Έτοιμοι για δράση;
Σχετικό υλικό
Πόροι
All prior research
Στόχοι, μηνύματα, έννοιες
Συγεκεκριμένοι στόχοι
- To use expressive arts to educate others about illicit drugs in an engaging and meaningful way.
- To devise, develop and refine a dramatic piece.
Συγκεκριμένα μηνύματα
- Depth of meaning and experience can be created in a dramatic piece by carrying out and using detailed research of the subject to enhance plot and characterisation.
Βασικοί όροι
- plot
- characterisation
- structure
- audience
- communication
Πρακτικές και Δεξιότητες
Πρακτικές STEM
- Ανάλυση και ερμηνεία δεδομένων
- Αιτιολόγηση και σχεδιασμός λύσεων
- Δημιουργία και αξιοποίηση μοντέλων
- Τεκμηριωμένη υπεράσπιση επιχειρηματολογίας
- Άντληση, αξιολόγηση και επικοινωνία πληροφοριών
Προσωπικές δεξιότητες
- Ενσυναίσθηση
- Εκμάθηση μέσω της αποτυχίας στο πλαίσιο της εκπαίδευσης
- Ομαδικό πνεύμα και συνεργασία
Δεξιότητες διαχείρισης
- Προσχεδιασμός
- Αξιοποίηση πόρων
Δράση
step 1
To prepare for this Learning Unit, students will analyse and interpret all the research they have carried out to draw out the 'human story'. They will discuss how they can use drama to model the impact of drugs to an audience, and how they can use their scientific knowledge to ensure their characterisation is accurate.
step 2
Students will work in their group to write a script, following this structure:
- Start with a flashback or a flashforward
- Introduce characters
- Introduce a plot
- End on a cliffhanger
step 3
Students will work on Scene 1, an introduction to the teenage characters. They will build their scene by identifying a reason why one or both of the characters are considering experimenting drugs (e.g. mental health, negative family situation, thrill, exterior pressure – peer pressure, social media and traditional media).
step 4
Scene 2 will illustrate the euphoria/feeling of taking drugs. Students may incorporate a level of poetry, include freeze frames at the start and end of each scene, and use characterisation.
step 5
Scene 3 will illustrate the consequences of using drugs (e.g. getting expelled, losing job/house, loss of pleasure).
step 6
Once devised, students will assemble all three scenes together, adding seamless transitions. They will rehearse and refine their dramatic piece ready for performance.