Drama Techniques: A Resource Book of Communication by Alan Maley

By Alan Maley

The absolutely revised version of this 'classic' is helping lecturers supply their newcomers the instruments they should convey themselves via various stimulating drama contexts. This thoroughly revised version of the vintage name Drama concepts offers: *150 rules for attention-grabbing and efficient fluency perform *a huge choice of drama-based thoughts which concentration inexperienced persons' consciousness on communicative projects or actions *techniques compatible for all degrees *clear directions for the instructor *advice on the right way to use the suggestions within the school room

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In pairs, one student, with eyes closed, answers questions from the other about the room. How many windows are there? etc. Students then change places. The former questioner keeps eyes closed. g. Am I wearing a watch? This shock tactic usually shows how little we observe about people near to us. 39 Drama Techniques Notes 1 You may wish to do some revision of vocabulary before starting this activity, to ensure that students have the necessary descriptive terms. 2 If there is time, ask students to change partners and repeat the activity.

Plenty of time. Time is on our side. Time is standing still. We have time. All the time in the world. Plenty of time. Time unending. Time without end, etc. 2 It is quiet. So quiet. No noise. Not a sound. Everything is so still, so calm. Nothing is moving. There is no sound. The stillness is everywhere. Everything is so calm, so still, etc. © cambridge university press 2005 Notes 1 Again, the activity depends on voice quality. The recording (or the reading, if you decide to read it yourself) must be calmly rhythmical, almost mesmerising in its effect.

14 From seed to plant Aim Level Time Preparation To develop concentration, body awareness and muscular control All 10 minutes Bring in some slow-tempo music (optional). Procedure 1 Students find a space to stand in. 2 When you say Go, students curl up and make themselves as small and compact as they can. They are now a seed. 3 Then tell students to uncoil as slowly as possible into a plant reaching up towards the sun. Notes 1 This is a good activity through which to introduce the idea of visualisation to the students.

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