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Stage Start Two – 20 More Plays for Children – Now Available

3 Aug

humpty dumpty

I have taught Drama for the eighteen years and in my experience children love acting out a play whether it is reading aloud in a classroom or performing in front of a large audience. Stage Start Two provides children with the opportunity to have lots of fun and enjoyment as well as helping them to develop reading, comprehension and communication skills.

The first two plays in this collection are short and simple. They are based on two very popular nursery rhymes – Humpty Dumpty and Little Bunny Foo Foo. Rudolph, The Missing Reindeer tells the story of Rudolph’s disappearance before Christmas and how Santa Claus has to call on a variety of nursery rhyme characters to help him in his search for his reindeer. The next five plays – The Three Little Pigs, The Elves and the Shoemaker, The Magic Porridge Pot, The Stone Soup and The Pied Piper of Hamelin are based on traditional tales, familiar and well loved by children all over the world. 

King Midas is a Greek myth where the greedy king Midas wishes that everything he touches turns to gold – but be careful what you wish for! The Tiger, Old Man and the Jackal comes from an old Indian legend. The terrible tiger is outwitted by the small but very clever jackal.

The following five plays are based on stories by famous children’s authors. Peter Pan is a about a boy who lives in the magical world of Neverland where he never grows up. Pinocchio, written by Italian novelist Carlo Collodi, is about a wooden puppet who longs to be a real boy. How the Elephant got his Trunk is based on the Elephant’s Child from Rudyard Kipling’s Just So Stories. The Happy Prince is based on Oscar Wilde’s well-loved fable and it focuses on loyalty and kindness. Lewis Carroll’s Alice in Wonderland follows Alice as she goes on wonderful adventures in Wonderland where she meets extraordinary characters like a talking White Rabbit, the March Hare and the very horrid Queen of Hearts. The final five plays in this collection – Home for Christmas, A Night Out, It is Better to Forget, The Body and Saint Bernadette have fewer characters and can be used in smaller drama classes or with smaller groups.

Each play lasts between five and twenty five minutes. Each play’s cast list is flexible and more characters can be added or existing characters can be changed or omitted easily depending on the requirements of the group or class. All suggestions for stage directions are in included in brackets and italics. I hope you enjoy reading or performing the plays in this collection.

Good Luck!

 The following is an example of one of the plays.

Humpty Dumpty


Cast of characters (14): Humpty Dumpty, Egg 1, Egg 2, Egg 3, Egg 4, General, King’s man 1, King’s man 2, King’s man 3, King’s horse 1, King’s horse 2, King’s horse 3, King and Servant

 (Stage directions: There is a big wall upstage and there is a group of eggs playing outside the wall. They accidentally throw the ball over the wall.)

 Egg 1: Oh dear, what will we do now?

Egg 2: Well, one of us will have to climb over the wall and get the ball.

Egg 3: Humpty Dumpty will do it.

Humpty Dumpty: Why do I have to do it?

Egg 4: Because you are bravest egg of all eggs.

Egg 1: Don’t tell us you are scared.

All: Scaredy Egg! Scaredy Egg!

Humpty Dumpty: Alright, alright, I’ll do it.

(Humpty Dumpty starts to climb the wall. He is shaking because he is so scared. He gets to the top but he is too frightened to move.)

Humpty Dumpty: I can’t move. What shall I do?

(enters General.)

General: What is going on here?

(All the eggs run off.)

Humpty Dumpty: I climbed the wall because we threw the ball over the wall and I wanted to get it back for all my egg friends but now I’m stuck and I can’t get down.

General: I’ll get a ladder and help you get down. (General mimes getting a ladder but Humpty Dumpty starts to wobble and falls off the wall.)

Humpty Dumpty: Help me! I’m broken. (Humpty Dumpty is lying on the floor.)

General: Don’t worry, I’ll call all the King’s men to come and help put you back together again.

General: (gets out his phones and dials the King’s men) Please come quickly: a giant egg has fallen off a wall.

(King’s men come galloping in on their horses. They look at Humpty Dumpty on the ground.)

King’s man 1: Oh dear, this looks very bad.

King’s horse 1: I don’t think we are going to be able to fix him.

King’s Man 2: Don’t give up; we can try.

King’s Horse 2: Look, everybody: where do you think this goes ? (He holds up an arm.)

King’s Man 3: I think that might be his leg. (They all try hard to put him back together. They circle him so the audience can’t see while they are working on him. Then after a few minutes they stop.)

King’s Horse 3: We tried our best but there is nothing we can do. (They all put their heads down.)

(Trumpet blows and the King’s servant enters.)

Servant: The king is coming: everyone bow. (They all bow as the King enters and sits at the table.)

King: I’m so hungry. (rings bell) What is for dinner tonight, servant?

Servant: Lots and lots of scrambled egg.

All: (come out to the centre stage and recite the Humpty Dumpty rhyme)

Humpty Dumpty sat on a wall.

Humpty Dumpty had a great fall.

All the King’s horses and all the king’s men

Couldn’t put Humpty together again.

They tried to push him up.

They tried to pull him up.

They tried to patch him up,

But couldn’t put him back together again.

 To buy Stage Start 2  click on 

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Movement Games

1 Apr

movementMovement Games

Movement is about expressing yourself physically. The movement games below improve a child’s flexibility, co-ordination, balance and control. The games are also an excellent way for children to explore body language, by practising and observing, and also to learn how to walk like a specific character.

Mime is an integral part of Drama and the activities in this section enable the children to improve their mime skills. Children often find mine easier because they don’t have to speak.

Game: Movement sequences

Difficulty rating: *

Minimum number of participants: 2

Resources needed: Large space

Instructions: The leader talks to the children about different ways of moving. Ask them to call out different ways people move.

Examples to get you started include:

o walking

o running

o crawling

o rolling

o hopping

o skipping

o jumping

o leaping

o tiptoeing

o tumbling

o turning

o galloping

o twirling

o spinning

o walking sideways

o walking backwards

The children will come up with many more. When they have moved in all the different ways, the leader calls out movement sequences such as:

o walk – jump – twirl – tumble

o spin – hop – skip – gallop

Give the children a chance to be the leader and to call out their own movement sequences.

For more movement buy Drama Start on or

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

The Fame Game part 3

19 Mar

The Party Game

Students are told that they have been invited to a party and that they have brought a famous person – real or fictional, alive or dead – with them.

The object of the game is to introduce and swap their celebrity as many times as possible in the time allowed.

At the end of the game: get students back into a circle and ask them who they now have with them, at the end of the game.  See how many duplications have been made – have any characters disappeared?


M   Ask students to try to recite which guests they had with them in the correct order.

M   Discuss which characters were chosen and why.

M   Students to guess who initially invited which celebrity.


The Fame Game Part One

19 Mar

Draw an imaginary line across the room, at one end is “strongly agree;” at the other, “strongly disagree.”

Say the following comments to the group and ask them to stand at the appropriate place in the room to indicate their opinion on each one.

1.          I would like to be famous.

2.          Famous people should set a good example.

3.          Fame and happiness go hand in hand.

4.          It’s important to leave your mark on the world.

5.          Fame means that you are wealthy.

6.          It’s better to be famous and poor than unknown and rich.

7.          It’s better to be famous for something bad, than not known at all.

8.          Without famous people there would be no entertainment.

9.          People on reality TV aren’t real celebrities.

10.      I’ve met someone famous…

11.      Those who have (or say they have) should get into order of who has met the most famous person.  This could lead into a discussion of who is famous at the moment and why.

Alternatively, hand out names/pictures of famous people and ask group to get into order of celebrity and explain their reasons. (Resource 1)

In groups of five, brainstorm the word “fame” and feedback answers.

Now devise two tableaux – the good and bad sides of fame – see if group can explain what is happening. (Take pictures)

Thought – track some of the tableaux and explain this technique.

Back to brainstorms, each group to choose one word or phrase from their brainstorm and write on a piece of card – collect them in and give a different card back to each group.  Groups to devise a scene using their new word or phrase as a stimulus.

Acting out some emotions:

12 Feb
  • try to maintain each expression for 10 seconds, even if other people lose it!
  • try to challenge yourself further, you can try to manage links between each emotion convincingly!

Try out the following:

  • waiting for something
  • confusion
  • physical ache or pain
  • thinking about something deeply
  • bored
  • something’s caught my attention
  • quietly amused
  • trying to remember something, but failing
  • remembering something painful
  • remembering something happily
  • frustration
  • anger
  • elation
  • trying to hide your irritation
  • scheming, or devising a plan
  • despair
  • verge of tears
  • relief

Now let’s try some more complex techniques, still not involving words:

  • Guffaw (short laugh)
  • Sniff, perhaps to show awkwardness
  • Clearing throat, perhaps to show you’re trying to clear your thoughts or perhaps to get attention
  • Sigh, perhaps from tiredness or perhaps because you’re relieved or frustrated
  • Muttering in panic, irritation or disbelief
  • Mmmm, perhaps thinking, perhaps ‘agreeing with yourself’ or confirming your own thoughts

Magical Mixed up Stories

18 Dec

Magical Mixed up Stories

Three lists are created. On the first list there are a variety of characters. Each student picks a character from the list. The following are some suggestions but you can add your own characters:

The second list is a variety of places. Here are some suggestions but again you ca add your own settings:

  • A castle
  • A dragon’s cave
  • A haunted house
  • A jail cell
  • A superhero’s house
  • A dark forest
  • A stolen ship
  • A wolf’s den
  • A dungeon

The final list is a variety of magical objects. Here are some suggestions but again you can add your own:

Divide the students into groups of 3 or 4 and then get each member of the group to choose a character. When they have chosen their characters each group must choose one setting and one magical item. They can choose randomly out of a hat or then can choose from the list. It is up to the teacher. In their groups they must make up a story with their chosen characters, setting and magical object. If they are more advanced they can do an improvisation based on what they have chosen.

Drama movement games – Part 2

19 Nov

Name: Cat and mouse.

Age: 4 years +.

Required number: 10+.

Requirements: Clear space.

Procedure: All children are in pairs. One child is cat, one other child is mouse, and all others stay in pairs, arms hooked together. Cat chases mouse; when mouse is caught then mouse becomes cat and vice versa. However, mouse can escape chase by hooking into any pair of other players. At that point the player at the other end of the pair becomes cat and the cat becomes mouse.



Name: Magic Box.

Age: 3 years +.

Required number:  2+.

Requirements: Clear space.

Procedure: This is a fun mime game. Everyone sits in a circle. Ask the students can they see the box in the centre of the circle. Ask them what colour is it?. What shape is it? It can be a different shape and colour depending on where you are sitting in the circle. This is because it is a magic box. The teacher goes in first and opens the box and takes out an object. She then mimes the object and the class must get what object it is. When the students guess what object it is the teacher puts the object in the box and closes it. Whoever guessed correctly takes a turn at taking something out of the box.


Name: Captain’s coming.

Age: 4 years +.

Minimum number of participants:  3+.

Resources: Clear space

Procedure: The teacher can be the captain or one child is chosen to be the captain. The captain calls out orders to the rest of the children who are the crew. If a child does not follow an order correctly s/he is out. !

Orders                                     Action

Bow                                          run to the left side of the space

Stern                                        run to the right side of the space

Port                                          run to the left.

Starboard                              run to the right

Man overboard                   lie on back and swim

Submarines                           lie on back and stick one leg straight up.

Man the Lifeboats               find a partner, sit together, and row!

scrub the Decks                   children crouch down and pretend to clean the floor with their hands.

Climb the Rigging                 children pretend to climb a rope ladder.

Captain’s coming                  children salute and shout out “Aye Aye Captain”

Man Overboard                     children on their backs waving legs and arms in air as they drown.

Walk the Plank                       children have to walk in a perfect straight line one foot exactly in front of the other with arms outstretched to the sides.

Captain’s daughter is coming.     everyone curtseys

Hit the Deck                             children lie down on their stomachs.

 For more Mime and Movement ideas buy Drama Start Two Drama Activities and Plays for Children (ages 9 to 12) at or or if you can buy the kindle version from or

Action Poems for Young Children – Movement

10 Nov

Action Poems

When Goldilocks went to the house of the bears

When Goldilocks went to the house of the bears (Walk on the spot).
Oh, what did her blue eyes see? (Point to their eyes)

A bowl that was huge and a bowl that was small
And a bowl that was tiny and that was all (Make increasingly smaller shapes with arms for each bowl).
And she counted them – one, two, three (Use finger to point as if counting each bowl).

When Goldilocks went to the house of the bears (Walk on the spot).
Oh, what did her blue eyes see? (Point to eyes).

A chair that was huge and a chair that was small
And a chair that was tiny and that was all (Use hands to show the increasingly smaller height and size of each chair)
And she counted them – one, two, three (Use finger to point as if counting each chair).

When Goldilocks went to the house of the bears (Walk on the spot).
Oh, what did her blue eyes see? (Point to eyes).

A bed that was huge and a bed that was small
And a bed that was tiny and that was all (Use hands to show the increasingly smaller length and size of each bed).

And she counted them – one, two, three

When Goldilocks went to the house of the bears (Walk on the spot).
Oh, what did her blue eyes see? (Point to eyes).

A bear that was huge and a bear that was small
And a bear that was tiny and that was all ((Use hands to show the increasingly smaller height and size of each bear).

There was a princess long ago, long ago, long ago, there was a princess long ago, long long ago.

There was a princess long ago, long ago, long ago, there was a princess long ago, long long ago. (In a circle everyone curtsy/bow and the  princess  is in the middle dancing).

And she lived in a big high tower, a high tower, high tower, she lived in a biigh high tower long ago, long, long ago. (put hands in “triangle” shape to make tower, princess still dances).

A wicked fairy cast a spell, cast a spell, cast a spell, cast spell. A wicked fairy cast a spell long ago, long, long ago. (Fairy chases princess about, then taps her head as casting a spell. Everyone in the circle cast spell with “wands”).

The princess slept for a hundred years etc

(Princess lies in middle of circle sleeping everyone puts head on hands as sleeping action).

A great big forest grew around etc (cross arms and hold )

A handsome prince came riding by etc (Prince runs/gallops round circle and everyone  gallops on the spot)

He took his sword and cut the trees etc (prince chops trees with arm everyone  pretend to cut treess with their arms)

He woke the princess with a kiss etc (Prince gives the princess a kiss on head/cheek/lips everyone blow kisses0

The wedding bells go ding dang ding etc (All with hands pretend to ring bells; prince and princess dance in middle)

And every bodys happy now etc (All happy, clapping, dancing, jumping etc).

For more Mime and Movement ideas buy Drama Start Two Drama Activities and Plays for Children at or or if you can buy the kindle version from or

Dogs and Fleas – A fun catching game!

9 Nov

This game is a fun game. The object is to get past the children in the middle.  The game starts out with the group standing on one side of the field. A couple of children are chosen to be the fleas.. Everyone else is a dog. The fleas stand in the middle and have a “flea huddle”. In this huddle they will decide how they want the dogs to move across the field; do they want the dogs to skip, crawl, or disco walk? Whatever movement the fleas decide to  se, they also have to follow as they are chasing the dogs. The fleas break their huddle and they say:

Fleas, “We are the fleas!”

Dogs reply, “We are the dogs!”

Fleas reply, “We’re going to get you dogs!”

And the dogs reply while shaking their finger, “Oh no, you won’t, silly little


At this point the fleas yell out the action they want everyone to do and the dogs try to get to the other side without getting tagged by the fleas. If a dog gets tagged, he becomes a flea and meets up with the other fleas in the flea huddle on the next round. By the end of the game, almost everyone will be a flea and there will only be a few dogs. The game starts over when there are 2 to 3 dogs on the line. The leader then says, “Switch!” and all the fleas become dogs and the remaining dogs become fleas.


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