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					Drama Policy
Holy Trinity NS, Westport

Introductory Statement
Drama forms an important part of life in Holy Trinity NS. Our first Drama policy
was drawn up in 2005. All teachers were involved in drawing up this review in
consultation with Mary Carr. Mrs Mary Carr has been teaching and assisting
with the implementation of the drama curriculum in all classes for many years.

Rationale
At Holy Trinity NS, we believe that drama provides children with ways to
explore their own feelings, how they relate to the world around them and to
develop new concepts. Language plays an important role in drama. The
drama curriculum contributes to developing the child’s confidence in English
and Irish.
Opportunities for imaginative play will allow children to be creative and
problem-solve everyday events.

Vision
At our school we are committed to the all round development of each child.
We hope through drama to help the child develop confidence and enable
each child to explore their emotions and engage with their environment.

Aims
   We endorse the aims of the Primary School Curriculum for drama
    To enable the child to become drama literate
    To enable the child to create a permanent bridge between make-
     believe play and the art form of theatre
    To develop the child’s ability to enter physically, emotionally and
     intellectually into the drama world in order to promote questing,
     empowering and empathetic skills
    To enable the child to develop the social skills necessary to engage
     openly, honestly and playfully with others
    To enable the child to co-operate and communicate with others in
     solving problems in the drama and through the drama
    To enable the child to understand the structures and modes of drama
     and how they create links between play, thought and life
    To enable the child to acquire this knowledge of drama through the
     active exploration of themes drawn from life (past and present),
     whether they have their source in other curricular areas or in general
     areas relevant to the child’s life
    To enable the child to begin the process of translating knowledge of
     drama into the active exploration of life themes from drama literature,
     leading to the appreciation of world drama culture.

Curriculum Planning

   1. Strand and strand units
There is only one strand in Drama Curriculum.
‘Drama to explore feelings knowledge and ideas, leading to understanding’.
The strand is divided into three strand units
    Exploring and Making Drama
    Reflecting on Drama
    Co-operating and communicating in making Drama.
              Junior room        Middle room             Senior room
Sept/Oct      Movement           Movement work to        Movement speeds 1 –
              work to            stimulate imagination; 10. 1 = very slow. 10
              stimulate          encourage co-           = v. fast.
              imagination;       operation, awareness, Straight lines, curved
              encourage co- freedom and                  lines, floating, robot,
              operation,         discipline.             jerky etc.
              awareness,         Simple mime             Group work/leaders
              freedom and        exercises e.g. fishing, used mime and
              discipline.        cutting down trees,     improvisation.
              Holding hands, moving in straight and Stimulus used;
              moving in          curved lines, fast and      1. A chair
              circles,           slow, jerky, walking in         (scenes used;
              jumping, tip       space, walking as a             electric chair,
              toes, skipping     robot.                          car scene,
              up and down                                        lawn mower
              etc.               Mime and                        etc)
              Nursery            improvisation. e.g.         2. Poem
              Rhymes (good Family scenes. Group                  e.g.‘Fireworks’
              for early drama work;                              (scenes
              work.                  1. Morning                  watching
              Beginning,             2. Dinner time              fireworks,
              middle, ending         3. Picnic                   being
              and language           4. Shopping                 fireworks,
              skills and             5. Swimming                 setting off
              vocabulary).                                       fireworks)
              Acted out the      Group work/choice           3. Fishing/Water
              following:         e.g.                            Activity. Group
              Old Woman              1. Fishing                  mime. (Scenes
              who lived in the       2. Cutting down             e.g. sharks,
              Shoe. Little               trees                   fishing from a
              Miss Muffett.          3. Building a tree          boat and falling
              Old Mother                 house.                  into water)
              Hubbard.
              Jack and Jill.     Leaders picked, co-     Discussion: Books I
              Poems: e.g.        operation and team      like to read.
              ‘The Airman’       spirit and exploration  Improvisation of
              ‘The Engine        of ideas.               scenes from books
              Driver’ by Clive                           e.g.
              Samsom. Act                                    1. The Boy in the
              out                                                Striped
              conversation                                       Pyjamas
              and discussion                                 2. The Twits
              on aeroplanes                                  3. Danny the
              and trains.                                        Champion of
                                                             the World
                                                          4. Boy
                                                          5. Diary of Anne
                                                             Frank
                                                          6. Under the
                                                             Hawthorn Tree
                                                          7. Goodnight Mr
                                                             Tom
Nov/ Dec     Christmas Play    Christmas Play         Christmas Play
             e.g.              e.g.                   e.g.
             ‘The Snowman’     ‘The Sad Clown’        ‘Labhrai Lynch’
             Humpty            Golden Goose           Snow White and
             Dumpty            Jack and the           seven dwarfs
             Creating a        beanstalk              Reading the script.
             scene.            3 little pigs          Casting characters
             Learning lines.   Reading the script.    Learning lines.
             Stage             Casting characters.    Learning moves.
             movement.         Learning lines.        Creating the scene.
             Co-operation.     Learning moves.        Co-operation.
             Performance.      Creating the scene.    Team spirit.
             Fun.              Co-operation.          Performance/
             Costumes.         Team spirit.           audience.
             Showing Mum       Performance/           Correct mistakes.
             and Dad.          Audience               Listening and getting
                               Correct mistakes       involved in
                                                      discussion.
                                                      How to improve a
                                                      scene.


        Whole school is involved in the performance of a Nativity play
Jan/ Feb    Speech             Games: Zip Zap          Group work.
            rhymes to          Zoom                    Choral speaking. E.g.
            improve tongue (passing on a clap)         ‘Fire’-Mary O’Neill
            and lip            Group Mime              ‘The Flattered Flying
            flexibility.            1. Relay race      Fish’-E.V.Riew
            Group work.             2. Putting out a   ‘Matilda’-Hillaire
            Choral                     fire            Belloc
            speaking e.g.           3. Basketball
            ‘The Little                                Learning beauty of
            Piggies’-          Group work              language, rhyme, and
            Thomas Hood        Choral Speaking e.g. rhythm.
            ‘Welcome to        4th-‘Flower Chorus’ –   Phrasing.
            Spring’-Irene      R Emerson               Co-operation.
                                 rd
            Thompson.          3 -‘Brother’ – M.A.     Teamwork.
            ‘Beauty            Hoberman                Partook in recital in
            Eternal’- by       2nd-‘The Storm’ – E.    mid Feb. (Whole
            Theresa            Moreland.               school assembled)
            Hooley.            Learning beauty of
            Learning           language, rhyme, and
            beauty of          rhythm. Phrasing.
            language,          Co-operation.
            rhyme, and         Teamwork.
            rhythm.            Partook in recital in
            Phrasing.          mid Feb. (Whole
            Co-operation.      school assembled)
            Teamwork.
            Partook in
            recital in mid
            Feb. (Whole
            school
            assembled)




Mar/Apr     Individual         Individual poems.        Feis poems
            poems              Feis preparation in      Feis prose
            according to       singles 2s and 3s.       6th class prose
            age. Ranging       Large variety of         Piece from ‘Under the
            from animal,       poems.                   Hawthorn Tree’ by
            weather and        Learning to speak out.   Marita Conlon
            sounds.            Pause and phrasing.      McKenna in 2’s (from
            Each child         Off by heart/            memory)
            learns his/her     memorise                 5th class poems in 2’s
            poem and           Confidence.              and 3’s
            recites it out     Achievement              Feis-prose telling is a
            loud for the                                different skill than
            whole school.                               poetry reciting. They
            Learning to                                 learn to use pitch,
            speak out.                                  pace and pause.
            Pause and                                   Learning to speak
            phrasing.                                   out.
            Off by heart/                               Pause and phrasing.
            memorise.                                   Off by heart/
            Confidence.                                 memorise.
            Achievement.                                Confidence.
                                                        Achievement.




                               End of year drama        End of year drama
April/May   Drama.             work-group work-each     work based on
            Preparing short    class works on a play    children’s literature or
            plays with first   devised from stories     a play devised from a
            class only, to     in the school readers.   story in the school
            be performed                                readers or novels.
            to the whole       4th class e.g. ‘The
              school.           Healing Waters’ a         5th class – e.g. ‘The
                                story of an Indian’s      Soup Kitchen’
              ‘The Cat and      search to find ‘healing   (adapted from ‘Under
              the Mice’         water’ to cure            the Hawthorn Tree’)
              Read the play.    disease.                  M.C McKenna
              Cast the
              characters.       3rd class – e.g. ‘The     6th class e.g.
                                Boy Who Cried Wolf’       ‘The Great Mouse
              Junior and        and Aesop’s fable.        Plot’ from ‘Boy’ by
              Senior Infants                              Roald Dahl.
              learn poems       2nd Class – e.g.
              e.g. ‘The Merry   ‘Aliens’,’Custard,        All plays performed in
              Mice’.            Custard’                  front of the school
              Act out the                                 some prizes given.
              poem and us       All plays performed in
              costumes.         front of the school
                                some prizes given.
              Pieces
              performed to
              the whole
              school in
              costumes
              made during
              art classes in
              which the
              children were
              involved.

June          Due to the blocking teaching of drama during the year there are
              no formal drama lessons planned.




Approaches and Methodologies

Approaches and methodologies used will be based on the active learning
strategies recommended in the curriculum.

- talk and discussion
- active learning
- collaborative learning
- problem solving
- skills through content
- use of the environment

In the middle and senior room our students will be provided with opportunities
to work in different groupings e.g. whole class, small group, pairs, individual.
These students will be encouraged to positively appraise the work of their
peers as they share their drama work.

Children with special needs
We feel that Drama offers children with special needs an opportunity to
participate as fully as possible in the work of the class. Teachers will ensure
that these children are not over-looked in group work and they are
encouraged to engage fully with the topic being covered.

Linkage and Integration
We are familiar with the natural linkage between the three strand units. Each
lesson can include aspects of making and exploring, reflection, co-operation
and communicating.

Other areas of learning will be enhanced by their integration with the drama
programme.
Connections may also be made with other subjects especially language,
History, Religion, Gaeilge, S.P.H.E. ,S.E.S.E. and music.

Assessment and Record Keeping
Assessment will help the teacher to monitor children’s learning and
development. Most assessment is done through observation, teacher
designed tasks and projects.


Equality of Participation and Access
Equal opportunities will be given to all children in the school, across all drama
strands and activities.

Organisational planning:
Timetable
Each class is timetabled to have a half an hour formal drama lesson with Mrs
Carr each week. In addition to this, Drama is integrated into the Curriculum.
Each class performs a play at our annual Christmas concert. At our Christmas
concert the whole school performs a Nativity play. As block timetabling of
drama takes place in the build up to our Christmas concert in December and
the Feis in May; we do not have formal drama lessons in June.

Resources
We have a simple stage and hall, which we use for most drama lessons.
Many of our parents offer their talents and skills in supporting the Drama
curriculum.

Class readers, novels, scripts e.g variety of poetry, plays.
Dragon in the Woodshed
Digging for China
Please Mrs Butler

Health and safety
Please refer to school’s Health and Safety Policy.
Individual teachers’ planning and reporting
The whole school plan and curriculum strand and strand units for Drama will
provide the information for individual teachers for their class planning, both
long and short planning.
Teachers will report on work completed on a Monthly Report template, Cuntús
Míosúil , these are kept in individual teachers folders and in a central folder in
the staff room.

Staff development
Teachers work closely together and share their talents and strengths.
Teachers may participate in courses at the Mayo Education Centre or do a
Summer Course in Drama. At Christmas time Mrs Hegarty is responsible for
the Nativity play.

Parental involvement
The school always welcomes parental involvement.. Parent’s talents have
enriched drama in the school. Many have been involved in painting back
drops and scenery, making costumes, doing lighting, sound and music.
Parents also are a very appreciative audience of our Christmas plays.

Community Links
During the annual Westport Arts festival and Louisburgh Sonas festival
opportunities to experience Drama often arise. Each year the whole school
attends a musical preformed by the transition year students from SHS and
Rice Collage.

Success criteria
We believe that drama helps to create confident children and success is
evident in the children themselves.

This policy will be reviewed in 2012.

Ratified____________________

				
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