DRAMA FILE
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DRAMA FILE
Date: Tue, 29 Oct 1991
From: Russell Bacon <
Subject: The Arts and ESL
As one who has a B.A. in Music, Music History and Theory, and as one who
thoroughly enjoys the fine arts I relish any chance I have to introduce some
aspect of the arts into my classes. In my low-level classes I use the idea of
rhythm and inTONEation to help them towards a more NS delivery of English
sentences. Inevitably, I end up conducting the class in sentences which sound
somewhat like waltzes or other musical forms. This usually brings laughs and
snickers from the students, yet, it is usually cited as one of the highlights
of our class. Carolyn Graham's work is particularly suited for this type of
presentation (although it is more suited to an intermediate level class).
A session ago I had the chance to use her new book, RHYTHM AND ROLE PLAY. In
addition to the scripts, the illustrator (Italian, but can't remember the name
Sergio ????) further enhances the theme with a series of scenes which replay
the story line. This forms the basis for an excellent whole language exercise.
One student tells the story to another student and the partner writes the story
down. Then, they reverse roles. Finally, they finish by practicing the script
together before presenting it to the class.
I find that Maley and Duff's, DRAMA TECHNIQUES FOR LANGUAGE TEACHING (1987?)
are always a welcome addition to any classroom routine. In fact, they are what
help keep a class routine from becoming too routine!
At a NAFSA regional conference that I attended in October of last year I heard
a wonderful ESL singing group from Manhattan State College in Kansas. They had
an attractive blend of music which integrated students' native language with
English (thus this multinational group actually learned to sing songs in the
languages of everyone in the group!).
Well, I've gone on long enough. I know that some people feel uncomfortable
presenting "the arts" in the classroom. As always, some approaches work better
with some people and not at all with others. But, in any case, integrating the
arts, IMHO (in my humble opinion), provides another means by which our students
can express themselves in the target culture.
Cheers!
Russ
Russ Bacon University of NE at Omaha /// Have you
et /// tried
\\\/// an
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Date: Fri, 3 Jul 1992
From: Anthea Tillyer <ET
Subject: drama in class
I have read "A Soldier's Play" with several classes, and we watched the
excellent movie version (directed by Norman Jewison and starring Denzel
Washington, "Soldier's Story") but I always felt that either the play or
my way of using it wasn't quite right. In theory, a play should present
an excellent way to practice both reading and oral skills, so I would
like to try using drama again but want some helpful hints first.
Anthea Tillyer City University of New York
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Date: Sat, 4 Jul 1992
From: ET
Subject: Drama in the ESL Classroom
In response to Anthea Tillyer's letter about using drama in the classroom,
I would like to mention that in Israel part of the final matriculation exam
at the end of high school in English, is to answer questions in an essay
format on a play learned in the classroom. The play used in the past (I
don't know if they are still using this play as I have not been in Israel in
the past few years) was "All My Sons" by Arthur Miller. The play was read
in the last 2 years of high school in the students English classes.
Eva Owen

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Date: Sat, 4 Jul 1992
From: ET
Subject: DRAMA IN FL/SL CLASSROOM
I am able to see drama applied to TEFL/SL classes from three perspectives:
(a) as literature, (b) as public performance, and (c) as improvisation.The
first two use pre-made texts (although one can think of improvised performa
nces), and the latter (improvisation) uses the discourse of students' improv
ised scenes as "text" for working in the FL class. In each of the three
perspectives I see great advantages.
From the literary and public performance perspective, the FL/SL teacher can
find a rich resource for exploring several theoretical and practical aspects
of language. The improvisation perspective, on the other hand, provides both
teachers and students with excellent chances for developing their communicat
ive competence ( particularly the students' strategic competence, i.e., their
knowledge of "plans" to solve situations of impasse caused by their limitations
in the target language).
People who are interested in using improvisation in their FL/SL classes can
find an extensive resource of improvisational theater games in Viola Spolin's
"Theater Game File" (1990), and in her book "Improvisation for the Theater"
(1976), both from Evanston, Ill: Northwestern University Press. Also David
Crookal & Rebecca Oxford's "Simulation, Gaming and Language Learning" (1990,
Newbury House) is an excellent reference written by several contributors
who work with simulation and language teaching (special attention to Andrew
Littlejohn's paper on assessing improvisation in L2 classes).
I am presently interested in the use of improvisation in multicultural
education. If anyone is interested in this area, please, contact, because
I can go on forever... (I like the theme and I am interested in it).
Can anyone think of negative points about using drama, for instance, teacher's
expertise in the are, students' with different learning styles who may have
problems with approaches such as this that starts directly from practiece;
fossilization of mistakes etc... Any solutions???
Joao Telles
OISE - Ontario Institute for Studies in Education
Modern Language Center
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Date: Sat, 4 Jul 1992
From: YB60000 <ET
Subject: Drama in teaching ESL
Amy Rathburn of Michigan State University did a presentation
on the use of drama in the ESL classroom during the Spring'92
Conference of Michigan TESOL. I did not attend, but got a copy
of her handouts, in which she describes some interesting
techniques for drama in the classroom.They included a syllabus
for an intermediate drama course and ideas for using drama
techniques for improving pronounciation, rhythm, intonation,
and stress. Maybe someone from MSU could invite her into this
discussion.
Ron Corio
Intensive English Program
Ferris State University
Big Rapids, MI 49307, USA
(616) 592-3921 Bitnet: yb60@ferris
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Date: Sat, 4 Jul 1992
From: ET
Subject: drama
Our level one (beginner) class just did two Jazz Chant fairytales -
we made a vdeo as the final product - they were great, and the students
loved it. There was both text and tape support for their practices, and
with understudies, enough parts to go around. Next step - writing
modern versions of these classics and perfroming them in the same way.
j. egbert
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Date: Sat, 4 Jul 1992
From: "Judith H. Snoke: Virginia Tech Language Institute"
ET
Subject: drama
I have always wanted to teach <The Glass Menagerie> by Tennessee Williams.
The situation--disabled girl living with mother; desertion by brother;
period of social and economic difficulties--should have much resonance for
our students. The gentleman caller with his desire to <improve> himself
should also be easy for the students to relate to. I saw the play once done
by an amateur company at a smalltown firehouse. The gentleman caller was
eight inches shorter than Laura and had a lisp! He was great, and the play
was great. I think this is the Williams play that will endure. It is
indestructable!
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Date: Sun, 5 Jul 1992
From: CQ01000 <ET
Subject: Drama in the ESL class
I have been using drama techniques for several years in my ESL classes.
I use a number of concentration exercises and observation techniques in
my speech and writing classes. I have little formal training in
theatre, but have been an actress in community theatre for several years
now and am directing my first show this summer. I have used Agatha
Christie scripts (great for a large class), Steel Magnolias, The House
of Ramon Iglesia, Graceland, Educating Rita, Roosters. I do have some
handouts if anyone is interested for a SASE (#10, put two stamps).
Marianne Phinney
Dept. of Languages and Linguistics
University of Texas at El Paso
El Paso, TX 79968-0531
et
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Date: Mon, 6 Jul 1992
From: "Fred Davidson, DEIL, UIUC" <
Subject: Re: book on drama and language teaching
I believe this is the reference for Smith's book on drama/TESL.
------Original message------
Dear Davidson
The exact reference is:
SMITH, S. (1984) "The Theater Arts and the Teaching of Languages." Addison-
Wesley Publishing Company.
Joao Telles
Ontario Institute for Studies in Education
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Date: Mon, 6 Jul 1992
From: Michael Nieckoski <
Subject: Drama video
Contribution to the Drama discussion:
I have a videotape of a presentation given at the Northern New England TESOL
meeting entitled "Theater Techniques in Language Teaching." The
presentation was given in April of 1990 by ESL teacher/teacher trainer
Marti Anderson at the School for International Training in Vermont.
I'll share the tape with interested parties. You may contact me directly.
You will find a copy of Marti's master's thesis on the same topic in ERIC.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% %
Michael Nieckoski Director, Audio/Visual Department %
% Experiment in International Living - School for International Training %
% Kipling Road POBox 676 Brattleboro, Vermont 05302 U.S.A. %
% E-Mail: MCI Mail 5392263 Voice: 802-257-7751 x2061 FAX:802-257-1962 %
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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Date: Mon, 6 Jul 1992
From: "Lisa Patriquin-Esmaili" <
Subject: Drama in the ESL Classroom
I used to do a lot of drama in classes before I got involved in EAPs. One of
my favorites was "My Fair Lady"--the musical version. The theme was
interesting to the students (fitting in, accents, etc.) and they loved the
humor and the music. One class did a few snippets of the play with costumes,
improvised sets, etc. for the whole school. It gave them a goal, they
understood in a new way the value of practice, and it brought out the most
amazing sides of their personalities!
The other fun/useful drama activity was creating a soap opera. The students
observed that the plots tend to be complex, but the themes (dare I say it)
were universal (love, betrayal, family life, misunderstandings, identity
confusion,etc) so they wrote theri own. Everyone got to create at least oine
character, everyone had to work with at least one other person in the class
(usually more), and they enjoyed working out the dilemnas they created for
themselves. Nothing like this process to teach them about the value of
revision, knowing your audience, formal and informal language.
Ah, for the good old days!
Lisa Patriquin-Esmaili

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Date: Mon, 6 Jul 1992
From: ET
Subject: Drama in the ESL Classroom
Besides doing plays, you can have the students do "TV" commercials.
Students enjoy this.
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Date: Thu, 17 Sep 1992
From: Mike Baynham <
Re; David Tillyer's message "Tearing my hair" asking for info on Drama in
ESL. A former colleague of mine in the UK, Suzanne Karbowska Hayes
published a very hands on book on drama in ESL classrooms with plenty of
activities. It is published by the National Extension College, Brooklands
Avenue, Cambridge,UK as Drama in ESL by Suzanne Karbowska Hayes or Suzanne
Hayes.
Mike Baynham
University of Technology, Sydney
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Date: Thu, 17 Sep 1992
From: Anthea Tillyer <ET
Subject: reticent speakers
I have also found it very hard to elicit spoken communication from some
classes, especially those which are 1) fairly lwo-level
2) predominately Korean, Japanese, Chinese
I don't think that anyone can claim that any particular activity or approach
is 100% "do-able" if the teacher really wants to get students to talk, however
a couple of things have been successful, and both are more successful if they
are videotaped for replay later.
One is to have a MOCK COURTROOM.
* Divide the class into groups of about 5.
* Give each group a "secret" paper which outlines the "crime" that's been
committed and the characters that are needed (judge, attorneys, criminals,
witnesses) When they get more accustomed to this activity, they will be able
to make up their own crimes! IN any case, the other students should not have
any knowledge of the "case" that a particular group is working on.
* Each group gets 15 minutes to prepare their trial and (secretly) determine
the accused's guilt or innocence.
* Each group gets to act out its courtroom drama, with the other groups as
jury members who render a verdict.(No problem if there's a 20-member jury)
This activity is often more successful if the students get a chance to watch
one of those televised pop-courtroom trials taped from TV before they actually
make their own trip into the world of jurisprudence.
Another activity that is very popular is IMPROVISATION.
* divide the students into groups of 6 or 7
* Give them a "secret" card on which is written a situation (for example: stuck
in an elevator on Friday evening before a long weekend)
* You might also want to describe the characters (but not assign parts) For
example, the elevator situation could have a pregnant character in it.
* Each group gets 15 minutes to prepare and rehearse (and decide the outcome of
their situation).
* Each group performs its skit and the other students write down what the
situation is supposed to be in the skit, and who the characters are.