In his/her approach to planning drama in the classroom the teacher needs to take account of a number of considerations:
- the general planning context for drama in the classroom
- the short-term and long-term content of drama
- the integration of drama with other curriculum areas
- teaching drama to multi-class groups.
The general planning context for drama in the classroom
Drama in the classroom provides children with an experience that will
- develop their drama skills
- develop their ability to use drama to enhance their learning experience in other curriculum areas
- contribute to their overall development.
This will entail long-term and short-term planning that will incorporate regular engagement with all the content objectives of the drama curriculum and ensure a consistent and imaginative use of the three prerequisites of process drama:
- the fictional lens
- creating a safe environment.
In order to ensure continuity it is important for the teacher to take account of children’s previous drama experience. This will entail consultation with previous teachers and a consideration of any assessment of children’s progress and experience in drama to ascertain their level of ability and their experience of using drama for learning.
Thereafter, the teacher should plan
- to give children as wide and as rich an experience of drama as possible, consistent with their stage of development
- to set this in the various contexts of the year’s work, of periods that may comprise a number of weeks, and of each week’s work
- to achieve a balance between activity based on the children’s general experience, concerns and preoccupations, and drama arising from and integrated with other curriculum areas.