{"id":5218,"date":"2017-05-26T17:38:13","date_gmt":"2017-05-26T17:38:13","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=5218"},"modified":"2017-05-26T17:38:13","modified_gmt":"2017-05-26T17:38:13","slug":"process-drama","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=5218","title":{"rendered":"Process Drama"},"content":{"rendered":"

Lesson #3 \u2013 Process Drama <\/strong><\/p>\n

\u00a0<\/em><\/p>\n

EDUCATIONAL OBJECTIVE:<\/p>\n

Students will demonstrate their ability to learn through a Process Drama experience by using the previously chosen book as the basis of a Process Drama.<\/p>\n

 <\/p>\n

MATERIALS NEEDED:<\/p>\n

The book being used for the Process Drama.\u00a0 For this example: Where the Wild Things Are.<\/em><\/p>\n

Resource: Process Drama Tools Handout \u00a021 Red-Hot Process Drama Tools<\/a><\/p>\n

Paper and pencils for students<\/p>\n

\u00a0<\/em><\/p>\n

HOOK:<\/p>\n

Have students sit on floor in a circle while teacher or another student reads the chosen book<\/p>\n

 <\/p>\n

Author\u2019s Note:\u00a0 Since each year the chosen book will be different, I am using Where the Wild Things Are <\/em>as an example for this Process Drama. I chose activities that fit what the students had written on the board and are established Process Drama practices.\u00a0 I have included a resource handout here with other practices listed as a reference for other activities that could be used in this lesson.<\/p>\n

 <\/p>\n

STEP ONE:<\/p>\n

Have students create, establish and explore Max\u2019s house and yard.<\/p>\n

 <\/p>\n

STEP TWO:<\/p>\n

Max\u2019s mom has hidden Max\u2019s wolf suit.\u00a0 Max must find it.\u00a0 (All students are Max.)<\/p>\n

Once you have found the suit, put it on.<\/p>\n

 <\/p>\n

STEP THREE:<\/p>\n

Get into mischief, all sorts of mischief with wolf suit.<\/p>\n

 <\/p>\n

STEP FOUR:<\/p>\n

Everyone freeze.\u00a0 Max\u2019s mom comes in. (Played by the teacher. When the teacher is sitting she\/he is Max\u2019s mom, when standing, he\/she is the teacher again.) Everyone becomes an interviewer.\u00a0 Students may ask Max\u2019s mom any question they would like.\u00a0<\/p>\n

 <\/p>\n

STEP FIVE:<\/p>\n

Max is now in a time out in his room. Explore the bedroom. As a class create the boat that floats to the Wild Things.<\/p>\n

 <\/p>\n

STEP SIX:<\/p>\n

Each student can choose to be Max or a Wild Thing.\u00a0 Explore the Island. Dance, march, swing as Max or a wild thing.<\/p>\n

 <\/p>\n

STEP SEVEN:<\/p>\n

Break class into two or three groups. Create a tableau of Max taming the Wild Things.\u00a0 Allow each group to see the picture.\u00a0 Discuss the dynamics of each. What elements of Max does each picture show?<\/p>\n

 <\/p>\n

STEP EIGHT:<\/p>\n

Max is now tired and hungry.\u00a0 Hand out paper and pencil to everyone.\u00a0 Have \u201cMax\u201d write a letter to Mom.<\/p>\n

 <\/p>\n

STEP NINE:<\/p>\n

Recreate the boat and come home. Max is now home.\u00a0 What food did mom leave?\u00a0 Everyone eat Max\u2019s dinner. Smell, taste, eat.<\/p>\n

 <\/p>\n

CLOSURE:<\/p>\n

Discuss with students how process drama will help them put together their stories.\u00a0 Remind them there is not time to process each story, but to use the experience to help make choices.\u00a0 Also, remind them process drama is only for the actor, not an audience, so don\u2019t add process ideas into telling your story.\u00a0 Stay as true to the author\u2019s story as possible.<\/p>\n

 <\/p>\n

ASSESSMENT:<\/p>\n

Students can be assessed by participating in the process drama experience, doing all the requirements throughout the \u201cprocess.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Lesson #3 \u2013 Process Drama \u00a0 EDUCATIONAL OBJECTIVE: Students will demonstrate their ability to learn through a Process Drama experience by using the previously chosen book as the basis of a Process Drama.   MATERIALS NEEDED: The book being used for the Process Drama.\u00a0 For this example: Where the Wild Things Are. Resource: Process Drama …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/5218"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=5218"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/5218\/revisions"}],"predecessor-version":[{"id":5222,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/5218\/revisions\/5222"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5218"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5218"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5218"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}