Digital @ The Arts Unit Creative Classes
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Strategy 1 - Creating a ritual
Strategy 1 - Creating a ritual
A ritual is a series of actions that are performed in a prescribed order and can help to:
build trust
establish a safe environment.
Elements of a ritual include:
scheduling - ensure students are aware of the time when drama activities are introduced.
safe space - establishing a difference in the spacing of your classroom signals a change in structure for students.
structuring - follow the same lesson plan structure. For example, start with the same activity, the same amount of warm-ups, move to the main body of work and a finish with a cool down.
repetition - repeat some of the activities to establish known factors for students, then introduce alterations.
Watch the video Creating a ritual to start building a safe environment.
Creating a ritual
Duration: 03:53Tip: Alyson recommends always beginning your drama time with students sitting in a circle. A circle game is a great way to begin your session as it includes every single person within your class.
Strategy 2 - Practical warm up activities
Strategy 2 - Practical warm up activities
When working with students with physical disabilities it's important to note at the top of the class that you're going to give an explanation as to how the activity runs.
You're asking them to participate in the best way they can, in whatever version they can do, as long as they're trying their best. Support staff can also assist with these students.
Repeating activities is important. Students get more out of it as they become more comfortable.
Disability Dance workshop 2016, photo Anna Warr
Warm up activity examples
Pass the clap
Name and action
Funky chicken!
Watch the following warm up activities in the 3 videos.
2. Name and action
Duration: 01:08Strategy 3 - Sharing your lesson plan
Strategy 3 - Sharing your lesson plan
Watch the video Sharing your lesson plan as Alyson describes how and why this is beneficial for all students.
Sharing your lesson plan
Duration: 02:10Sharing your lesson plan with your students
brings ease, pre-planning and comfort to students
takes away fear of the unknown
Present your lesson plan visually and verbally.
with older students, you might write these activities down on cards
with younger students, these might be shown in symbols
Disability Dance workshop 2016, photo Anna Warr
Remember to:
recap the activities at the end of the lesson.
retain the visual cues for future activities.
Strategy 4 - Sensory experiences through artifacts
Strategy 4 - Sensory experiences through artifacts
Including sensory experiences in your teaching
leads to a higher level of engagement
boosts learning and connection for students
Artifact items help explore themes and topics to create:
engagement for students while building context
inquiry into the use of objects
critical thinking
inference skills
investigation through the senses.
Watch the video Sensory experiences through artifacts as Alyson demonstrates how to introduce these into your lesson.
Sensory experiences through artifacts
Duration: 04:58Tip: If students are unable to hold the objects or are non-verbal, facilitate a way the students can engage with the object through touch and ensure the same questions are being asked.
What does the feather feel like?
Light or heavy?
What colour is it?
Where might we see a feather?
How does this stone feel on your skin?
What is the weight of this stone like?
What's the difference between this stone and the feather?
How does the water feel?
Does the water's look change when it runs through our hands?
Why might water be included in our story?
What does the tree branch sound like?
How does it feel compared to the other items?
What could this tell us about where our story takes place?
Tip: Each time your topic or theme is worked with you can refer to your artifacts - so keep them handy. Passing the items around the circle for students to regain sensory connection can help to include and connect all students to the work.
Strategy 5 - Signalling for students
Strategy 5 - Signalling for students
Watch the video Signalling for students where Alyson will explain the benefits of this strategy.
Signalling for students
Duration: 01:43Teacher in role
It can often be difficult for students with disabilities to accept 'character changes' in teachers.
use items or costume pieces to signify a change from yourself into a character.
simple additions like a hat, a scarf, a coat or a bag can be helpful.
Transition out of an activity
ritual: always use a cool down activity to transition out of this space. For example: Pass the clap to signal that drama time is over.
visual prompts and artifacts help to close the lesson and assist the students memory.
Third-party content attributions
Third-party content attributions
Feather, copied under s113P, accessed 15 July 2021.
Rocks, copied under s113P, accessed 21 July 2021.
Water drop, copied under s113P, accessed 21 July 2021.
Palm frond, copied under s113P, accessed 21 July 2021.
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