟ happened to me! I caught a golden talking

fish. He asked me so kindly to let him go back into the sea that I had pity on him and let him free. Then he told

me that he would make my wishes come true! But I didn‟t dare ask for anything …

The Fisherman’s Wife: You fool! Don‟t you see that this trough is broken? Why didn‟t you open your mouth?

Go and ask for a new trough? You‟re still here?

The Old Fisherman: Ok, ok, I‟m going …

(The Old Fisherman heads sighing to the sea)

***

The Old Fisherman: Little fish! Little fish!

The Golden Fish: What trouble brings you by, kind fisherman?

The Old Fisherman: Great fish, look, my wife has sent me to ask for a new trough. Help me, please!

The Golden Fish: Don‟t be upset and go home! Your wish has been fulfilled.

(The Old Fisherman heads home)

***

(in front of the cottage, the old trough is replaced with a new one)

The Old Fisherman: Wife, are you pleased now?

The Fisherman’s Wife (holding the broom): You fool! You‟ve asked just for a trough?? Go back to the fish

and ask for a big house, as there‟s no other! I‟m fed of living in this cottage! Come on now, run, you fool!

(threatening) Run, otherwise I‟ll knock your head off! Lord, what fool …

(The Old Fisherman head to the sea)

***

The Old Fisherman: Great fish, my wife is really displeased, now she wants a big house as there is no other …

Forgive me, please, and help with my sorrow …

The Golden Fish: Go home, kind fisherman! Your wish has been fulfilled.


***

(the old cottage replaced with a new house)

The Old Fisherman: Wow! What a big house! There‟s my wife waiting for me joyfully …

The Fisherman’s Wife (holding the broom): What‟s taken you so long, you fool! You go back to the fish right

away and you tell him I want to be a queen. Do you hear me? (stomps her feet) QUEEN! I want a palace and

servants that attend to me right away!

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The Old Fisherman: Wife, I‟m ashamed to ask for anything. I really can‟t …

The Fisherman’s Wife: Really? You can‟t? I‟ll show you that you can … (runs holding the broom and beats

the old man)

The Old Fisherman: Ouch, woman, stop hitting me! You‟re killing me! My poor life! Let me be, I‟m going to

the fish right away …

(The Old Fisherman heads to the sea)

***

The Old Fisherman: Little fish! Little fish!

The Golden Fish: Say your wish, kind fisherman!

The Old Fisherman: Forgive me, please, Golden Fish, but my wife has gone crazy! Now she wants a palace,

she wants to be a queen and the servants to attend to her incessantly. I barely made it alive, help me, please,

dear fish!

The Golden Fish: Go home! This time as well, your wish has been fulfilled.


***

Storyteller (goes in front of the stage and addresses the audience):

Well, children, isn‟t this a wonder?

The fish has changed

The cottage into a big house

And then a mighty palace.

And the whimsical wife

Is now a queen.

Expensive dresses, fine veils

And a precious crown

Made of thousands of rubies.

And rings and necklaces

Made of real pearls.

Chests full of gold, gems

From faraway countries

Perfumes and rare fur coats

As there hadn‟t been before!

Tables are full

With all kinds of food;

122 | P a g e

Servants constantly attend

And fulfil all commands.

What happened to the fisherman, though?

Let us see, kids! (heads out in a hurry)

***

(the new house is replaced with a place; in front of the palace, on a golden throne, the Fisherman‟s Wife sits,

having a crown on her head, royal clothes, servants all around her)

The Fisherman’s Wife (yelling at the servant carrying a tray): Stupid servant, I told you I want fresh cherries,

not from preserves! I‟ll have your head beheaded!

Servant (letting slip the tray from his hands, goes out, bowing to the ground): Forgiveness, Your Highness!

Forgiveness …

The Fisherman’s Wife (yelling at the servant holding her mirror): And you fool, what are you standing there,

your mouth wide, you hold this mirror tight and put my lipstick on again! Now … see if my crown is all right!

Servant (in a honeyed voice): You are just perfect, Your Highness!

Guard (approaches bowing): Your Highness! An old fisherman wants to see you! He‟s wearing rags, he‟s

hungry and asking for food …

The Fisherman’s Wife: How dare him come before my? I command you to get him out of the palace! Whip

him and make him leave! Not even a piece of bread, don‟t you dare give to him! Do you hear me, nothing …

(mumbling) He wants to see a queen …

***

(The guard chases the old fisherman)

The Old Fisherman (running): Oh, God! Where should I hide? If the guards catch me they‟ll beat me to death

… Where should I hide, where should I hide? (addressing the audience): Help me, kids! Here? No, they can see

me here … Here? Oh, my poor soul … (heads for the boat) Found it! … Here in the boat nobody is going to

find me! Let me hide quickly (hides) … I got away … (takes his head out of the boat and addresses the

audience): Thank you, kids, thank you!

***

Servant (heading to the Fisherman‟s Wife): Command me, Your Highness!

The Fisherman’s Wife: Look for the old man and send him to see the golden fish. I‟m tired of being queen. I

want to be the mistress of the waters. Do you hear me? I want to be the mistress of the golden fish and he will

be my most loyal servant! Hurry up, fulfil my command at once!

Servant: Your Highness! (leaves the stage)

***

123 | P a g e

The Old Fisherman (in front of the sea): Little fish! Little fish! Oh, the golden fish isn‟t answering to me!

(addressing the audience) Help me call him out, kids, otherwise I‟ll be in trouble! Call out with me: Little fish!

Little fish! Good, kids! Call out for him! (together with the audience) Little fish! Little fish!

The Golden Fish: What‟s your wish, kind fisherman?

The Old Fisherman: I ask for your forgiveness but my wife wants to be the mistress of the waters and yours

now ….

The Golden Fish: Go back, kind fisherman, I‟ll what I know best …

***

(darkness, thunders and lightening)

Storyteller (in front of the stage addressing the audience):

Storms, winds and lightening there are on the sea

The wife‟s wish has it been fulfilled?

Do you want to know what happened? (pauses for two seconds)

The golden fish got upset

With the mean wife‟s greed

Who wanted to be the mistress of all.

New trough, riches, palace

All were taken away

Punishing her at once

Leaving her the cottage and the trough …

(leaves the stage through the suddenly lit setting; on the right, the Old Fisherman and his wife are sitting in

front of the cottage; on the left, there‟s the sea and the fisherman‟s boat tied to the shore)

***

The Fisherman’s Wife (tearing her hair off her head): What have you done? What have you done? Where is

my palace, my crown, my servants? Where? Oh, my! You have broken me! You have broken me! (crying

loudly)

Storytellet and the Golden Fish (come together on stage and address the audience): Bear in mind that Greed

always leads to inhumanity.

(the end)

124 | P a g e

Country: ROMANIA

Teacher: Simona Groza


Subject: Languages - Romanian (4) – (Video 44)

Date: 21.06.2013

Class: 1st grade + 3

rd grade




Topic: The Festivity of the ABC Book

Lesson aims:

22. Reciting poems about their acquired knowledge in 1st grade

23. Singing songs about summer and childhood


Teaching aids: songs and poems book, the ABC book

Teaching methods: drama techniques: role-playing, singing, reciting poems.


PROCEDURE

1) Activity 1

The teacher tells students that they are going to have a Festivity of the ABC Book on their last day of school.

Thus the teacher presents the songs and the poems that students will have to sing/recite.

2) Activity 2

The students rehear their roles with the help of their teacher.

3) Activity 3

The students present what they have prepared in front of their older colleagues and teachers.

125 | P a g e

Country: TURKEY

Teacher: Aytaç Aribaş


Subject: Languages - English

Date: 24.07.12

Class: 8th



Time: 40 minutes

Unit: ARTS – Books are left in public places

Topic: The organisation of government in Ottoman Empire


- Social studies: Considerate citizen

- Turkish: Reading everywhere. How is reading important in our lives

Lesson aim: to make students communicatively competent within groups


to involve them in taking responsibility by leaving books in a public places for others to read in

Sustainable Development Themes terms (Local and Global Responsibility, Waste Materials and

Recycle & Reuse )

to develop students‟ fluency and to provide natural spoken practise of the present simple (as mentioned

in communication in foreign languages.) by building cross-cultural awareness and encouraging

discussion in Sustainable Development Themes terms (World Citizenship and Democracy)

to give them the ability to write a short review of a good book

Key competences:

3. Communication in Foreign Languages

4. Digital Competence

5. Learning to Learn

6. Social and Civic Competences

Teaching aids: Course book, internet, interactive whiteboard, interactive classroom DVD, different types of

readers (to show their covers),

126 | P a g e

Teaching methods: The Communicative Approach (Brainstorming, Reading Aloud, Demonstration, Authentic

Materials, Role Play, Preparing a Project, cooperative learning, forming a map of concepts)


Introduction:





Show the students why and how they can use this in real life

Learning process:






Review and build on related material (connecting the new learning to something that they already

know)

Conclusion:




Evaluation:




Reflection:



127 | P a g e

Country: UK

Teacher: Tracey Pearson


Subject: History

Date: January 2013

Class: Year 5

Age range: 9 - 10

Number of pupils: 2 classes of 35 pupils

Time: 10 lessons – 1 hour long

Topic: Shakespeare

Lesson aim: Descriptive Scene Setting

Teaching aids: Large Space, Text, Props (See planning)

Teaching methods: RSC Technique, Doing it on your feet, Writing Codes, Developing grammar skills

Class management: Working in groups of 5 or 6, Team Skills

Assessment:

- WILF – Children become confident in their understanding of the Shakespearian text

- Use descriptive phrases when setting in scene

128 | P a g e

Leighswood School KS2 Weekly Literacy Planning

Focus Writing Codes:

Term:

Spring

Week:

1-2

Date: 7th

January and 14th

January 2013 Text Type: RSC

Romeo and Juliet

Descriptive Scene

Setting

Year Group: 5

Teachers:

T. Pearson

J. Staines

D. Holliday

Session Objectives

/WALT

Activities Plenary (10mins) Resources

2

Deconstruction

Monday 7th

Jan

Spell KW related to

the text

WALT build up the

atmosphere of the

setting using

descriptive phrases

Spelling (5mins). Capulet, Montague, Verona

Warm Up (10mins) – Move tables and chairs to the side of the

classroom – Getting into role – Exploring the World of the play – All

activities completed in silence using body language to communicate.

Boal Handshakes – Players shake hands with everybody else in the

group, keeping contact with a least one other player at all times.

Eye contact –players start standing in a circle. The teacher makes eye

contact with each player as a cue to sit down. Then eye contact is passed

from player to player as a cue to sit. Then players make direct contact to

swap places in the circle. Now players walk through the space exploring

catching each other‟s eye, avoiding eye contact, making and holding eye

contact, then pairs keep contact with a „rival‟ pair. This might be best

done in groups while others watch depending on the amount of work

space.

Taught (20mins) – Introduce the context that Shakespeare gives us in his

play for the marketplace in Verona – a town in Northern Italy (locate on a

map).

Play the game „As if…‟ (Using eye contact technique)

5 mins

Share some guided

tours, up level verbal

sentences. Asking for

suggestions to

improve descriptions,

which codes could be

used to improve their

description?

Teaching Romeo

and Juliet RSC

Teaching

Resource / Guide

Image of map

showing Verona

in the north of

Italy

A4 paper and

coloured felt tips

129 | P a g e

- They are enemies of the other pair

- They are two rival factions in Verona, the Capulet‟s and the

Montague‟s. They have always hated each other.

- They‟re in the market place, the public square in the centre of

Verona. Fighting against the law.

- It is hot.

Wordscape – Build on the idea of the market place. Players are asked to

specifically identify how their body language, faces, spatial relationships

changed when the teacher fed in the contextual information. Starting with

the observations of behaviour from the eye contact exercises, cover the

floor with scrapes of paper which describe the setting and the behaviour

of the people in it. ( children to generate these ideas with talking partners

before writing the descriptive phrases – encourage the use of PV, 2A, S,

KW )

Short Activity (15mins) Mixed ability partners

Guided tours – used to move through the city square. In pairs, one leads

the other through the landscape, describing the landscape as they go,

using the scrapes of paper to support their description. Provide sentence

stems for LAP‟s P, PT. As you walk under the bridge..., In front of the

busy vegetable stall… Around the corner… In front of the ____, ___

door…

3

Deconstruction

Tuesday 8th

Jan

Spell adjectives

related to the busy

market scene.

WALT build up the

atmosphere of the

Spelling (5mins). spectacular colourful glorious

Warm Up (10mins)

Revisit Guided tours from the previous session– used to move through

the city square. In pairs, one leads the other through the landscape,

describing the landscape as they go, using the scrapes of paper to support

their description. Provide sentence stems for LAP‟s P, PT. As you walk

5 mins

Peer assessment

Children to read each

other‟s work

Identify a descriptive

Teaching Romeo

and Juliet RSC

Teaching

Resource / Guide

Word Scape from

130 | P a g e

setting using

descriptive phrases

under the bridge..., In front of the busy vegetable stall… Around the

corner… In front of the ____, ___ door…

Taught (20mins)

Write a description of walking out into the market place in role as a

citizen of Verona – how does it feel to be making this journey each day?

How do you have to behave to keep yourself safe? Why would you need

to make the journey anyway. Children to work with their partner to build

super sentences on white boards.

Word theft – Children then leave their sentence on their table and slowly

walk around the class, „stealing‟ ideas. What makes a sentence super?

When the teacher stays stop they return to their place and up level their

sentence. Share ideas discussing how they have improved their work.

Which codes have been used? Compile a class list for the WW

Short Activity (15mins) „Little Write‟ - Children to write a short

description of the market scene. RED provide sentence starters – Focus

groups with TA and CT, build a sentence before recording.

phrase that they think

is outstanding (A star)

Grant a wish – what

could they improve –

Focus codes 2A, KW,

S, PV,

Has our vocabulary

expanded?

previous session

Focus groups –

sentence stems.

Ruth, Dale, Sue,

Sam, Carol, 2 x

CT

4

Deconstruction

Wednesday 9th

Jan

Spell adjectives

related to the busy

market scene.

WALT use SNT

when describing

the thoughts and

feelings of

characters.

Spelling (5mins). In fair Verona lived two families, the Capulet‟s and

the Montague‟s. Every day the square was filled with a colourful array of

glorious fresh food.

Warm Up (10mins)

Freeze Frames – Players are divided into three equally sized groups, the

players are asked to form a freeze frame, which is a family photograph of

the characters in the play. Everyone in the group must be involved.

Named characters must be depicted, and the rest of the players in the

group represent servants. – Page 19 RSC resource. The players are given

character information from the text in order to form their photograph.

Taught (20mins) The photographs are shared and interrogated. Players

5 mins

Gather ideas together,

looking through the

perspective of the

different characters in

the Family Photos.

Teaching Romeo

and Juliet RSC

Teaching

Resource / Guide

Page 19 –

photocopy and

trim

131 | P a g e

introduce themselves in role, and the teacher asks open questions to

encourage players to consider the characters and their relationships at the

opening of the play. The teacher feeds in social and historical context

into this exercise. The players are asked to re-arrange themselves as a

whole group in relation to Lord Capulet.

Short Activity (15mins) Players are told that Lord Capulet and Paris

make an arrangement for Juliet to marry Paris, and that Lord Capulet

decides to throw a party where his daughter and the Prince‟s kinsman can

meet. He invites everyone expect the Montagues. However Romeo and

Benvolio get hold of invitations, and they decide they will go to the party

so the Romeo can see Rosaline. Children to work in groups and take on

the role of Romeo and Lord Capulet – „Hot Seating‟ How would they

feel? Use SNT

5

Big Write

First Draft

Thursday 10th

Jan

WALT from the

point of view of a

character.

Taught (10mins)

Read the saturated Text – Romeos thoughts about not going to the party

and how he can solve the problem.

Preparing for Big Write: (10mins) Imagine you are Romeo, how

would you be feeling when you find out you can‟t go to the party? What

plan would you hatch to get to see Rosaline? What obstacles would be in

your way? How could they be solved? Plan on sheet .

Big Write (30min)

Focus Codes SNT, kW - Red - 2A, PV, !; Blue - 2A, KW, SNT

Green – KW, SNT, XI (using commas)

Big Write - WALT: write from the point of view ofa character

showing empathy for the situation they are in.

WILF use of: Use of SNT

5 mins

Saturated Text –

Romeo‟s point of

view

Planning sheet

BIG WRITE

paper with

differentiated

code strips

132 | P a g e

Week: 2 - Up-levelling and developing features of text

Week 2 is devoted to up-levelling and focusing on the underdeveloped features evident from Previous block and Week 1 ensuring Writing/Sentence Codes and text

are fit for purpose.

1 Comprehension

Friday 11th

Jan

Use well-chosen and

effective vocabulary to

add detail.

WALT summarize a

story

Answer a range of

comprehensions

questions before

creating comprehension

questions for answers

Warm Up (10mins)

Review what the children know about the story

so far, review relationships between characters

Taught (20mins)

Whoosh – page 32 – 35 RSC Resources

Players sit in a circle. The teacher explains that

the circle is a story circle and that the players are

going to tell the story together. The teacher will

tell the story, but the players will be all of the

people and things in the story.

The teacher asks if anyone knows a place where

things happen in the story? This place is created

n the middle of the circle, with the teacher

modelling the rules of the game: players will be

nominated sequentially around the circle by the

teacher when it is their turn. When the circle gets

too crowded, with a Whoosh!, they will be sent

back to their places. The teacher then tells the

story

Short Activity (15mins)

Children to summarize the story into 5 sentences.

Teaching Romeo and

Juliet RSC Teaching

Resource / Guide

Whoosh – page 32-

35

2 Deconstruction

Monday 14th Jan

Up

-lev

elli

ng

an

d

dev

elop

ing

featu

res

of

text

Spell KW related to the

text

Spelling (5mins). balcony, beneath

Warm Up (10mins)

Narrated Action. The teacher explains that the

5 mins

Share up levelled

133 | P a g e

WALT use XI

Nurse has interrupted his dance with Juliet, and

his friend Benvolio has urged him to leave. The

party has broken up early. R has given B the slip.

The teacher explains that he/she will narrate

through what R does next, and the players should

imagine themselves as Romeo and physically do

what is described, responding to the narration.

Page 23

Taught (20mins)

Share the text (page 23) Skim and Scan to

identify codes focus on the use of XI (extra

information) annotate the text , highlighting the

XI, examine the use of the commas


Children are provided with a simple text which

are to up level by adding extra information

paragraph

Peer mark with 1

star and a wish

Teaching Romeo and

Juliet RSC Teaching

Resource / Guide

page 23

Short simplified text

3 Deconstruction

Tuesday 15th

Jan

Spell KW related to the

text

WALT identify the key

facts in Romeo speech

Spelling (5mins). searching, scanned, stretched

Warm Up (10mins)

Ensemble reading – read up to each punctuation

mark- punctuation must be strictly observed.

What do you notice about the pattern? Which

words stand out? Read around again, reading as

one character, passing on the energy. Are there

places when the character‟s words are directed to

the „listener‟? Page 24

Taught (20mins) Are there places in the speech

that feel like a conversation? But who is he

5 mins

Summarize the key

facts Teaching Romeo and

Juliet RSC Teaching

Resource / Guide

134 | P a g e

talking to? Interpolated Questions( page 27)

The teacher discusses the idea of a soliloquy.

The audience is the listening ear, sympathetic to

the character. The teacher takes on the role of the

sympathetic friend and will ask questions and

make comments. Players in respond in unison.

Do they understand Romeo better


Summarize the speech – identifying key facts

and use bullet points.

4 Deconstruction

Wednesday 16th

Jan

Spell use KW

WALT SS and UP

Spelling (5mins). Dictation – Romeo scanned

the darkened, wall garden, which lay beneath the

balcony, searching or his love Juliet.

Warm Up (10mins) Imaging – player stand in a

circle, placing the speech down in front of them.

Players are then going to add strong jesters to go

with each of the key words.

Taught (20mins)

Small sections are given to each pair to rehearse.

Then the teacher ask them to speck their lines

together, as it they are market traders, telling a

child a bedtime story, as if they were a teacher,

at a football match… Reform the circle and now

deliver the speech. They are asked to watch each

other‟s hand jesters etc. What role does the

punctuation play?


5 mins

Share with other

pairs.

Discuss impact of

the SS

Teaching Romeo and

Juliet RSC Teaching

Resource / Guide

135 | P a g e

Children are given a short speech based on the

Romeo‟s soliloquy. In pairs they are to add

punctuation, breaking up the sentences to add

meaning. Rehearse ready to share with the class.

5 Big Write

First Draft

Thursday 17th

Jan

WALT SS, UP and XI

Taught (10mins) Re-read page 24 Romeo‟s

Soliloquy. Write code check list.

Preparing for Big Write: (10mins) Recap on

the story, what thoughts would be going through

both Romeo‟s and Juliet‟s head at that time? Use

bullet point to plan.

Big Write (30min) Write a soliloquy from the

point of view of R or J. Use XI, SS and UP

Focus Codes

Red - SS, UP

Blue - SS, UP

Green – SS, UP and XI

Big Write

WALT: write a soliloquy from the point of

view of Romeo or Juliet

WILF use of: use a UP

5 mins

Teaching Romeo and

Juliet RSC Teaching

Resource / Guide

136 | P a g e

Conclusions

This Guide has been written in order to give practical help for primary and lower

secondary teachers, tackling a range of subjects across the curriculum, each of them using

drama as a teaching tool.

The activities within this Guide have been designed for teachers to use in a normal

classroom or outdoors in the schoolyard and for any teachers to use, regardless of their

previous drama experience.

Although many of the activities are aimed at primary and lower secondary age groups,

much of the work can easily be adjusted to suit any class and subject-specific needs.

The outcome of the work of the teachers in all seven partner countries will hopefully be

of use for teachers worldwide.

137 | P a g e

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138 | P a g e

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http://lib.eap.gr/en/danismosvivlion.html

http://sunsetpark.dadeschools.net/administration_staff.htm

http://tafateam.blogspot.ro/2011/07/of-pencils-and-possibilities.html

http://en.wikibooks.org/wiki/Wikijunior:Europe/People_of_Europe

Teachers involved in creating the

Drama Guide

I. BULGARIA - “Luyben Karavelov” Primary School, Bourgas

1. Ivanka Kirova

2. Diana Chaneva

3. Aneta Dimova

4. Vanya Mavrova

5. Veska Krasteva

6. Lidiya Ivanova

7. Raina Kovacheva

8. Galina Tomova

II. ITALY - 1° Circolo Didattico “Raffaele Arfe”, Somma Vesuviana

1. Arca Sepe

2. Francesco De Sena

3. Maria Miranda

4. Grazia Lieto

5. Guglielmo Paolina

6. Marcella Canfora

7. Raia Giuseppina

III. POLAND - Szkola Podstawowa nr. 171 im. Stanislawa Staszica, Wesola, Warsow

1. Elżbieta Petrów

2. Agnieszka Krysiak

3. Elzbieta Potyrało

4. Renata Wnukowska

5. Grażyna Tucholska

6. Katarzyna Grodecka

IV. ROMANIA - Şcoala gimnazială "Ion Pop Reteganul" Sâncel

1. Lenuţa Bloj

2. Paul Puha

3. Anuţa Popa

4. Carmen Gabriş

5. Mirela Petruţ

6. Alina Orăşan

7. Ramona Oltean

8. Ioana Cătăuţă

9. Simona Groza

V. SLOVAKIA - Základná umelecká škola Jozefa Rosinského, Nitra

1. Marica Šišková

2. Eva Hudecová

3. Lucia Barátová

VI. TURKEY - Bursa Hamitler Doğa College

1. Beril Aslan

2. Gülsevim Uysal

3. Tuna Solmaz

4. Serap Yakut

5. Tuğuba Gürakın

6. Aytaç Aribaş

VII. UK – Leighswood School, Walsall

1. Tracey Pearson

2. Jane Hanmer

Appearance of this publication in its present form is due to

Alina Orășan in collaboration with Lenuța Bloj

Note:

This project has been funded with support from the European Commission. This

publication [communication] reflects the views only of the author, and the

Commission cannot be held responsible for any use which may be made of the

information contained therein.

drama guide __final

Education

teaching drama

drama guide

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help of drama techniques

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