Drama lesson ideas for S1 / S2

Rationale for drama activities

At the beginning

The course was originally constructed as part of an ongoing initiative to deal with prejudice within schools via student participation in drama.

The theme of the ten activity sessions is the encouragement of pupils to be aware of the origins of prejudice through the lenses of both the victim and the perpetrator. By doing this it is hoped pupils will begin to empathise with those on the receiving end of prejudice and, by understanding the motivation of the perpetrator, to react effectively to it.

The original plans were designed for the Centre for Education for Racial Equality in Scotland (CERES) to deal with the issue of racism. The course was piloted in two secondary schools and one primary school - James Gillespie's High School and Currie High School in Edinburgh, and Kirkhill Primary School, Broxburn. Click on each school to read what the teachers and children thought of the lessons.

The original course has been amended to address anti-sectarianism though the basic concepts are the same.

Who is it for?

This course was written for use on all levels of teaching and is applicable for use with classes from late primary to sixth year. The anti-sectarian lesson plans are based on the 5-14 guidelines and Standard Grade curriculum.  They also contribute to the purposes of the curriculum 3-18 as described by A Curriculum for Excellence.

Who can use these activities?
This course as it stands is best suited for teachers of Drama. However, others can adapt and use it as it suits, for example, within personal and social education, English, modern studies and other related courses such as cultural or general studies. For non-drama teachers, it is highly recommended that advice is sought from drama specialists or teachers within the authority.

Setting the scene
The classroom should be quite spacious, preferably with no desks. Desks may need to be stacked up.

Each session lasts approximately one hour. However, each session can be delivered in a flexible manner in order to explore more fully any issue that arises.

The first two sessions prior to the one on sectarianism should be used to gain trust and to understand how the individuals and the whole class work.

The subject matter of the sessions can be easily adapted to cover racism, sexism, religious and cultural prejudice, disability and bullying.

Each session should be organised and supported within an informal, but supportive, ethos, where children are assured that any details of prejudice (unless it contravenes child protection guidelines) which they might have experienced, or witnessed, will remain in confidence.

The course is ideal for use within a learner-centred environment and because of the nature of the activities, and the facilitation of student participation, promotes 'ownership' of the activity by those taking part.

Arrive at an agreement (setting the ground rules) with the children before the session, e.g. respecting each other's turn to speak.

The children should be able to express their opinions, and to use language appropriate to role and context. Care should be taken to ensure that even within role and context, children express opinions in a manner that does not cause personal hurt or offence to others.

After each session the children should jot down, as part of the extension activity, what they have done and what was significant within the session.

Ensuring an anti-discriminatory environment
Care needs to be given to ensure that where children are selecting fellow classmates for specific tasks, e.g. to act as the role of the protagonist or victim that they are not selecting individuals out of malice. If in doubt, select the child yourself.

Care should also be taken where there are single or isolated minority ethnic pupils or pupils from particular faith / belief groups within a class that they are not 'picked on' for certain roles, e.g. 'the victim'.

There must also be sensitivity to other forms of prejudice and discrimination on the basis of gender, social class, sexual orientation, ability, disability, size and so on.

There are 'Health Warnings' within the activity plans. Some of the activities can be very emotive, in particular see Session 5 where the children are asked to create a 'Tunnel of Abuse'.

In Session 5 two options are offered for the teacher to select from. The first is to physically create the 'Tunnel of Abuse', which can be done with groups where the teacher is confident the strategy can work. It is very important for such sessions that there is sufficient time set aside at the end to allow appropriate debriefing.

If there is uncertainty because for some children, the experience of sectarian chanting and abuse is too real, teachers may wish to select the second option.

Need further advice?
Zee Sulleyman, who devised these plans, is available for further advice. He can provide advice on the telephone or visit schools to help set up the sessions or perhaps team-teach.

The cost for school visits or time spent teaching lessons would need to be negotiated with the Centre for Education for Racial Equality in Scotland (CERES)
tel: 0131 651 6371 or
e-mail: ceres@ed.ac.uk

So, to recap

Key points to teachers (in brief)

• Be prepared - read up about sectarianism and anti-sectarianism. Start by looking at the self-development section on this website.
• Each session lasts approximately one hour but it is very flexible. Though the sessions are in sequence, they can be taught in any order. They can also be taught as a one-off.
• Be aware of the pace and speed of the session - make sure all children are included.
• Classroom should be quite spacious; preferably with no desks / desks may need to be stacked up.
• It is always good to have an agreement with the pupils before the session - what happens in the class stays and remains in the class.
• Children should be able to express their opinions and to use language appropriate to role and context.
• The first few sessions should be used to gain trust and to understand how the individuals and the whole class work.