Having just completed a class play with class four, and performing it for the parents and the Primary School, I was once again reminded of why these plays are so valuable for the children. Of course the story line of the play is itself curriculum-based and therefore inwardly supporting the children, but the entire production process is key to enriching their education beyond any homework, bookwork or tests!
\nFirstly the children are required to learn their lines and this is simply a matter of hard work and practice, an excellent life skill. Often there are struggles and they notice they are letting others down if the scene is failing because they don\u2019t know their script. So the will is being tested and honed; the will to overcome, the will to be unified with the group, the will to achieve. One reaches a point where the performance deadline looms and whispers of \u201care we ready?….are we good enough?……do you think we\u2019ll make it?….\u201d echo around the class. This is self-reflection, gauging their own inner effort and ability, and is tremendously rewarded when the children do perform and receive applause and recognition\u2026not just from one another, but other children in the school, other teachers and parents of course. <\/p>\n
Clear speech, improved spelling, social confidence, the art of meaningful gesture, awareness of spatial orientation on stage, working together, listening for your cue, knowing when to step back, when to take the stage! Ha! It is astounding how much the children progress in all of these when we do a play.
\nThe social fabric of the class also tightens and there is a sort of comradery between the children with new and wider groups even forming.
\nWhen we originally did the story of Balder in our Norse Mythology main lesson, the children wrote about it in their books. They were then again required to write about the story after being two weeks into rehearsals. Not only had the structure of their work improved but also the actual comprehension of it.<\/p>\n
The excitement in the build-up to the performances is tangible. Their faces are full of expression and their affection towards one another and the teacher grow. The teacher recognises that a great threshold is about to be conquered and that all the hard work has made them believe anew their potential.
\nFinally, I allow them to freely suggest creative direction of costume or stage positioning or new lines spoken, when we review our rehearsals. How creative they are and how pleased when teacher recognises and incorporates their valuable suggestions.<\/p>\n
Matthew Stodel<\/p>\n","protected":false},"excerpt":{"rendered":"
Having just completed a class play with class four, and performing it for the parents and the Primary School, I was once again reminded of why these plays are so valuable for the children. Of course the story line of the play is itself curriculum-based and therefore inwardly supporting the children, but the entire production …<\/p>\n