N V E S T I G AT I O N

SC E N E I
CRRIEMATEIVE DRAMA PROJECT
AC

Index Page
Project Teaching Notes 1-7
Summary 1
Timing 1
Sessions 1-7 2-7
Appendix 1 – Evidence Files 8
Appendix 2 – Cooperative Learning Roles - Police Investigators 9
Appendix 3 – Police Report 10
Appendix 4 – Session 2 11
Appendix 5 – Cooperative Learning Roles - News Reports 12
Appendix 6 – TV Report Plan 13
Rubric 1 – TV Report Assessment 14
Rubric 2 – Self Assessment Rubric 15

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Project Teaching Notes

N V E S T I G AT I O N
E S C E N E I
CRIM R A M A P R O J E C T
A CREATIVE D
A curious crime scene, some pieces of critical evidence and a puzzling police report …
This project will put your students in the role of ‘crime scene investigators’ as they are asked
to explore the possibilities of what happened on the night in question.
by Rachel Jeffries, Teacher Trainer
SUMMARY
WHAT IS THIS PROJECT ALL ABOUT?
This creative drama project will require learners to work collaboratively over a series of lessons. Guided by you,
the teacher, the students will work in groups to explore possibilities and theories. There is no right or wrong
answer in this project and no final solution, the learners will create their own stories. They will be constantly
monitoring their own progress in the project and taking responsibility to manage their time effectively.

WHAT IS CREATIVE DRAMA?

With creative drama the focus is on the process and not the end result. Through regular periods of reflection, the
experience of the learner is where we place the value.

WHAT AGE AND LEVEL IS THE PROJECT APPROPRIATE FOR?

The project has been designed for secondary school students, 1st and 2nd of ESO, however, the resources can
easily be adapted to appeal to upper levels of secondary education. The project depends a lot on the ideas and
input from the learners, which is supported and extended by you, the teacher.

WHAT ARE THE LEARNING OUTCOMES FOR THE STUDENTS?

Through the creative control of this project, students are able to actively take responsibility for their own learning,
experiencing how to work efficiently as part of a group and how to manage their time effectively. The collaborative
and communicative nature of this project means that learners are developing connections between language and
expression and are memorising language more naturally.

TIMING
HOW LONG WILL THE PROJECT TAKE?
There are approximate timings included for sessions 1-6 (there are 7 in total) of the project but the duration of the
project depends on many factors including the size of the class, the language level of the learners and the pace at
which you feel comfortable with. The timing of many activities can be reduced or extended, one stage may even
stretch over more than one session.

Each session corresponds to 50 minutes of class time.

• Session 1 (The Crime Scene)

• Sessions 2-3 (Police Investigators)
• Sessions 4-5 (News reports)
• Session 6 (TV Report)
• Session 7 (Presentation)

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Project Teaching Notes
CRIME SCENE INVESTIGATION

SESSION 1
Step inside (Appendix 1)

Before the lesson arrange your ‘crime scene’. Ideally, choose a classroom with an open space so learners can
move around, if not, move aside a few tables and chairs to make a space for the scene. In Appendix 1 you will find
the evidence files, there is a letter and some statements taken from witnesses. This ‘evidence’ is the stimulus for
the project, it’s the starting point which will generate interest, establish a context and put learners at the centre of
the learning environment. Print out one master copy of the appendices to keep with you during the lesson which
you can refer to, to answer or ask questions (you could even attach it to a clipboard to appear more official!).

Place the pieces of evidence on the floor; the torn up letter, the witness statements (you may like to choose
just a few of these, or even add some of your own statements) and a few additional items of your own. Some
suggestions are included below:

Other items found in crime scene:

• An empty backpack or briefcase
• A pair of gloves
• A lipstick
• A key

Letter found at scene

You can print and cut out the letter or you may like to copy it in your own handwriting. The paper can be
crumpled or torn into sections and scattered (which the learners would then have to try to piece back together).
Feel free to add to or change the letter. The content is vague as the objective is to raise questions, create
suspicion and encourage creative thinking.

List of statements
Also, print and cut out the witness statements. Again, you may like to add you own (written or typed). These
‘statements’ provide more details on the context, but just like the content of the letter the details are vague.
Again, we want learners to create their own ideas and hopefully for each group to come up with different theories.

Step 1 (10 mins) (whole class)

The Crime Scene -Meet the learners outside of the room and tell them:
• They have been called to investigate a crime and as the most qualified investigators in the country they
are best people for the job.
• They will soon enter the crime scene and explore the evidence found there.
• They should only touch the evidence if directed to do so by you (the Chief Inspector), as evidence
shouldn’t be contaminated or tampered with!

The investigators then enter the room with you and form a circle around the crime scene. Ask them what they can
see on the floor, tell them that you are now going to assess the crime scene together, as a group.

Step 2 (15 mins) (whole class)

Explore it - Appoint one learner at a time to enter the crime scene and collect a piece of evidence. Discuss
the evidence with the whole group; what is it? What do you think it was used for? Who left it there? Encourage
learners to speculate about the witnesses and try to start making possible connections and relationships between
them. At this point in the project we want the learners to start creating their own theories and giving their own
ideas, there is no right or wrong answer to these questions, it requires some creative thinking from the learners so
try to encourage their ideas and prompt them further by posing more questions, based on their theories.

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CRIME SCENE INVESTIGATION

Step 3 (15 mins) (in groups) (Appendix 2 and 3)

Collaborate - Split the learners into groups of five (if possible) and tell them that they will now work in this group
to solve the case. Once the groups are formed each learner will be assigned a different role (a list of cooperative
learning roles can be found in Appendix 2 and can be copied and handed out to learners). Hand out a Crime
Scene Report sheet to each group (Appendix 3) and give the learners some time working together in their groups.
Ask each group to summarise the information they collected and as they are talking, the other groups should
listen and complete any information which they may have missed.

Step 4 (in groups) (10 mins)

Speculate - The final part of the first stage should be to ask the learners what they think has happened at the
crime scene, what crime has taken place? At this point learners are collecting ideas for stage two of the project
(you may like to ask learners to just discuss their ideas or to write them down in bullet points or a mind map). You
may need to assist learners with vocabulary and monitor their theories ensuring that learners are discussing ideas
that you feel are appropriate.

SESSIONS 2-3
Step 1 (15 mins) (in groups) (Appendix 3)

Recap the crime scene. Review ideas from the final part of Session one by asking students: What did we find?
Who was involved? What were our ideas on what happened? Ask learners to look back at their crime scene
report sheets when doing this (Appendix 3 which learners have completed).

Step 2 (in groups) (35 mins)

Voice it - Interview the witnesses

Tell the learners that today they will be conducting the interviews of the witnesses at the scene. Ask learners to
think of some questions that they might ask a witness; what did you see? Why were you there? Help learners
if necessary by writing a couple of example questions on the board and then give them time in their groups to
think of a list of questions to ask. After ten minutes or so, ask all the groups to share some of their questions, you
might like to record a final list on the board.

The questions the learners come up with depend very much on who they are interviewing (which character,
Appendix 1) and the suspicions and theories of each group, so they are likely to be very varied. However, if
learners need some more guidance, here are some more examples of questions that the learners might ask:

• When did you leave your house?

• What time did you arrive home?
• Why were you walking that way?
• Do you feel safe here?
• How do you feel now?
• What did you see before you heard the noise?

Step 3 (in groups/whole class) (20 mins)

Hot-Seating
Tell learners that we are going to imagine that one of the class (you might also like to play a part) is one of the
witnesses and we are going to hot-seat / interview them.

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Project Teaching Notes
CRIME SCENE INVESTIGATION

Hot-seating
The class interviews a character played by you or one of your learners.

Discuss the character with the class first and ask what the learners know and what questions can
already be answered. Now give them some time to think of more questions for the character.

This technique allows the learners to explore the character, be creative (they may have to create the
answers) and practise asking and answering questions.

Depending on the confidence and language level of your learners you may like to do this in smaller groups or as a
whole class. Ask the learners who would like to be interviewed (playing the part of a witness) and give them some
time to consider how they might answer the questions.

Take a lead to help learners when they are unsure of what to say, you could even assign the same character to
two or three learners so that they feel supported as they are answering the questions. After each witness has
been interviewed get some feedback from the class: What did you think about their story? Do we think they were
hiding anything? Could they have been involved in what happened?

Step 4 (in groups) (20 mins) (Appendix 4)

Collaborate - After all of the interviews have taken place tell learners to move back into their groups and give
them some time to consider each of the witnesses. They should choose their top suspect (or suspects) and
complete the Witness Evaluation Form, or forms if they suspect more than one person was involved (Appendix 4)
as a group (in their cooperative learning roles again).

Step 5 (10 mins)

Groups present their top suspect to the rest of the class based on their Witness Evaluation Forms. Each group
will likely start to discuss different theories and ideas and this is great, encourage them to stick to their ideas even
if they are different to others.

SESSIONS 4-5
Step 1 (whole class) (10 mins)

Recap on stage 1 and 2 of the project briefly. Give learners a few minutes to discuss their theories of what
happened and the witnesses.

Step 2 (in groups) (20 mins)

Tell the learners that today they are going to tell their story of what happened through frozen images called freeze-
frames.

What are freeze-frames?

In still images and freeze-frames learners use their bodies to create a frozen picture. A still image is a
scenario created by the learners taking into account elements of body language, gestures and facial
expressions. A freeze-frame is where we see the action in a frozen scene.

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Project Teaching Notes
CRIME SCENE INVESTIGATION

These are great collaborative activities for learners which allow more reluctant or shyer students to play
a role as a sculptor. They also present opportunities for peer feedback and discussion after presenting
their images or frames. Learners can start to speculate on what they think is happening in the picture
and comment on the visual clues that gave them these ideas.

First, ask them to consider what was happening ten minutes before the crime took place. Ask them to think
about who was there, what they were doing and how they felt at that moment. After they have had time to
discuss their ideas tell them that now each group is going to create a freeze-frame of this moment. You may
like to refer to this as a Mannequin Challenge and show them an example (many can be found on YouTube) to
illustrate what you mean and what you would like them to create. They should consider body language, gestures,
facial expressions and levels in their freeze-frame and the audience should have a good view of the picture that
they create. Give the groups some time to experiment with this, move around each group making suggestions
and guiding them.

Step 3 (in groups, 20 mins)

When all the groups are ready, ask them to freeze in their picture, at this moment all of the students should be
frozen in their groups. Speculate – Now, tell all the groups to relax and then one group at a time can present
their freeze-frames, ask the other learners to look at the frame and think about what they think is happening, ask
for some feedback, encourage them to speculate on not only what is happening but on how the characters are
feeling and what they might be thinking and why they think this (e.g. I think that character is quite angry because
she is frowning and her fists are clenched). You may also like to ask learners to add some thought-tracking.
The groups don’t have to reveal the details of their theories at this point, this encourages the other learners to
speculate using the physical clues that they can see.

What is thought-tracking?
This activity can be used with freeze-frames to narrate and bring the scene to life for a short period of
time. After groups have presented their scenes give them some time to discuss in their group what
they think each character might be thinking or feeling. This could be one word or a short sentence, it
could even just be a noise! You can pass around the room providing support for the groups as they
plan their thoughts ensuring that each learner has something ready. Now with the learners back in their
frozen pictures the teacher taps the shoulder of each learner in turn and they share their thought track
with the class.
This again provides a great opportunity for developing stories further and giving the audience further
opportunities to comment and speculate on the story of the picture. Learners are also being asked to
consider emotions and attitudes; building their empathy skills.

Step 4 (in groups, 25 mins)

Following the same procedure as the first freeze-frame, ask groups to create a freeze-frame of the moment the
crime happens. Discuss, prepare, present and get some feedback.

Step 5 (in groups, 25 mins)

A third freeze-frame can also be created to show what happened a short time after the crime.

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Project Teaching Notes
CRIME SCENE INVESTIGATION

SESSION 6
News Report

Step 1 (in groups, 10 mins) (Appendix 5)

Tell the learners that they are going to leave their roles as inspectors to become news reporters. The presentation
of this news report (in the final session) will happen when each group presents their theories to the rest of the
class so encourage them not to share or give away their ideas just yet.

Ask learners what is usually included in a television news report; a news anchor (someone sitting in the studio),
a reporter on the scene, CCTV images and interviews with witnesses and so on. Hand out a copy of the
cooperative learning roles for the news report (appendix 5) and ask learners to assign themselves their roles.

Step 2 (in groups, 15 mins)

First, each group should start to create their news anchor script. You may like to spend some time discussing the
type of language used for this type of broadcast, for example; Good evening and welcome to the 7 o´clock news
/ we have some breaking news / let’s hand over the reporter on the scene. All of the group should help with this,
it´s not just the anchor’s responsibility.

Step 3 (in groups, 10 mins) (Appendix 6)

Give each group a TV Report sheet to start planning. Point out that learners have already created the CCTV
images (freeze-frames) and the witness interviews (hot-seating) so now they will just need to rehearse and polish
these parts and perhaps change roles. Move around helping and guiding the learners to assign roles and to plan
each part.

Step 4 (in groups, 15 mins)

Ask learners to put their pens down and encourage them to find a space to work in to start creating their news
report. They can go back to their TV Report sheet whenever they need to, but encourage them to start creating
and rehearsing as soon as possible. Monitor their progress and provide advice and guidance when appropriate.
Ask learners to consider what they have achieved during the session and what they will need to work on. Ask
learners to check their learning roles, are they performing their duties? What can they improve?

Session 6 could be repeated, over two or more classes, to allow learners adequate time to prepare
their TV reports.

SESSION 7
Learn to learn (in groups/whole class)

During the final stage of the project the learners will present their news report, assessing themselves and their
peers.

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Project Teaching Notes
CRIME SCENE INVESTIGATION

Step 1 (Rubrics 1 and 2)

Hand out the assessment sheets to the class and remind the learners that the audience also have a role to play
as they will be assessing the group that they are watching, they will also be invited to assess themselves in a
moment of reflection at the end of the presentation. Discuss the categories that they will be assessing to ensure
that all of the learners understand what the criteria is. Remind them that we are looking for constructive feedback,
what went well, what we enjoyed and what we could improve on if we were to repeat the presentation (not what
we didn´t like or what was bad).

Step 2

Invite the first group to move into the performance space and prepare themselves. When the audience as well as
the group are ready (insist on silence and focus from all) ask them to begin.

Step 3 (Rubrics 1 and 2)

When the group has finished ask them to stay in the performance space but to relax (sit down / move to the
side). Ask all of the students to write down Group 1 on the first rubric and then to spend a moment in silence
completing the rubric individually. The group who presented should also be doing this, assessing their own group
(the My Group rubric).

Step 4

First, invite the group who presented to make some comments on how they feel the presentation went, what they
were happy with and what they would change if they repeated it. Avoid asking students for the marks they gave
on their diana as this was their own personal opportunity to reflect and also we want to encourage a deeper and
more extended period of feedback.

Step 5

Invite the rest of the class to give their feedback to the group. Ask them to comment on the areas which they
marked highly first, again encouraging deeper insights based on their rubric. Finally, give the group some
feedback of your own and invite the group to sit back in the audience.

Repeat the steps (2-5) until all of the groups have completed their presentations. At the end of all the
presentations, ask learners to consider what their next steps would be, what they would improve, completing the
Next Steps box.

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Appendix 1
CRIME SCENE INVESTIGATION

SESSION 1
Step 1

EVIDENCE FILES
Letter found at scene

R,
Meet me at the location.
Bring the bag, remember what I said.
DO NOT be late.
M.

List of statements
Cut out each statement and place randomly in the crime scene.

00.28
James Richards
Passer-by. At the scene
“There was blood, I don´t know, erm, I just arrived and when I saw it I panicked and ran. I was walking home with my friend
Rose after work, the way we always do, we work together at the local café and we finish late on weekends”.

00.35
Rose Bradley
Passer-by. At the scene
“Well, I didn´t see much, James told me to run so I did. I did hear something though, a car screeching as it drove away and
someone shouting, a woman I think or maybe a man, I don´t know it happened so quickly. I don´t remember anything else I´m
sorry, I don´t know why we went that way, we don´t usually”.

00.58
Hilda Green
Neighbour. Lives on the street of the crime scene.
“Things like this never used to happen on this street, I have lived here for more than fifty years so I know. Awful, awful busi-
ness, but I have been telling the police for months but nobody listens to an old woman like me. I told them, told them about
that car always on the corner of the street and that man and his girlfriend, they are trouble, you can see it”.

00.48
Joe Martins
Passer-by. At the scene.
“I can´t say much, I saw the bag and heard some shouting, sounded like a couple arguing to me and then a loud bang, maybe a
gun or a car backfiring, I don´t know. I called the police and went home”.

02.30
Benjamin Roberts
Found lurking in a doorway near the crime scene
“I don´t know anything, I didn´t see anything and I didn´t hear anything mate. It´s not a crime to stand in the street and I´m
not saying anything else”.

02.32
Megan Matthews
Standing with Benjamin Roberts
“Like he said, didn´t see anything, can´t say more than that”.

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Appendix 2
CRIME SCENE INVESTIGATION

SESSION 1
Step 4

COOPERATIVE LEARNING ROLES

Police Investigators
EVIDENCE COLLECTOR
Session 1
Responsible for entering the crime scene, reading evidence and
reporting back to the group (evidence cannot be removed from the
scene).
Session 2
Responsible for remembering key facts about the witnesses.
Responsible for encouraging the group to speculate about the
witness, to create new and unknown facts (along with the editor).

COORDINATOR
Session 1
Monitors the collection of evidence.
Looks for gaps in information and requests this from the evidence
collector.
Session 2
Listens to answers from witness and thinks of follow up questions.

EDITOR
Session 1
Assists the secretary when taking notes.
Suggests corrections to language where necessary.
Session 2
Responsible for encouraging the group to speculate about the
witness, to create new and unknown facts (along with the evidence
collector).

SPOKESPERSON
Session 1
Monitors the evidence and information being collected and plans
the most important points / theories to report to the rest of the
class.
Session 2
Responsible for presenting their top suspect(s), summarising
information recorded on their witness evaluation forms.

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Appendix 3
CRIME SCENE INVESTIGATION

SESSION 1
Step 4

File number: 2254899315541

Police Report
Date:

Time:

Evidence found at scene:

........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................

Summary of Witness statements:

........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
........................................................................................................
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........................................................................................................
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Initial theories / suspicions:

........................................................................................................
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........................................................................................................

Witness Evaluation Form

Name of Witness: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Appendix 4
CRIME SCENE INVESTIGATION

SESSION 2
Step 4

Inside write down the thoughts, feelings and emotions of the character.

Outside write down information you have about the character (e.g. their job, relationships, what they were doing
on the night in question) AND your reasons for suspecting this character was involved in the crime.

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Appendix 5
CRIME SCENE INVESTIGATION

SESSIONS 4, 5 AND 6
Step 4

COOPERATIVE LEARNING ROLES

News Reports
NEWS ANCHOR
• Responsible for introducing the report. Setting the scene by
providing the context of what happened.
• Responsible for linking each section of the report.
• Assist with script writing.

DIRECTOR
• Monitors the progress of the report.
• Checks that the report is telling a clear story.
• Directs other learners on aspects such as facial expressions, use
of voice and focus.
• Supports their classmates, commenting on the things which are
going well and making suggestions on what can be improved.
• Assist with script writing.
• Acting as part of the freeze-frame. May also like to take a role in
the hot-seating.

REPORTER
• Responsible for linking the news anchor to the freeze-frames and
hot-seating with short dialogues, giving more information on the
story.
• Assisting the director in supporting their classmates, commenting
on the things which are going well and making suggestions on
what can be improved.
• Asking for and taking suggestions from the director on aspects
like facial expressions and gestures, use of voice and focus.
• Assist with script writing.
• Acting as part of the freeze-frame.

2 ACTORS
• Playing the roles of the witnesses / suspects.
• Asking for and taking suggestions from the director on aspects
like facial expressions and gestures, use of voice and focus.
• Assist with script writing.
• Acting as part of the freeze-frame.

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Appendix 6
CRIME SCENE INVESTIGATION

SESSION 6
TV Report Plan
Names of group:
Segment Actors and Notes
(News Anchor / Directors
CCTV / Interviews at (Who is playing a part
scene etc.) and who is helping to
direct?

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Rubric 1
CRIME SCENE INVESTIGATION

TV Report Assessment

1: Needs improvement  2: Acceptable  3: Good  4: Excellent

•U  se of Voice: Do the characters express emotion through intonation and tone of voice?
•B  ody language, gestures and facial expression: Can we see evidence of how the characters are
feeling even when they are not speaking?
•F  ocus and commitment: Do the characters stay in role?
• Ideas and story: Do the group tell an interesting story?

Use of Body
voice language

Ideas and Focus and

story commitment

Group:. . . . . . . . . . . . . . . . Group:. . . . . . . . . . . . . . . . Group:. . . . . . . . . . . . . . . .

Group:. . . . . . . . . . . . . . . . Group:. . . . . . . . . . . . . . . . Group:. . . . . . . . . . . . . . . .

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 Rubric 2
CRIME SCENE INVESTIGATION

Self-Assessment Rubrics

1: Needs improvement  2: Acceptable  3: Good  4: Excellent

My group

Use of Voice: How well Body language,

did your group express gestures and facial
emotion through expression: How well
intonation and tone of did we show how the
voice? characters are feeling
even when we
weren´t speaking?

Participation: Ideas and story:

How well did Did we tell an
I personally interesting story?
contribute to my
group throughout
the project?

Focus and
commitment:
Did we stay in role?

Next Steps:
Considering the self-assessment rubrics, as well as feedback from your teacher and classmates,
what parts of this project could you improve?

What could you do differently to challenge yourself in your next project?

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