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While not explicitly outlined in state standards, as educators we are expected to incorporate
character educa�on into our standards-based curriculum. Ci�zenship units are o�en taught in
the early grades at the beginning of the school year. Teaching ci�zenship concepts early on
helps to provide the founda�on for a comfortable classroom environment that is conducive to
posi�ve learning.
Crea�ve drama ac�vi�es are incredibly useful tools to implement in a classroom as interac�ve
ways to get kids mo�vated and engaged in what might otherwise be mundane content.
Crea�ve drama is also important in the classroom because it provides physical s�mula�on,
promotes team building, and can boost confidence and overall academic performance.
This unit was developed in an effort to combine the posi�ve influence of the arts through
crea�ve drama with ci�zenship content. Ci�zenship is an important topic that is relevant to real
life situa�ons. I believe using crea�ve drama could be a very engaging way to bring this topic
alive in the classroom. Using effec�ve crea�ve drama ac�vi�es, students will have the
opportunity to explore ci�zenship content through role playing, ac�ng out scenarios, mock
interviews, and puppetry and then use these experiences to apply their knowledge to real life
situa�ons.
covering the material in class. However, ac�vi�es can be revisited at later �mes in the year as
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Recommended Sequence of Ac�vi�es
Introduc�on: Introduce ci�zenship ideas such as being a good student, helpful community
ci�zen (understanding rules and laws), and other character-based quali�es such as truthfulness,
Review content material: Review what it means to be a good school or classroom ci�zen (class
discussion or wri�ng prompt).
Follow up Ques�ons: Bring the class back as a group and have a class discussion using the
provided ques�ons as a guide and assessment tool.
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Ac�vity: Use this ac�vity to have students explore different scenarios, celebrate good behavior,
and model professional speaking and ques�oning.
This activity can be adapted for a variety of subjects.
Follow up Ques�ons: Bring the class back as a group and discuss what they thought was most
interes�ng or difficult. Prompt them to write about their experience.
Ac�vity: Use this ac�vity to have students consider what specific ac�ons they would take to be
a good ci�zen, based on different loca�ons/scenarios.
This activity can be adapted for a variety of subjects
Follow up ques�ons: Bring the class back as a group and discuss what they thought was most
interes�ng or difficult. Use the provided ques�ons as a guide.
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Warm up: Conduct brief physical warm up
Include brief vocal warm up (tongue twisters, funny sounds with a vocal range)
Include brief physical warm up: Stretches, laps, simple and short games group games
Ac�vity: Have students prac�ce their stories with their group. Then, using a pre-constructed
shadow box stage, have students take turn performing their Ci�zenship scenario for the class.
Follow up ques�ons: Have students ask each group any follow up ques�ons about their
performance. Then ask students to journal and write a picture about the most valuable lesson
they learned from one of the plays.
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Building Ci�zenship: Crea�ve Drama Ac�vity #1 – Caught in the Act
Introduc�on
The introduc�on to good ci�zenship is o�en taught showing students what it means to be a
good classroom ci�zen. This includes simple things like raising your hand, being respec�ul to
your teachers and classmates, turn taking while speaking, no running in the room or halls, etc.
A�er this content has been reviewed, this ac�vity can be implemented to get kids interac�vely
thinking about and modeling good ci�zen behavior.
Caught in the Act is an adapta�on of a crea�ve drama ac�vity called Family Portraits. This
ac�vity has students split into “family groups” or teams. Groups are given scenarios that they
will then have just a few seconds to prepare for before the pose for a “photo” that is
representa�ve of that scenario.
Learning goals:
Instruc�ons
Prepara�on: Preselect different scenarios where ci�zenship might be an issue at school or in
the classroom. Write these scenarios on slips of paper. Indicate whether the scenario is of a
good ci�zen or a ci�zen who could show improvement in their ac�ons. Include both op�ons for
each scenario. Place the slips of paper in a bag, to be drawn by the students later.
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• Audience then tries to guess the scenario and whether they are being good or not good
ci�zens.
• Once the audience guesses the scenario, that group returns to their chairs and the next
group will go.
Optional modifications: Consider using a real camera and taking photos of each scenario. These
would be fun to look back on or compare scenarios from other teams.
Follow-Up Ques�ons
Team questions:
Which was the hardest scenario to pose for?
Which was the most fun?
What was difficult about choosing a pose?
How did it feel to have to work as a team so quickly?
Viewer questions:
Which scenarios were the hardest to figure out?
Was it always easy to tell if the characters were being good ci�zens?
What other types of scenarios could we have posed for?
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Building Ci�zenship: Crea�ve Drama Ac�vity #2 – Interviews
Introduc�on
A�er spending �me learning about and exploring good ci�zenship in the classroom, further the
content by having students conduct TV show interviews about ci�zenship. This ac�vity is a
mash up of crea�ve drama ac�vi�es, Twins Interview and Absolute Experts. In this ac�vity, two
guests will be interviewed by the audience about a recent experience where they displayed or
witnessed good ci�zenship. This ac�vity can be used to explore different scenarios, celebrate
good behavior, and model professional speaking and ques�oning.
Learning Goals:
Instruc�ons
Have a class brainstorming ac�vity solici�ng ideas about different scenarios where it might
be difficult to be a good ci�zen, and what a good ci�zen would do in those situa�ons.
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say if you saw a student do something really nice at lunch or recess.
Follow-Up Ques�ons
For the Guests:
What was the hardest part about being interviewed?
What was your favorite ci�zenship moment?
How well were you able to work with your partner?
Would you have said or done different things in real life?
For the Audience:
What was your favorite ci�zenship moment?
Does being a good ci�zen always have to be quiet and boring?
Is it possible to have fun while being a good ci�zen?
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Building Ci�zenship: Crea�ve Drama Ac�vity #3 – “If I was going to…”
Introduc�on
To con�nue exploring ci�zenship concepts, this next ac�vity is a fun way to get students to
crea�vely think about different ways they can be good ci�zens in different se�ngs, even
outside of school. This ac�vity should be conducted a�er introducing community ci�zenship
concepts and characteris�cs. This could include how to be a good ci�zen while out in the world
outside of school: parks, stores, home, etc.
This ac�vity is a spin-off of the crea�ve drama ac�vity, “If I was going to Hawaii…”. Originally,
students would get in small groups and go around in a circle describing things they would take
with them on vaca�on to Hawaii. In this ac�vity, instead of describing things they can bring,
they will be describing ac�ons they can take.
Learning Goals:
Instruc�ons
Have a class discussion about ways to be a good ci�zen in the community. Be specific about
ac�ons that be done that are appropriate for their age and se�ng.
Split students into groups of 8-10
Pose a loca�on, preferably one you have already discussed as a class (school, store, parent’s
work, movie theatre, etc.).
The first student will say, “If I was going to (the park) I could be a good ci�zen by (following
playground rules)”
The next student in the circle will then repeat what the first student said, and then ADD their
own contribu�on, (“and by throwing my garbage away”).
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The next student in the circle will then repeat what the first and second student said and then
ADD their own contribu�on.
This will con�nue un�l it goes all the way around the circle un�l it comes back to the first
person who must try and remember the whole group’s list.
Sugges�ons:
• If the lists are too long for students to memorize, consider having smaller groups.
• Consider having students add gestures to their ci�zenship ac�vity in an effort to aid in
memoriza�on.
Follow-Up Ques�ons
What was most difficult about this ac�vity?
What was most enjoyable?
Was it hard to come up with ci�zenship ideas for each loca�on?
Which loca�on was the hardest to come up with ci�zenship ideas? (Consider having another
class brainstorm to add more ideas.)
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Building Ci�zenship: Crea�ve Drama Ac�vity #4 – Shadow Puppetry
Introduc�on
Shadow puppetry can be an exci�ng way to get kids engaging with course material. The
culmina�on of some type of performance is o�en a very exci�ng project that students enjoy.
Shadow Puppet ac�vi�es are conducted by using flat cutouts (puppets) against a taught
translucent screen (stage). By ataching some type of handle to these cutouts, they are able to
be manipulated and used as puppets. Shine a light from behind the screen to illuminate the
stage and create the shadow effect. More details on how to create a DIY Shadow Puppet
theatre can be found by watching the YouTube video, How To- Kenneth Wingard’s DIY Shadow
Puppet Theatre – Home and Family (htps://www.youtube.com/watch?v=BHw-4UOcj40).
Because preparing and construc�ng puppets and stages can be �me consuming, this ac�vity is
divided into two parts: Construc�on & Character Building, and Shadow Puppet Scenario and
Skits. It is suggested that you do the construc�on and character building one day, and the
Scenario (performance) on another day.
Learning Goals:
Decide if you want to pre-write loose scripts of scenarios, or if you want students to come up
with their own. If you are pre-wri�ng, come up with some scenarios where ci�zenship can be
demonstrated.
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Print off puppet templates on white cover stock paper (light cardstock)
Have all puppet building materials gathered.
Puppet Building:
Students will color their character template (use Crayola markers, permanent markers might be
too dark. Colored pencils or crayons aren’t ideal).
Once colored, spray lightly with oil. This will cause puppet to become semi translucent, so that
the colors will shine through the shadow stage.
Rub with paper towel and then let dry.
Students will then cut out character templates (have them leave a small border around the
edge of their puppet.
Atach any moving pieces with a brad.
Staple straws with the bending connec�ng to the back of the puppet. This will serve as the
handle. Consider placement for easy manipula�on. If there are moving parts, have one straw on
each part (there shouldn’t be more than 2 or 3 parts total).
Character Building:
Once the puppet is assembled, have students get to know their puppets. Provide “interview
ques�ons” or “ge�ng to know you” ques�ons for students to fill out, about their character.
(This step might not be necessary, depending on what characters you choose. You may consider
having students making puppets that represent themselves).
Scenario development:
Review ci�zenship content with the class. Let them know they will be pu�ng on a litle skit with
their shadow puppets about a scenario where the characters will need to make choices about
being a good ci�zen. Split the class into groups of 3-5. Each group will be pu�ng on their own
skit. Have students begin wri�ng scenarios as a group or pass out the pre-writen scenarios to
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each group. The pre-writen scenarios should be open ended to allow students some choice in
character development.
Follow-Up Ques�ons
What was difficult or enjoyable about the puppet building process?
What did you learn about your character? (Let students introduce their characters.)
Have students begin thinking about their scenario and what choices their characters might
make.
Follow-Up Ac�vity
Have students discuss their experience with the shadow puppets. What was difficult and
enjoyable? Students should then be prompted to write/journal about their experience, what
the learned, what skits they liked best, etc. Encourage a drawing to accompany the wri�ng.
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