Dramatic Expressions - Teaching personal, social and emotional skills through drama

RSC and semi-integrated signed performances

Posted on | January 28, 2017 | No Comments

Ooh, have you seen?

The RSC ‘continues its commitment to semi-integrated British sign language performances’ where interpreters appear on stage with the actors, dressed as appropriate characters.

This was its announcement for Midsummer Night’s Dream last summer, which followed on from the success of the technique in its production of the Christmas Truce on 2015. The technique has been introduced by Erica Whyman, now Depute Artistic Director with the RSC, and formerly with Northern Stage, Newcastle upon Tyne, where integrated signed performances were also part of the access strategy for audience with special needs.

As Whyman said, as Christmas Truce was launched, ‘We are always looking for ways to offer as many people as possible access to our work and this is a fantastic way to bring it alive……..Caroline, the sign language interpreter, will be close up with the actors in the thick of the action dressed as a nurse. We hope that this will offer all of our audiences a better experience.’

I have good reason to believe that the RSC is committed to continuing its access to deaf children and adults. More of this anon….

Prag16!

Posted on | January 28, 2017 | No Comments

After the success of the Black Sheep Press resources Prag14 and Prag15 (see Books and Resources page), Prag16 is now out. It is the Advanced set of Social responses,developed in response to teenagers’ needs.

Social interaction in these years can be challenging! Youngsters are moving into the realms of romantic relationships, with all the associated rituals! They are coming into contact with adults as they start to move beyond the protective boundaries of home and the ‘brokering’ role that their parents once performed. Now they meet people on the bus, the cafe, the cinema- each situation demanding its own communicative response.

These situations and more are addressed through the new resource. Through a series of pictures and suggested role plays a number of situations are addressed including:

  • apologising
  • passing on a telephone caller
  • introductions
  • parting at the end of an event
  • responding to another person’s needs
  • repairing a conversation

and, thinking about the specific needs of youngsters with special needs, dealing with enquiries about an assistive device e.g. hearing aid.

Here is a resource which explores these scenarios, reassures the youngster with well-worn, well-tried responses and gives chances for practice through the various lesson plans on offer.

Learning for Peace

Posted on | March 29, 2016 | No Comments

A couple of weeks ago I ventured briefly into the Education Show at the NEC. Well, it’s on my doorstep and although it’s not really my cup of tea I did meet up with one of my bestest friends and we had and excellent lunch together.

Shimmying quickly past the many purveyors of IT related products, playground equipment and assessment materials, I managed to avoid eye contact with most.

To my surprise and curiosity, towards the back of the hall, was a small stall devoted to the West Midlands Quaker Peace Education Project. Here was something different, at last.

Something stirred at the back of my mind….Jacqui O’Hanlon, my co-author of  Using Drama to Teach Personal, Social and Emotional Skills had worked with them. We had acknowledged that some of our materials had originally come from their project and we had received kind permission to include them.

They have a lovely new book out -Learning for Peace - and I bought a copy instantly. So many resources, so many techniques within this slimline book – all to deliver the message of peace-building to children. Very much worth having a look at.

Eagerly I turned the section ‘Approaches and Techniques: Drama’. The page begins with a thoughtful section on whether a circle is the right arena for all children to show their drama. This was something I had not thought of so was pleased to learn. ‘A circle is not always a safe space for everyone – safety and trust need to be built on week by week’ the author tells us.

Then came descriptions of some of the trusty drama techniques: freeze frame, thought tracking, hot seating, role play and forum theatre, role on the wall and conscience alley. Nicely described and a reminder of a greater range of possible tools.

Thank you to the Quaker Project and perhaps I will see some of your representatives again soon.

From Conversation Sofa to Black Sheep Resources

Posted on | March 28, 2016 | No Comments

Well, hello  again!

‘It’s a long time since we heard from you,’ I hear you cry.

‘And why is this?’ I ask…. and the answer is, ‘Because I have been working on resources for Black Sheep Press‘.

My Conversation Sofa ideas eventually translated into a proposal to Alan Henson of Black Sheep Press, a company which produces resources for children with language needs. Here I worked with Helen Rippon, both a speech and language therapist and an illustrator. We worked on producing two packs, the aim of which was to challenge children with common social questions and scenarios and to find common responses through the use of drama. We worked on a basic pack for children between 5-7 and an intermediate pack for those between 7-11.

And so after many  drafts and iterations the two packs were published. They are Prag 14 and Prag 15. The essential stimulus is Helen’s cartoons and the essential tool for exploration and consolidation is drama, as described in the lesson plans.

It has been an absolute delight to work with the Black Sheep team – Alan, Gill and Helen in particular. They are encouraging and helpful, but also provide critique and fresh ideas.

And so it is that we are working on a third pack. This will be the advanced pack and much thought has been put in to considering the sorts of challenges which teenagers meet – introducing new people, ‘fessing up ‘ to errors, responding to phone calls and visitors are just a few.

More about the advanced pack soon……..

Friendship Terrace by Black Sheep

Posted on | April 4, 2012 | 3 Comments

‘Ah, good old SULP‘ I remarked as a member of our Speech and Language Team leafed through resources in preparation for her lesson with Key Stage 1 children the following day.

Wendy Rinaldi’s Social Use of Language Programme seems to have been with us for ever, providing a vital resource for children having difficulty with friendship and communication skills.

My colleague and I started discussing similar resources for children just that little bit older. ’Of course, there’s also Friendship Terrace,’ she told me, an enthusiastic gleam in her eye.

Termtime over,  I have the opportunity to share you with you, dear readers, my thoughts around Black Sheep Press and Friendship Terrace in particular.

Firstly, we cannot escape the Elephant in the Room – the price difference between Wendy’s products and those of Black Sheep. Suffice it to say that, as I glanced over Wendy’s price list, a sip of tea which was going down very nicely up to that point suddenly appeared to change direction resulting in a major coughing fit.

Has anyone got money like that to spend at the moment?

To be fair we are not comparing like with like.  Friendship Terrace gears its materials towards character traits rather than particular conversational skills. The author, Sue Nicholls, has a background in being a Youth Worker and Childminder. Plenty of experience of conflict resolution there then!  The emphasis is on ‘Friendship Blockers’ and ‘Friendship Builders’. There are stories, printables and instructions for use.

Friendship Terrace spans a different age range to SULP (which is split up into Key Stage 1 and Key Stage 2 materials) and I wonder how that would work.  Key Stage 2 SULP materials seem to show illustrations of very tall youngsters engaged in rather teenage pursuits. In contrast Friendship Terrace, with an alleged age range for 4-12,  has illustrations not unlike The Mister Men in style. Fine for the younger children…. 

I find myself standing up for Key Stage 2 children again.  What exactly are their needs at this point? It’s a daft question in some ways, I know. Where are the specific resources?

But well done Black Sheep Press. I like your stuff and will be coming back!

Theatreland Walking Tours – Signed!

Posted on | April 3, 2012 | No Comments

Well, here’s an intriguing thing. Official London Theatre is offering two walking tours  – one exploring the History of Theatreland, and the other discovering Haunted Theatreland. And on a scheduled date for each event the walk is to be signed by a BSL interpreter. Sounds great.

I notice that the second of these tours – Haunted Theatreland – takes place in the dark of a November night so let’s hope that the Guide and her interpreter stop under lamp-posts and other sources of light to allow the face and hands to be clearly seen. Of course the atmosphere should be spooky but not so dim that communication is obscured.

Great idea!

Social Settee or Conversation Couch?

Posted on | February 17, 2012 | No Comments

Over this half term I’ve had time to delve around a bit behind those headlines of a few weeks back which suggested that employers are concerned about potential young workers’ lack of interpersonal skills, amongst other things. Here’s one for example: http://tgr.ph/AspjCA

Interpersonal skills are, apparently, one of a set of ’soft skills’ which  includes elements such as punctuality and organization. Emphasis is now being placed on the teaching of such skills in schools as a preparation for life in the workplace, so it is said http://bit.ly/w8rOxO

It seems to me that  the work I’ve started with the youngsters sits well with this. Of course we are always trying to ensure good results in English and Maths for deaf pupils, but to stand the best chance it seems that interpersonal skills are also key. The difficulties for deaf young people to develop these skills at a high level are obvious. However, I don’t think success in this area is altogether related to degree of deafness. It seems to me that it has something to do with personality, and something to do with a willingness to empathesize and enter into the needs of others.

One area around which I have been working recently is that of  ’social responses’ . We get as far as teaching children to say ‘hello’ and ‘goodbye’ and ‘please’ and ‘thank you’ in the right places, but it seems to me that we sometimes don’t get much further than this. For instance we say, ‘How are you?’ to a child and they answer ‘OK’ or ‘Fine’ but do we teach them that this is, in fact, a two-way enquiry? If someone says, ‘It’s my birthday’ or ‘I won the race’ or ‘My cat’s just died’  what are appropriate replies? At what age should we be expecting to see the development of these responses?

And so these are the resources I am working on just now to use with my conversation couch…or is it a social sofa?    

Dorothy Heathcote Obituary

Posted on | December 27, 2011 | No Comments

Sandra Heston of the Guardian sent me this excellent obituary honouring the work and memory of Dorothy Heathcote. Never realised that as well as her inspirational work she also had a very kindly face!

Thanks Sandra!

Residential workshop 2012

Posted on | December 26, 2011 | No Comments

It’s that time of year again and I’m preparing to run workshops for trainee teachers of the deaf and hoping to excite them by the benefits of drama to deaf children.

Some material will be the same but I’m hoping to include 3 innovations, developed from what I’ve learnt this year. Firstly I hope to put together a list of resources around drama and deaf children, mainly consisting of weblinks. Secondly I’m hoping to create some glorious masks from the ideas on Jim Morris’ website to hang around the lecture space. And lastly I want to include some thoughts about ‘Conversation Sofa’ the technique for helping to develop the interaction skills of deaf youngsters which I’ve been playing with recently.

‘Hope it all goes down well. 

I’ll let you know…..

Recommending Integreat

Posted on | December 19, 2011 | No Comments

I was able to recommend Integreat as a Drama Group to one of the children I support this last week. This child loves drama and performed proudly, price and confidently in the school play last week. He had expressed a desire to join a group with deaf children in it so I was glad to be able to send information to the family about Integreat. It remains to be seen if they take it up…..

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