ERIC Number: ED304839
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Creative Drama. Chapter Eleven.
Rickert, William E.; Bloomquist, Jane
This paper provides a basic framework for using creative drama to achieve a wide range of objectives in educating students with mental disabilities; these objectives include enhanced communication skills, discipline and teamwork, self-concept, and creativity. Drama techniques such as movement exercises, games, structured play, role playing, and sociodrama can be employed to expand environments and increase experiences of these students. In creative dramatics, the teacher's role is to be a leader with a cooperative style and an open attitude. Before beginning creative dramatics exercises, it is helpful to take a few minutes for relaxation and warm-up exercises. The creative drama process begins with defining a basic movement, adding improvisation, forming small groups, introducing a problem, combining the groups, adding conflict, introducing vocalization, and developing a complete improvisation. Ideas for creative drama must come from the class and be of interest to the class; its characters and situations can arise from curricular areas, personal interactions, social situations, and job problems. Though creative dramatics is a spontaneous rather than prearranged art form, students can sometimes benefit greatly from sharing their accomplishments in a public performance. (JDD)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Robinsin, Greg A., Ed., and others. "Best Practices in Mental Disabilities. Volume Two"; see EC 212 523.