Archive | May, 2011

Preparing a monologue!

31 May

Preparing for your monologue:

  •  Answer the following questions
  • Who is your character speaking to? (themselves, someone else, the mirror, the audience, invisible friends, etc)
  • Where is the character? (setting: time, date, place)
  • How does your character feel?
  • How will you show your character’s emotions in your script? (think about words used, actions, tone of voice, attitude, facial expressions, etc)
  • Does your character’s mood change throughout your performance?
  • How do you want the audience to respond? (laugh, sadness, curious, thought-provoking, etc)
  • How do you want the performance to end? (situation resolved, cliff hanger, happy feelings, complete change from beginning, etc.)
  • Write a paragraph about the situation/ event/ character.  Be as creative and imaginative as you can be.

Your character:

You do not need to discuss all of these aspects in your script, but the more information you have the better you will be able to prepare.

  • name
  • gender
  • age
  • ethnicity
  • accent
  • occupation
  • family
  • interests / hobbies
  • personality
  • likes and dislikes

Evaluating your performance:

 How did you feel before the performance?

 How did you feel after the performance?

What can you improve on?

 What do you think you did well?

The Greedy Zebra – a play for children!

31 May

The Greedy Zebra

 

Characters

2 Narrators – can be animals

1 Zebra

1 Eagle

1 Elephant

2 Giraffe

1 Lion

1 Leopard

2 Gazelles

2 Ostrich

1 peacock

3 Monkeys

2 Hyenas

1 Rhino

 

 

Narrators – Improvisation at the start – welcoming the children

 

(Curtains open all the animals in the jungle are there. They do a dance to the circle of life/jungle book).

Narrator 1 (the narrators can be jungle animals): Long ago, in the hot, dry grasslands of Africa’s Great Savannah, all of the animals lived equally and some not so equally alongside one another, sharing the wealth of the land.

(All the animals milling around the stage, all the animals looked the same but it is their walk and body language that make them different)

Narrator 2: None of the animals were particularly distinguishable from one another as they all had dull white coats. They would work together to collect immense vegetation stores to last throughout the summer’s drought.

Narrator 1: The only animals that didn’t pull their weight in the savannah were the lazy lion, the foolish rhino and the extremely greedy zebra. They would sit around eating all day, their fat stomach protruding from under their knobbly legs.

Narrator 2: The Elephant, who was the noblest and wisest of all the animal kingdom. Would sometimes scolded the zebra and his friends

Elephant: Zebra, don’t you think you should help everyone else we must collect food and water so will not starve in the hot summer.

Leopard: Yes, you know how hot it gets. Everything dies. We must make sure we have enough food to survive.

Lion: Oh go away Elephant and Leopard we are hungry now.

Zebra: We want to eat what we want now.  (Points to a tree) Come on Lion look lovely green lush trees over there.

Rhino: Quick hurry before those goody two shoes try to save some of it for the summer drought. (The Lion, Zebra and rhinos are laughing and joking and they are eating the leaves on the tree)

Giraffe 1: (Puts his arm around the Elephant) Do not take any notice of them, giraffe. They are not very nice animals. The Rhino is foolish, the lion is lazy and the zebra is just … well the zebra is just plain ……….Grrrrrrrrrrrrreeeeeedy:

Leopard: Come elephant and giraffe, we don’t need them we can ask the other the animals in the jungle to help us.

Eagle: (come swooping on to the stage) Hey everyone, why do you look some glum?

Giraffe 2: Hello Mr Eagle. We have asked the lion, zebra and rhino to help us collect food for the winter but they just want to stuff their faces with the lovely luscious leaves on the tree.

Leopard: While we do all the work.

Eagle: Don’t take any notice of them I will help you because I can fly up into the sky and survey the hot plains and tell you where the best food is and then we can all work together and get the food for the long hot summer.

Elephant: What a splendid idea, Eagle. Giraffe call the Ostriches and the monkeys. Leopard, get the gazelles and I will get the peacock.

Monkeys; (Swinging from the trees): What about us. We want to help to collect the food.

Giraffe 1: Mmmmmmmmm Monkeys you don’t know how to behave yourself.

Eagle: Yes, monkeys you can’t be getting into mischief like you normally do.

Monkey 1: We promise.

Monkey 2: Oh please let us come.

Elephant; I don’t know. Your mischief will delay us.

(Flashbacks – to the tricks the monkeys played on the other animals in the jungle – for example playing run away knock on the ostriches as their heads are in the sand or scaring the gazelles by pretending to be a monster. Ask for suggestions from the students/ come up with their own ideas. Act out the flashbacks. Make them as funny as you can.

Peacock: I haven’t forgiven you. You know.

Ostriches: (very angry) Neither have we.

Elephant: Perhaps they deserve a second chance.

Gazelle 1: Well leopards never changes their spots

Gazelle 2: (very meekly, looks at the leopard who looks annoyed) No offence meant, Leopard.

Leopard: (Looks annoyed) None taken. But I don’t know we say that because I don’t have any spots.

Narrator 2: All the animals worked hard except for the lion, the rhino and the zebra. (Lion, zebra and rhino are sunning themselves, eating, chatting, and playing)

(Mime of the animals working hard, lion rhino and zebra are sleeping, playing eating. Music playing while the animals are moving. Music has to be chosen. Music fades out and the narrators begin to speak.

Narrator 1: One stormy day in the heart of the leafy forests of Africa there was a rumbling in the earth (thunder sound and the lights flick on and off).

Narrator 2: Then all of a sudden a huge cave appeared in the ground.

Giraffe: What was all that noise?

Gazelle 1: I don’t know but it was very scary

Gazelle 2: (Both the gazelles are in a huddle):  Look over there.

Hyenas: (Laughing nervously) Everyone needs to be careful.

Ostrich 1: I am not staying here

Ostrich 2: Me neither (both put their heads into the sand)

Narrator 1: A few animals crept cautiously up to this new and wonderful sight and when the leopard who was the bravest of them peered into the darkness. He saw something glittering.

Leopard: There is a big hole but there is something glittering inside it.

Monkeys: Come quickly let’s have a look.

Peacock: No we have to be careful. We must wait for Elephant see if he knows anything about this wonderful sight. Besides I don’t want to get myself dirty.

Narrator 1; Just then they heard the thunderous plodding of the elephant.

Leopard: Elephant, come and have look at this. What do you think it is?

Elephant: I’m not sure but I will go ask my friend Eagle. Eagle knows all the secrets of the spirit mists. You stay here, don’t move a muscle and I will try to find eagle.

(All the animals make a tableau or the curtain can close).

Elephant and eagle can improvise here with the audience. Eventually eagle tells elephant the secrets of the cave.

(Eagle leaves and elephant calls the others. The animals come in from the back and greet the audience) Music playing.

Elephant: Eagle, what is going on here? Do you know what is happening?

Eagle (whispers something into the elephant’s ear)

Peacock: Well, Elephant what is the story?

Elephant: There are all kinds of materials in the cave which you may choose from. You will be issued needles by the Ostrich but there is only one needle each so take good care of it.

Ostrich1: Roll up, Roll up, get your needles here.

Ostrich 2: Only one for each animal. Lose them at your peril.

(All the animals line up and receive there needles)

Elephant: Now you may go in but there is to be no pushing and shoving, and keep in an orderly line.

Gazelle:  Everyone is here except for the lion, rhino and the greedy zebra.

Peacock: They don’t want to come they are too busy munching on the grass and playing. If they don’t come there will be more for us.

Elephant: Let them be. Come hurry up. You are going to miss out.

(They all go into the cave one by one. Eventually the curtain opens)

Zebra, lion and rhino are outside the curtains improvise with the audience and each other. They say there is nothing much to look at in the cave. The eagle could also come in here and interact with them. He tells them what they are missing out on. The zebra doesn’t believe him but the rhino and the lion are not convinced. Eventually the lion decides to go and see what is going on but the zebra convinces the rhino to stay with him and keep eating but the rhino is unsure. The all leave and the curtains open and all the other animals are inside the cave.

Narrator 1: The animals were amazed the caves were full of furs and skins, all glossy and new. (Animals in the cave are the giraffes, elephant and leopard)

Narrator 2: Inside the cave there were horns and tails of countless shapes and sizes, needles and threads of a thousand different colours.

Narrator 1: The news spread far and wide and all the animals were on their way to see the cave, running and jumping and sliding and swinging, slithering through the trees.

(All the other animals come in one by one eventually the lion arrives in and then he is followed by the rhino that look on rather sheepish)

Elephant: Where is the Greedy Zebra?

Rhino: He didn’t want to come he said there was lots of time to go visiting the cave.

Lion: He is too busy stuffing grass into his bulging mouth.

Hyenas: (laughing), Monkeys: (doing impressions of a fat zebra).

(Music plays and all the animals admire themselves and help put things on each other. Everyone focuses on the peacock)

(Music fades out and curtain closes and the zebra is lying on the steps half asleep and munching grass)

Zebra: All those silly animals are gone to see the cave. I don’t care as there is more food for me. Yummy, yummy!

(One by one the animals come out from behind the curtain. The zebra become more and more amaze and the animals get more and more spectacular until it culminates in the peacock or whoever has the most colourful costume). This like a catwalk on the fashion show the narrators can do the voice of what the animals are wearing. They walk up the centre and out the back stage door). The Zebra is amazed by all this and when the fashion show is finished he talks to the audience.

Zebra: I am going to the most beautiful animal in the jungle. I shall have spots like leopard, beautiful feathers like peacock and a gorgeous mane like lion. I will be finest looking animal in the forest. (Asks the audience what animal they preferred and what sort of things they would like to see him wear.)

Curtains open and only rhino and elephant are on the stager.

Elephant: Rhino there is only grey left because it took you so long to choose. But here have some horns. (Rhinos puts on the horns but puts them on wrong)

Rhino: I put the horns on wrong.

Elephant: I will help you to straighten them. (Helps him with a struggle) No, there is nothing I can do.

Rhino: I suppose I will have to live with the horns.

Elephant: Oh stop complaining. At least, you have horns I am just left the grey material.

Zebra: (enters the stage) I have come to deck myself out in wonderful colours and furs.

Elephant: There is nothing left.

Rhino: I got the last of the horns.

Elephant: There maybe a few bits of black material over there but to be honest I think you are too late. (Elephant and rhino leave the stage).

Narrator 1: The zebra search desperately and found some black material.

Zebra: It is a bit tight but I can squeeze in to it. (Asks the audience what they think)

Narrator 2: He pushed and grunted and oohed and aahed and finally he managed to squeeze himself in to the black cloth.

Narrator 1; but it was a tight fit. It was bursting at the seams especially around his fat tummy.

Zebra: I feel a bit peckish. I think I will stroll down to the stream to take a quick bite of a leafy bush.

Narrator 2: When suddenly pop, pop, pop. His tubby tummy squeezed through the seams.

(All the animals come in and laugh at him)

Eagle: To this day his chubby stomach shines through his coat because he is so ………………….GRRRRRRRRRRRRRRRRREEEEEEEEEEEEEEEEEEDDDDDDDDDY

 

If you want to read more plays for children get your free ebook at Smashwords.com

Role playing scenarios for 10 -12 year olds.

31 May

How it works  A useful resource to develop various drama skills, to aid team work skills or even to set as a cover lesson.  The role-plays can be used as a starter activity or as the main task in a lesson.

Try this!           Develop the role-plays using thought-tracking or cross-cutting (re-sequencing the order of events).

Or this!            Present the role plays as silent movies, if possible using appropriate music.  The audience should be able to guess the context if the performance is well planned.

Or this!            Present the role play as a series of still images.  Focus on gesture, facial expression, the relative positions of characters, etc.

Role play situations

1.  Caught stealing at school.

Characters:

pupils

teacher

headmaster

pupil who was stolen from

witnesses

2.  Lying.  Trying to get into a film under age.

Characters:

person who lies

ticket seller

manager of cinema

parents

friends

3.  Caught drinking under age in a public place.

Characters:

person drinking

friends

owner of public place

workers there

parents

4.  Caught smoking at school.

Characters:

pupil

friends

teacher

headmaster

parents

5.  Playing truant from examinations.

Characters:

pupil

friends

grocery store owner

headmaster

parents

6.  Caught vandalising the school.

Characters:

pupil

friends

teacher

headmaster

caretaker

Read the first chapter of Drama Start for Free!

27 May

Warm-Up Games  These games can be used at the beginning of any drama lesson. They help limber the children up and lead them into the next part of the lesson. They are fun and enjoyable. If you are short on time the children can also do them by themselves, in separate groups.

Game: Magic Rocks.

  • Age: 3 years+,
  • Minimum number of participants: 2
  • ,Resources needed: Clear space, a wand (optional).
  • Other Benefits: To stimulate children’s imagination and creativity.
  • Instructions: Get each child to find a clear space. They must make sure that they are not touching anyone else. The children crouch down on the floor and make a ball shape with their bodies. The teacher explains that all children are magic rocks and that the teacher is a magic wizard. The teacher waves the magic wand and says: “Magic rocks turn into dinosaurs.” All the children turn into dinosaurs and move around the room as dinosaurs. The teacher then says: “Magic rocks turn into magic rocks.” The children return to their clear spaces and crouch down on the floor again as quickly as possible. The magic wizard can change the magic rocks into anything they want, for example superheroes, animals, people, household items and so on.  Variation: The children can take it turns to be the magic wizard.

Game: Octopus

  • Age: 4 years +
  • Minimum number of participants: 3
  • Resources needed: Clear space.
  • Other Benefits: This game can be used to work on co-operation and teamwork skills.
  • Instructions: One child is chosen or volunteers to be the octopus and stands in the middle of the clear space. The rest of the children should line up along one side of the space. When the octopus shouts out “Octopus!” the other children have to run past the octopus and try to reach the other side without being caught. Children that are caught become part of the octopus’s arms. They are not allowed to let go of each other’s hands. Only the children at the ends of the octopus’s arms can catch people. As the game progresses, the octopus becomes longer and longer. The game becomes more difficult, as more and more children become part of the octopus’s arms. It ends when all the children are caught.

Game: Prison Break

  • Age: 4 years +
  • Minimum number of participants: 3
  • Resources needed: Clear space.
  • Other Benefits: This is a warm up game that children really enjoy. It also can be used to improve listening and co-ordination skills.
  • Instructions: Children all line up on one side of the clear space. One student is chosen, or volunteers, to be the guard on duty and stands in the centre of the room. The rest of the children are prisoners. When the guard shouts out “Prison break!” all the prisoners must run to the other side of the space. If the guard catches a prisoner they also become a guard. Eventually there will be more guards then prisoners. The last prisoner becomes the first guard on duty for the next game.

Game: Fruit Basket

  • Age: 4 years+
  • Minimum number of participants: 7
  • Resources needed: Clear space and a chair for each student – if you do not have chairs you can use sheets of paper or cushions.
  • Other Benefits: This is a well-known game which can also be used very effectively as a listening game or an observation game.
  • Instructions: All the children sit in circle on a chair or a cushion. The teacher chooses three different fruits and goes around the circle giving each person the name of a fruit, in a particular order, for example, apple, orange, banana. A child is then chosen, or volunteers, to go into the centre of the circle. His/Her chair is taken away. The child in the centre calls out the name of one of the three fruits. If the child in the centre says apple then all the apples change place, if s/he says banana, all the bananas change place and if s/he says orange, all the oranges change places. If s/he says fruit basket then everyone changes places. The child who is left without a chair goes into the centre for the next round.
  • Variations: There are lots of variations to this game and you can change the names to go with a specific theme. Fruit basket – apple, orange, and banana –could be replaced by: Barnyard – chicken, pig and cow, Zoo – elephant, giraffe and tiger, Circus – clown, ringmaster and acrobat, Ocean – fish, mermaid and shark.

Game: Crossing the circle

  • Age: 5 years+
  • Minimum number of participants: 6
  • Resources needed: Clear space.
  • Other Benefits: This game can be difficult at first but it an excellent way to get the children to use their imagination and creativity.
  • Instructions: All the children stand in a circle and the teacher gives them a number, 1, 2 or 3. The teacher then calls out a number, for example “3”. Everyone in the circle who has been given number 3 must cross the circle and swap places with someone else who has the same number.  Once the children have got used to crossing the circle, the teacher calls out a number and a way of moving, such as walking, running, hopping, crawling, twirling, dancing, slow motion, zig-zag and so on.  Variation: This activity can also be used for older children. The children can cross the circle in a role. For example, the teacher calls out a number and a character, such as a ballerina, an artist, a lion, a model, an astronaut, a duck, someone who is stuck in mud, a toddler who has just begun to walk, someone walking on hot sand or someone splashing in puddles.

Game: What’s the time Mr. Wolf?

  • Age: 3 years +
  • Minimum number of participants: 4
  • Resources needed: Clear space.
  • Other Benefits: This is a popular traditional children’s game that can also be used very effectively in a drama session as a warm-up game. This game also helps children with their listening and co-ordination skills.
  • Instructions: One child is chosen or volunteers to be Mr. or Ms. Wolf and stands at one side of the clear space. His/Her back is to the other children, who are standing at the opposite end of the space. The rest of the children shout out: “What’s the time Mr. /Ms. Wolf?” The Wolf does not turn around. He/she replies in a rough, wolf-like voice: “four o’clock.” The children walk forward the number of steps the wolf calls out (in this case, four). The children ask again: “What time is it Mr./Ms. Wolf?” The wolf replies: “five o’clock.” The children take five steps forward. The children continue to ask the question and to walk the appropriate amount of steps forward. Eventually, when the wolf thinks that the children are near enough he/she will say: “Dinnertime!” Then the wolf turns around and chases the children. They have to try to rush back to their starting place. If Mr./Ms. Wolf catches one of them before they reach home, that child is the wolf in the next game.

Game: Pppppppopcorn

  • Age: 4 years+
  • Minimum number of participants: 3
  • Resources needed: Clear space.
  • Other Benefits: This game also helps with observation and co-ordination skills.
  • Instructions: Everybody is in a circle. The children crouch down on the floor. Each child takes a turn jumping up and down, saying “pop” or making a popping sound that sounds like popcorn popping.  The children take turns in order but if two children jump up and pop at the same time, they are out of the game. Each round can be faster than the last round.

Game: The Name Game

  • Age: 3 years+
  • Minimum number of participants: 2
  • Resources needed: Clear space.
  • Other Benefits: This is an excellent way for children to get to know each other’s names and it helps them to become part of a group.
  • Instructions: All the children stand in a circle. The teacher has a small ball in his/her hand. The teacher asks one child to say their name, and then the teacher gently throws the ball to that child. The child replies, using the teacher’s name, for example: “Thank you, Miss Brophy!” and throws back the ball. The teacher responds using the child’s name, for example: says, “You’re welcome Anna! ” The teacher continues to gently throw the ball to each child around the circle and they throw it back. Once a child has tossed the ball they must put their hands behind their back to stop it been thrown to them again. The teacher needs to make sure that every child has received the ball and said their name. The game ends when the last child throws the ball back to the teacher.

Game: Crocodile, Crocodile may we cross the river?

  • Age: 4 years+
  • Minimum number of participants: 3
  • Resources needed: Clear space.
  • Other Benefits: This is another popular and traditional game that works very well as a drama warm-up activity.
  • Instructions: In the centre of the clear space set an area as the river, with a river bank on either side. Masking tape or chairs can be used to make the demarcation. One child is chosen or volunteers to be the crocodile. The crocodile stands in the middle of the river and the rest of the children stand on one bank of the river. The children on the bank all chant together: “Please, Crocodile, Crocodile may we cross your golden river?” Crocodile replies with a condition, for example: “Yes if you have black hair,” or “Yes if you have a brother,” or “Yes if you are wearing red.” Children who fulfil the condition may cross unchallenged. The rest have to try to get across without being caught. If they are caught they are out. The game continues until there are no more children left to catch. The last child caught becomes the crocodile.

Game: Sharks and Islands

  • Age: 4 years +
  • Minimum number of participants: 6
  • Resources needed: Clear space, a newspaper.
  • Other Benefits: This is a very popular warm-up game. It also helps children with both their co-ordination and reaction skills.
  • Instructions: Divide up the newspaper and spread the sheets out around the clear space. The newspapers are islands and the rest of the space is the water. The teacher is the shark and the children are swimmers. The swimmers start swimming around the space. When the teacher shouts out: “SHARK ATTACK!” the swimmers must get onto an island. The objective is for the shark to catch any swimmers who are not standing completely on an island. Even if just their toe is off the island they become sharks. After each shark attack, the sharks tear a piece off each newspaper sheet so the islands gradually become smaller. This continues until all the swimmers have become sharks.

Game: Sleeping! Sleeping!

  • Age: 3 years +
  • Minimum number of participants: 2
  • Resources needed: Clear space.
  • Other Benefits: To stimulate the children’s imagination and help with their sense of movement.
  • Instructions: The teacher gets all the children to stretch and yawn and then they lie down on the floor. Tell them that they are going to sleep. Get them to snore very loudly. The teacher says very softly: “dreaming, dreaming, all the children are dreaming and in their dreams they are a prince/princess.” Then all the children get up and become a prince/princess. They can dream that they are both people and objects. For example, rocking chairs, dinosaurs, mice, runners, superheroes, computers, ballerinas, astronauts and so on.

Game: Red Rover

  • Age: 4 years+
  • Minimum number of participants: 6
  • Resources needed: Clear space.
  • Other Benefits: This is a very good warm-up game and it also helps the children work as part of a team.
  • Instructions: The class is divided into two groups. Each group hold hands and the two groups form a line facing each other. One side starts by picking a person on the opposing team, for example Adam, and saying: “Red Rover, Red Rover, send Adam over.” Adam then lets go of his team-mates’ hands and runs towards the other line. His aim is to break through it. If Adam breaks through, he chooses one person from that team to join his team, and they both walk back and join his line. If Adam fails to break through, he becomes part of the other team. Each team alternates calling children over, until one team has all the people and is declared the winner.

NEW Drama Activities, plays & monologues Ebook for young children (ages 3 to 8)

25 May

‘Drama Start’ is a collection of drama activities, including games, role playing ideas, action poems, plays and monologues, suitable for children between the ages of 3 and 8. It can be used in Early Years’ settings or in primary schools, up to and including second class. This book is also suitable for people working with children in any setting where drama is used such as community groups, out of school care facilities, therapeutic group work and so on.

The book is accessible and easy to follow.  It is divided into three parts – Drama Games, Plays and Monologues. Each section provides educators/teachers/leaders with a variety of creative and imaginative ideas for stimulating drama activities in many different settings.

Part One: Drama Games. There are nine different categories in this section. . Each category, for example warm-up games, listening games, states the main benefit of the games it features.

Part Two: Plays. It is a selection of plays for young children all based on well-known children’s stories. Each play is between five and ten minutes long. They have all been adapted to suit the various needs of the class/group.  The plays use a lot of repetition so it is very easy for young children to learn their lines. The cast list is flexible – more characters can be added and existing characters can be changed or omitted.

Part Three: Monologues . It is a selection of monologues for very young children. The monologues can be used for drama examinations, competitions, performances or they can just be done for fun. The monologues also help the children to get into different roles and to use their imagination. In addition they stimulate children’s creativity.

Available from the following

Smashwords.com

Amazon.com

Amazon.co.uk

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