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Drama & Role Play Presentation

Is Drama a moral endeavour
by

Tara Donoghue

on 27 April 2011

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Transcript of Drama & Role Play Presentation

Why Drama? Aims of the National Curriculum Does Drama have a moral role? Do you ever feel a little bit Alien? Alien Passports Here Come The Aliens By Colin McNaughton Focusing on developing children’s knowledge, understanding and skills in four key social and emotional aspects of learning: empathy, self-awareness, social skills and motivation.
Children have the opportunity to see themselves as valued individuals within their community and to contribute to shaping a welcoming, safe and fair learning community for all. Throughout the theme, children explore feelings of happiness and excitement, sadness, anxiety and fearfulness, and learn shared models for ‘calming down’ and ‘problem solving’. SEAL – Theme 1: New Beginnings
This theme focuses on developing children's knowledge, understanding and skills in three key social and emotional aspects of learning: empathy, managing feelings (with a focus on anger) and social skills. SEAL – Theme 2:Getting on and
falling out “Sometimes you just want to go really crazy and start world war 3 but you can’t as it gets really messy and you just have to go – STOP – calm down and not let it get crazy and then people don’t get upset and its OK– Kai aged 9 Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society
Prepares pupils at the school for the opportunities, responsibilities and experiences of adult life. Seal - Theme 5: Good to be me This theme is the first of two focusing specifically on feelings. It explores feelings in the context of the child as an individual, developing self-awareness and helping the child to realise that it really is ‘Good to be me'.
Understanding feelings, and why and how they lead us to behave the way we do – excited, proud, surprised, hopeful, disappointed, worried and anxious;
Self-awareness – feeling good about myself, taking risks;
Managing my feelings – relaxing, coping with anxiety;
Standing up for myself – assertiveness, standing up for my views. Boys and girls are likely to respond differently to some of the activities, and may find different areas more or less difficult. Teachers/practitioners will need to be sensitive to these potential differences, and to the fact that the expression of emotion, talking about feelings and being seen to be empathetic and caring tend to be seen as feminine traits, with the consequence that boys may actively reject them rather than risk potential ridicule from peers and criticism at home.

Positive male role-models are a useful source of countering such responses, and examples for situations, stories and role-play should, wherever possible, engage the interest and motivation of boys.
Assessment and evidence Little of value would be learned if the focus on social and emotional aspects of learning within a school or setting was limited to an occasional assembly/Foundation Stage group time and a couple of follow-up sessions. It is essential that what is learned is not tied to specific situations but is generalised to different contexts. It has been clearly demonstrated that children need to practise newly acquired skills:

"Without their concrete realisation in behaviour, competences remain potential rather than actual… Programmes which attempt to build emotional and social competences must include extensive,
routinised, regular and predictable work to develop specific skills across the curriculum, and reinforce these skills by pupils’ real life experiences across the whole school. What works in developing children’s emotional and social competence and well-being."

DfES Research Report 456, page 68 • Give work on emotional and social competence and well-being a high priority.

• Link work on behavioural and emotional problems with work on emotional and social competence and well-being.

• Take a holistic approach.

• Ensure coherence, teamwork and a multi-professional approach.

• Involve parents and communities.

• Start early, target early and take a long-term, developmental approach.

• Create and support environments that promote emotional and social competence and wellbeing. General principles: ensuring the
effectiveness of SEAL programmes Increased Inclusion
Improvements in behaviour
Abilty to co-operate
Positive perception of self
Children's feel that they are 'central' to the process

(Wells, 2010, SEAL) Community of enquiry Why do you think this? What evidence do you have? What would happen if …? Is this always the case? Can you give me an example? Welcome to my planet Why Aliens? What is SEAL?
Social and Emotional Aspects of Learning What evidence is important?

Should we only value what can be recorded? "Creating 'spaces in civil society where children and adults engage together in a potentially wide range of possibilities' around 'the locus of the ethics of the encounter' where children and adults might colloratively examine 'the question of being together" (ibid., pp.91,95; Edmiston, 2008). "...taking responsibilty for recording and documenting what is observed and then using it as a basis for descision-making shared with children and parents (ibid., p.181; Edmiston, 2008)) In radical dialogue, based on listening, as a teacher you have to particiapte together with the child, entering a space together where both teacher and child are activelt listening and trying to construct meaning out of the situation. (Dahlberg and Mosd, 2005, p. 101; Edmiston, 2008) Ethical pedagogy means that as adults we have to be prepared to act on what we hear and follow children into whatever imagined worlds they choose to enter or explore. (Edmiston, 2008) How to be Good Beliefs about how to be 'good' or how to do the 'right' thing are never static if they are internally persuasive because they are open to being affected by another situation, another viewpoint, or another peron's interpretation both in imagined worlds and everyday life. (Edmiston, 2008) What they need is a teacher who will reflect back to them the levels of thought they are trying out. (Bolton, 1979). "That's not fair! You don't know us. You say all these nasty things about us but you haven't taken the time to get to know us. We might like the same things but you've just judged us and made up your minds already...Why can't we just compromise and see what we do have in common rather than what makes us different?" - Sam aged 9
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