Lesson 3 out of 4


Level : Primary 2


Duration : 2 Hours per lesson, 2 lessons


Domain : Performing Arts – Drama


Lesson Title : SAVING MEMORIES - FROM PORTRAITS TO FAIRYTALES


Prior knowledge and skills


Students should be able to:

1. Listen to instructions from teacher

2. Work in small groups of 4 – 5

3. Control the body and limbs in stillness


Drama Objective/s


Students will be able to:


1) Make:

• Remain committed to the role-play by believing in the imaginary situation


2) Present:

• •Able to control the body in motion

• •Able to control movement and gestures

• •Able to hold positions in stillness





3) Respond:

• •Out-of-role:

i. Respond to the imaginary situation with their peers and the teacher

ii. Respond to the expressions, shapes and images formed by their peers




Value





• •Harmony





SE Competency

• •Relationship Management


Specific Skill

• •Showing empathy to others

• •Knowing how to work with others


Outcomes of SE Competency

Students will be able to

• •take turns during group activities

• •accept ideas offered by their peers


Materials Required

• Envelope

• A key on a ribbon

• Tambourine / Bell



Synopsis for the lesson:


The Wizard of Memories sent a letter to the class to inform them that they have to save *memories and stories. They can only save the memories and stories by getting special cameras to take pictures at different times and places. But the cameras are magically sealed within mirrors in the Room of Mirrors, and the room is protected by the Dragon of Bad Memories.


*Note: May need to explain to students that memories are things that happened in the past that they can still remember.





Steps

Description of Activity

Rationale Drama / SE Outcomes

Resources

Remarks

LESSON 1

1 PHASE 1: SETTING THE CONTEXT

Discussion (leading in)

Teacher asks some of the following questions:

• •What are some of your happy *memories?

(Teacher may explain it as things that happened in the past which they can still remember.)

• •What made them happy memories? Who were

you with?

• •What if we forget our happy memories? What

would happen to us? What if these happy memories get stolen?



• To introduce the context for the drama *Teachers

may need to discuss what are considered good memories and this is also an opportunity for them to get to know the students better.

2 Setting the scene

Teacher to inform the class that he/she has just received a letter addressed to the class.


Teacher’s script:

• •I have just received a letter that is addressed

to all of you. Shall I read it?


Teacher Narration

Dear children of XX from XX primary school, this is the Wizard of Memories and I am writing to you to seek your help.


If you do not help me, the happy memories of












Envelope with letter inside (can be typed)







Steps

Description of Activity

Rationale Drama / SE Outcomes

Resources

Remarks

children everywhere will be lost! I gave magical

cameras to all children in their hearts. When they have happy, beautiful and good memories, the children can take pictures of them so that they can remember these good memories in their hearts.


But now, these cameras have been taken away from them in their sleep!


I don’t know who or what did this terrible thing! What I know is that the cameras are sealed in magical mirrors and they are guarded by a large fierce dragon!


Only children can help free the cameras and take pictures of good memories once again!

Get your teacher to help you for this mission! Remember; work with your classmates to save our

memories!


Regards


Wizard of Memories







• •Should we help the wizard?

• •Teacher to turn over the letter, for instructions on

how the children can proceed.

• •Teacher to get students to form a big circle and

all to hold hands. Ask them to close their eyes

and together say “Let’s go save our memories!”

• •Teacher to look out in the distance, point to a part

of the room and tell the students “I think that’s where the dragon is! Shhhh! We do not want to wake the dragon. Come gather around me, let

me tell you what the wizard wrote to me about the dragon.”

• •Teacher to inform the students of the following,

(using a hushed tone to show urgency) and build a sense of mystery and belief in the story (main ideas):


Teacher Narration

This dragon is not just any dragon. It is a dragon made from the unhappy memories of children. The dragon of bad memories was not bad to begin with. He was once a (boy/girl) just like you, but because (he/she) keeps remembering only bad memories, (he/she) now only know how to be unhappy, angry and bad to everyone and him/herself. He/she made a wish for all memories to go away, forgetting that

he/she used to have good memories too – of her

friends and family. So he/she became a dragon, and the last good memory he/she had has now become

a key, a key to a room with many magic mirrors.


We can help save the Dragon of Bad Memories by taking the key to the room of mirrors where the magic cameras are kept. Once the dragon has lost its key, it will start to remember its good memories again, and will no longer be a dragon, and we can enter the room of mirrors!


*************************************


4 PHASE 2: BUILDING BELIEF


(Lead-in) Discuss with students:

• •What are examples of bad memories#?

• •What can bad memories do to you? (Examples of

possible responses by students) Do they make you feel sad, angry and unhappy?

• •How do we know someone is happy? Angry?

Sad? Can we show the expressions?

• •[Optional] Practise with the students showing

different facial expressions by showing them to each other. For e.g. sad, happy, angry, etc Teacher can get students to demonstrate facial expressions for the different feelings.











PRESENT

#Be sensitive to students’ responses at this point. This can be an opportunity

to get a sense of the emotional health of the class. Link to Form Teacher Guidance Period.


Setting up Teacher-in-Role

• •Inform the students that the teacher will pretend

to be the dragon. The dragon is blind but can hear really well and sense movement. So the

children can only steal the key from the dragon by quietly creeping up behind it.

• •But when it turns around, all the children have to

freeze and neither move nor make a sound. Anyone who moves or makes a sound will be taken out of the mission.

• •Teacher to sit on a chair at one end of the room

and the students on the other end. They are to move quietly up to the teacher when the teacher’s back is turned away from them.

• •Teacher to show them the key which is held

loosely by a ribbon.

• •Inform the children that they will practise a few

rounds with their partner first before they approach the dragon.


Teacher-in-Role

• •After practising a few rounds, announce to the

students that they will approach the Dragon themselves.

• •Teacher to take the seat, show the students

where he/she is holding the key and allow them to begin. TIR may growl or show angry face to indicate he/she is in role.

• •When one of the students has taken the key from

A key on a ribbon



This activity will take some time to set up. It is important

that students learn how to freeze immediately and hold

their bodies. The tense mood created will assist students to remain

committed to

the role-play and the story.



teacher-in-role, teacher will turn around and

thank the children from saving him/her from his/her bad memories.


Teacher Narration

Thank you for saving me! I was once a normal child just like you! But something bad happened to me. Someone in school was mean to me and I kept recalling this bad memory over and over and over until I forgot all of my good memories! Then slowly I became blind and turned into a dragon!


Now, I realise that my life has good memories too. Thank you! I can return to my family and friends now to make more good memories!


Discussion [out-of-role]

• Why did the dragon turn blind?

• •Do we all have good memories and bad ones?

• What do you think we should do with bad

memories? And what should we do with good memories?

• Should we be helping others make good

memories or bad memories?

• • Shall we help the dragon find his/her good

memories?



Outcome: Relating experiences to their lives / Evaluating impact of decision on self and others



5 PHASE 3A: DEEPENING BELIEF


Teacher Narration

The children enter the Room of mirrors and find it to be filled with many mirrors! What do they need to do?


On the side of the room, there are words written on it.


 [Read them aloud with the students]

*** 27 Apr ***

I see you, you see me. Do you feel what I feel?

Do you know what I know? Moving together as one Might be the answer.

*What do you think it means? 

(Teacher can demonstrate the actions as you read through the riddle)


• Teacher to discuss with students the meaning of the words. If students are unable to solve the riddle, the teacher can inform them that they have to mirror each other’s actions perfectly to release the magic cameras.




This can be shown on

the projector or written on the board.


*It is important to allow students to figure this out for themselves. It will be an “aha!” moment for them that will deepen their learning.




6 Setting-up

• •Pair students up.

• •Ask the pairs of students to spread around

the room.

• •Assign 1 student to be A and the other to be

B.

• •A will begin to face partner B. B has to mirror

everything that A does exactly.

o E.g. brush teeth, raise hands, make funny faces, make sad/angry/happy faces

• •Swop a few times.

• •Teacher can ask students to all freeze at

some point to check whether they are mirroring each other exactly.

• •Ask a few pairs of students (who are good

examples) to demonstrate to others.

• •Ask the other students for their comments on

how well others have done.


Discussion

• •Was it easy to mirror each other? How do you

feel?

• •Even if we can do the same action, can we

also feel what they feel?

• •So, how do we know what the other person is

feeling? PAL/SE:

•Take turns

during group activities

•Accept ideas

offered by their peers

END OF LESSON 1

______________________________


Lesson 4 out of 4

Level : Primary 2


Duration : 2 Hours per lesson, 2 lessons


Domain : Performing Arts – Drama


Lesson Title : SAVING MEMORIES - FROM PORTRAITS TO FAIRYTALES


Prior knowledge and skills


Students should be able to:

1. Listen to instructions from teacher

2. Work in small groups of 4 – 5

3. Control the body and limbs in stillness


Drama Objective/s


Students will be able to:


1) Make:
• Remain committed to the role-play by believing in the imaginary situation


2) Present:• •Able to control the body in motion

• •Able to control movement and gestures

• •Able to hold positions in stillness



3) Respond:
• Out-of-role

I. Respond to the imaginary situation with their peers and the teacher

II. Respond to the expression, shapes and images formed by their peers


Value


• Harmony


SE Competency

• •Relationship Management


Specific Skill

• •Showing empathy to others

• •Knowing how to work with others


Outcomes of SE Competency

Students will be able to

• •take turns during group activities

• •accept ideas offered by their peers


Materials Required
• Tambourine / Bell

• Drawing papers and colour pencils


Synopsis for the lesson:

The Wizard of Memories sent a letter to the class to inform them that they have to save *memories and stories. They can only save the memories and stories by getting special cameras to take pictures at different times and places. But the cameras are magically sealed within mirrors in the Room of Mirrors, and the room is protected by the Dragon of Bad Memories.
*Note: May need to explain to students that memories are things that happened in the past that they can still remember.


__________

LESSON 2
1 Re-cap lesson 1

• •Mission given by Wizard of Time and story of

Dragon of Bad Memories.

2 Warm-up activity

• •Repeat activities in steps 4 and 6 to lead into

lesson 2.

• •Get students to practice mirroring one last time,

and exclaim:


Yes! You did it! You were able to solve the riddle and the magic cameras are now released! What do you think are the good memories the dragon had?
• Buiils Drama routine.

• •Reinforcing

MAKING and

PRESENTING

Proceed faster than in lesson 1, as students are more familiar with the routine.


3 PHASE 3B: DEEPENING BELIEF

• •Show students the ‘camera’ that they can use

with their hands (index fingers and thumbs to form the shape of a rectangle).

• •Get students to form small groups of 3 – 4.

• •Give them the following instructions:

o Take turns to be the one taking the pictures (Teacher to assign them A,B, C or D)

o Each group is to take pictures / Freeze

Frames of the following scenario:

The dragon and his happy family

Dragon and his classmate studying

in school.

Dragon and his friends playing in

the playground.

o Facilitate each scenario by asking the students:

Who will be in the picture? How

can we show them? How are they feeling? What are they doing?

o Ask each group to present their best Freeze Frame and ask the rest of the class what is good about each group’s Freeze Frame.

o Encourage them to explain their choices.



PRESENT / RESPOND

PAL/SE:

•Take turns during group activities

•accept ideas offered by their peers


Insist that the students remain frozen

during their Freeze Frames.

If the earlier routines have been set in place, students will be able to hold still when

presenting to their peers.


4 PHASE 4: RESOLUTION
Discussion (reflection)

• •Ask students to show their expressions when

they think of bad memories [ask them to show one another].

• •Ask students to show their expressions when

they think of good memories [show one another]

• •Ask the following questions:

o Do we want more good or bad memories?

o With our family, how do we make good

memories with one another?

o How do we make good memories for others?

o In school, how do we make good memories with one another?

Outcome: Relating experiences to their lives / Evaluating impact of decision on self and others


5

[optional]

Variation 1

Ask each student to draw a picture on one of the following:

• •How the children saved the Dragon of Bad

Memories,

• •How the children break the spell of the mirrors

and released the magic cameras.

• •Pictures of happy memories.


Variation 2
Each students to create an instruction list for their friends on how to make good memories. This can be done through drawings or words or both. For example:

• Be nice to your friends.

• Remember your friends’ birthdays.

• Help your friends whenever they are in need.


Drawing paper and colour pencils

END OF LESSON 2