Drama
Drama Policy Introductory Statement
All staff were involved in drawing up this plan. It forms the basis of each teachers’ long & short term planning in Arts Education, Drama. It will also inform new and temporary teachers of our approaches and methodologies in this area. |
||||||||
Rationale Drama provides children with ways to explore our cultural heritage and new dimensions of a changing world. Language plays a critical role in drama. The Drama Curriculum contributes to developing the child’s competence and confidence in English and Irish.The purpose of this plan is to provide practical guidance for teachers, parents and other relevant persons on the provision of effective Drama education in our school | ||||||||
Vision We are committed to the all-round development of each child in our care. We hope through Drama to help the child develop confidence and enable each child to explore their emotions and engage with their environment in a safe and creative manner. We envisage that in Drama each child will be given the opportunity to develop their drama skills and competencies to their full potential, appropriate to their age and ability in a safe and supportive environment.
Aims We endorse the aims of the Primary School Drama Curriculum :
|
||||||||
Curriculum
All teachers are familiar with the strands, strand units and content objectives for their class levels. Curriculum objectives area at the core of each Drama lesson, and teachers refer to the curriculum objectives in their own planning. The content objectives are laid out on the following pages in the Curriculum Handbook. Infant Classes pgs. 14-17 First and Second classes pgs. 20-23 Third and Fourth classes pgs. 26-31 Fifth and Sixth classes pgs. 34-39
|
||||||||
Methodologies
We use a combination of the following approaches:
We use methods that encourage maximum participation by the child through group, paired and individual participation. |
||||||||
Assessment and Record Keeping
Teacher observation This is the form of assessment most consistently used by teachers at Kilmacrennan N.S. and the most effective in relation to children’s engagement with drama. It involves the informal monitoring of children’s progress as the drama process takes place. In observing the varying degrees of success with which children acquire drama skills and concepts and learn through the drama process, the teacher can adjust his/her methods and approaches and modify the drama contexts in order to maximise its learning benefits for individual children. Much of this observation is concerned with detailed and immediate drama activity and is unrecorded. However, it can be useful to make brief notes from time to time about particular learning requirements. This can be a further help to the teacher in taking account of the progress of the class, a group or an individual at any particular juncture, and can inform his/her planning of short-term and long-term drama approaches. Teacher-designed tasks and tests A further dimension of this type of continuous assessment is the monitoring of children’s performance in various tasks arising from their engagement with the drama. These arise continually in the course of drama activity, as, for example, when a pair of children is asked to play two characters in order to explore a particular issue, or a group of children is asked to work together to solve some problem or to arrive at a decision about the course the drama should take. The assessment of children’s ability to perform particular tasks such as these will to a great extent involve teacher observation in a way that is focused on a particular aspect of children’s engagement with drama. Work samples, portfolios and projects In drama these would be made up of writing, art work and other examples of children’s response to, reflection on, and extension of their drama experience. For assessment purposes, a representative sample of a child’s work that includes some of the best examples would be of greatest use. Decisions about what might be included will be made variously by the teacher, by the child and the teacher together, and by children in consultation with each other. In this way a valuable dimension of selfassessment will be given to the assessment of the child’s progress in drama and in learning through drama. The question of manageability will be a significant factor in deciding how much of the child’s work might be included, although in drama this will be less problematical, since the portfolio will consist mainly of items in written form. However, since the child will have similar portfolios in other areas of the curriculum, the question of storage will arise. Obviously, circumstances will vary from school to school, and the nature, size and management of portfolios will be a factor in school planning.
We will assess o Willingness to participate in activities o Readiness to engage with a certain activity o The level of competence of a child in carrying out an activity o Interest in and attitude to activity o Willingness to cooperate in individual, pair and group activities Our assessment tools are: o Teacher observation o Teacher-designed tasks o Work samples/ portfolios |
||||||||
Differentiation
At Kilmacrennan N.S, all children will have equal access to drama education. The drama programme will ensure equal access for boys and girls in our mixed school. It is crucial for positive reinforcement to be given to all children to build up their confidence and self-esteem in the area of visual arts. |
||||||||
ICT
Information and communication technology may be integrated with Drama through the use of the Interactive whiteboard, digital camera, photo-copier, DVDs ,CDs and the internet.Children may watch still images of themselves, videos of themselves in the drama lesson back on the IWB to assist with the reflection session. Children may create power points/ photo stories writing the script to accompany the ICT resource. |
||||||||
Organisational planning
The allocation of time to drama will have two sources:
In accordance with the DES guidelines Drama is allocated the following time: Infant classes – 50 minutes per week 1st-6th classes – 1 hour per week However, to facilitate the new time allocations for the numeracy and literacy strategy it is at the discretion of the teacher to use some of the time from the arts subjects on occasion. |
||||||||
Resources The following facilities are available to the children and staff for Drama Education.
A Drama resource box is available from the store. It includes the following books The following Drama books are available:
List of plays available in the classes
|
||||||||
Linkage and integration
Every attempt will be made to integrate the Drama curriculum and to other subject areas where appropriate. e.g. Drama and History – Titanic role play Drama and English- diary entry of a steerage passenger on the Titanic as it sank Drama and Gaeilge – ag dul go dtí an bhialann Children will get the opportunity to perform in front of the school at the annual Seachtain na Gaeilge performance. Drama and Geography- making the trip with Tom Crean to Antarctica |
||||||||
Code of ethics
All teachers and coaches working in the school context will be expected to adhere to the school Child Protection Statement. They should always ensure that they treat children with integrity and respect and that the self-esteem of children is enhanced. All adult actions should be guided by what is best for the child and carried out in the context of respectful and open relationships. |
||||||||
Health and Safety
The safety and well-being of our children is, as always, of paramount concern. Children are to be accompanied during a Drama performance, there is always a teacher present, and no child will attempt anything in drama which might a pose to his/her own health or that of anyone else. |
||||||||
Individual teachers’ planning and reporting
Individual teachers will design a physical education plan specifically for their own class. Strands covered in Drama each month are recorded on the Cuntas Míosúil. The Cúntas Míosúil will be very relevant in recording what has been covered and in reviewing and developing the school plan for the following years. |
||||||||
Staff development
Teachers work closely together and share talents and strengths generously with each other. Something which enriches practice throughout the school. |
||||||||
Parental involvement
Parents have a responsibility to encourage their children to participate in all strands of the Drama curriculum. Parents may view the Drama policy in the school .Parents provide an amazing and very appreciative audience for drama. Opportunities are provided for children to participate in and enjoy a variety of Drama activities which can be viewed by the parents at the annual Christmas concert. Each year, a Christmas Concert will be held. This will alternate in a 3 year cycle. Year 1 Junior classes put on a play and senior classes put on a music performance, year 2 senior classes put on a play; and junior classes put on a music performance, year 3 Whole School Carol service.
|
||||||||
Evaluating the policy
Means of assessing the outcomes of the plan may include Teacher/parent/community feedback Children’s feedback regarding activity levels, enjoyment and skill development Inspectors’ suggestions/WSE recommendations The criteria for evaluating the success of this policy will be :
|
||||||||
Ratification and communication
This Drama policy was reviewed in January 2023. A copy is available in the School Office.
|