10.7: Supporting Drama and Theater Arts

Drama is a valuable part of the preschool curriculum. Typically, children ages three to five first experience drama by participating in dramatic play at home and in the early childhood environment. Dramatic play is the foundation for the development of drama. This play typically progresses from the time a child is 36 months old, when he or she engages almost exclusively in solitary play and in watching others play; to the equal time engaged in solitary, parallel, and group play at 48 months; and to primarily group play with some solitary and parallel play at 60 months.

Because of circumstances beyond their control, some children may arrive at school with limited exposure to these areas. Regardless of prior exposure, however, all children bring experiences that can enrich drama, and all children are capable of enjoying and participating in drama. Preschool-age children enjoy participating in various types of dramatic play and drama, from pretending to cook a meal in the dramatic play area to acting out part or all of a favorite story with their teacher and peers.

Figure 10.16: What might these children have been acting out?[1]

During preschool, drama should be about the process of creating and exploring, rather than the end product, such as a rehearsed play or other formal performance.

Drama and Theater Arts

1. Create: Creating and forming theatrical works, interpreting theatrical works for performance and design, and developing characters and analyzing roles.

Indicators Children may....

Examples Children may....

1. Create characters and environments using imagination and background knowledge through dramatic play or guided drama experience (e.g., story drama, creative drama, movement stories, pantomimes, puppetry, etc.). 2. Generate multiple representations of a single object in a variety of dramatic experiences (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.). 3. Communicate ideas through actions and words using imagination and background knowledge in dramatic play or a guided drama experience (e.g., story drama, creative drama, movement stories, pantomimes, puppetry, etc.). 4. Investigate story in dramatic play or a guided drama experience (e.g., story drama, creative drama, movement stories, pantomimes, puppetry, etc.). 5. Apply personal experiences to a story in dramatic play or a guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).

Identify an emotion or feeling in connection to a particular action, facial expression, or word. Use speech or sounds to imitate a person or object. Draw pictures or tell stories of their own experiences in order to form dramatic play. Listen to stories and use them as a jumping-off point for dramatic play. Recall an experience while exploring within dramatic play.

2. Perform: Expressing the human experience in story, movement, speech, and staging for an intended audience

Indicators Children may...

Examples Children may....

1.Make appropriate character reactions that connect the environment or cultures of the story using imagination or background knowledge in a dramatic play or a guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.). 2. Create characters using body and voice in dramatic play or a guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.). 3. Explore and experiment with various design or technical elements in dramatic play or a guided drama experience. 4. Interpret character choices and emotions using voice and body in dramatic play or a guided drama experience (e.g., story drama, creative drama, movement stories, pantomime, puppetry, etc.).

React to shared cultural or everyday experiences. Create a character using voice, body and facial expression from an adult’s modeling. Utilize technical elements such as lighting, costumes, props, etc. to help tell stories, create moods, build environments, and define characters. Choose various facial expressions, body movements, gestures, and vocal choices to express character emotions to character choices.

3. Respond: Responding to the artistic and scientific knowledge of conventions, cultures, styles, genres, theories, and technologies needed to know better choices and best practices.

Indicators Children may....

Examples Children may....

Recall an emotional response in dramatic play or a guided drama experience. 2. Reflect on choices in a dramatic play and guided drama experiences. 3. Name and describe characters in a dramatic play or a guided drama. 4. Recognize artistic choices. 5. Identify and connect stories and cultural experiences that are similar to one another in dramatic play or a guided drama experience.

Express (through vocalizations or movements) how his/her character felt, moved, vocalized, or gestured when thinking about various moments in a dramatic play or guided drama. Answer questions using vocalizations or movements to define and describe characters. Answer questions and express ideas through movements or vocalizations that define their artistic choices. Connect personal experiences and express ideas in reaction to a story through movements or vocalization.

(Colorado Department of Human Services. (2021, October 26). Off to a great start. Colorado Early Learning & Development Guidelines. Retrieved August 19, 2022, from https://earlylearningco.org/)

Teachers can support children’s development of the drama foundations with the following:

• Observe dramatic play and role playing.
• Step in or model when needed.
• Provide adaptations to support the participation of children with disabilities or other special needs. This may include preteaching, using pictures, sign language, and other multisensory enrichment, modified equipment/props, etc.
• Use a drama-based vocabulary. For example, blocking, actors, stage, scenery, voice, props, etc.
• Encourage children to use drama based vocabulary
• Encourage and model the expression of interests and preferences.
• Encourage and allow initiative.
• Model and note appropriate ways of using drama materials.
• Move in and out role as appropriate (decide when to participate and when to facilitate).
• Use costumes, props, and scenery to inspire dramatic play and drama.
• Facilitate children’s engagement in drama by first discussing expectations.
• Scaffold and encourage children during and after participating in drama to build their understanding and use of plot.[2]

Figure 10.17 Props for drama can be handmade (by adults and/or children).[3]

Table 10.4: Suggested Materials for Drama[4]

Types of Materials	Examples of Materials
Found or Recycled Materials	Scarves, sashes, and fabric remnants varying in size, color, design, and texture for a costume area; include strips of furry fabric to be used as animal tails. Wooden spoons, paint sticks, paper towel and wrapping paper tubes, yarn, and boxes can work as nonrepresentational props where children create meaning.
Basic	Large and small blocks; stuffed animals; dolls; wooden or plastic fruits and vegetables
Enhanced	Puppets; textual props such as menus and signs; large pieces of blue, green, yellow, brown, and floral fabric to depict rivers, grass, dirt (for “planting” vegetables), and flower gardens; headbands with various types of animal ears sewn on
Natural Environment	Wood, tree cookies, and other materials for building; pinecones, feathers, smooth stones, and pebbles
Adaptive Materials	Consider props that are easy to use and handle (e.g., oversized objects and items without many complicated pieces). Adapt clothing and fabric by removing buttons, enlarging openings, and so on for ease of wearing.

Research Highlight

It is important that children be given the opportunity to make decisions and determine the course of action during dramatic play and drama. It helps cultivate social–emotional skills such as taking initiative in one’s learning. However, teachers should look for opportunities to participate often in children’s play. The teacher’s participation adds an important dimension to children’s play. Research suggests that young children derive greater benefits from dramatic play when the teacher or other adult is involved—that is, monitoring and assisting children in engaging and fruitful play, rather than just observing passively.

Ann Podlozny looked at numerous studies that examined the role of children’s participation in drama in their ability to understand stories. In the 17 studies that she examined, children listened to a story and either acted it out or listened to the story a second time. Podlozny found that children not only displayed greater story understanding and recall when acting out the story rather than just hearing it, but that story understanding was greatest when the teacher or other adult was in-role, working with the children during the drama.

In another study, Robert Fink looked at how teacher involvement in role play affects children’s abilities to understand that people and objects retain original qualities when others are added (conservation), that the physical world stays the same even if one’s view changes, and that people take on multiple roles within a group (perspectivism). In Fink’s study, children were assigned to one of three groups. The first participated in dramatic play with teacher support, the second participated in dramatic play without teacher support, and the third group did not participate in dramatic play. After four weeks it was found that the group that participated in dramatic play with teacher support not only outperformed both other groups on measures of conservation and perspectivism, but they also showed higher levels of imagination when observed during dramatic play.

There are numerous social and educational benefits for children when they engage in dramatic play and drama, and evidence suggests that teacher involvement may enhance these benefits. Although it is important and valuable to allow children autonomy (independence) and the ability to make decisions and choices while engaging in play, frequent observation and guidance are important. See “Interactions and Strategies,”“Teachable Moments,” and the vignettes in this section for suggestions and descriptions of how adults can enhance children’s engagement in dramatic play and drama.[5]

Sources:

54. A. Podlozny, “Strengthening Verbal Skills Through the Use of Classroom Drama: A Clear Link,” Journal of Aesthetic Education 34, nos. 3-4 (2000): 239–76. 55.

R. S. Fink, “Role of Imaginative Play in Cognitive Development,” Psychological Reports 39 (1976): 895–906. As summarized in Critical Links: Learning in the Arts and Student Academic and Social Development. Edited by R. Deasy. Washington, DC: Arts Education Partnership, 2002.

Vignettes

A day after reading and discussing “The Three Billy Goats Gruff” during story time, Mr. Longfeather watches as a group of four-year-old children in his class pretend to be goats. The three children portraying the goats are trying to get into the “castle” as Juan, who is acting as a troll, stands guard. Mr. Longfeather is pleased to see that the children are using several objects he placed at the dramatic play area as props and scenery. Juan is clearly having a great time, and laughs as he uses a deep voice and makes funny “troll” faces.

After dramatic play time is over and the class has gathered on the rug, Mr. Longfeather listens as the children excitedly recount and describe what they did during dramatic play. “Juan was a funny troll,” says Kim. Juan adds, “And I used a walking stick.” The teacher responds, “That’s right, Juan. When you were the troll, you were using the paint stick as a ‘prop.’ A ‘prop’ is a thing actors use while pretending. I heard your deep troll voice and saw your scrunched troll face. I noticed that you were laughing as you made the faces. Did you enjoy making the faces?” The children ask if they can keep their “castle,” made from large blocks and fabric, in the dramatic play area. Mr. Longfeather agrees.

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Several children begin arranging the dramatic play area of their preschool program to be a preschool itself. They excitedly call out their plans to play the teacher, the assistant teacher, the parents, and even themselves. As their teacher, Ms. Jackson, observes the activity, she notes that three children are evident leaders of this enterprise: Peter, Emma, and Jamila, all about four years old. The other children take an interest in this development and look in on the preparations without participating much—they occasionally toss in ideas or suggest the odd prop. Emma interrupts the proceedings by pronouncing, “Come sit down on the rug, class. I’m the teacher, and you are my children!” Peter and Jamila say nearly in unison, “No, I’m the teacher!” Some of the remaining children express a preference for who should be the teacher, including themselves.

As the project begins to fall to some grumbling and squabbling, Ms. Jackson steps in and says, “This looks really great—you’re building the whole classroom in just one corner of the room. I’ll bet you’d all like a chance to be the teacher. So let’s figure out how that can work.” Jamila says, “How do we tell who is the teacher?” Seizing a large plastic capital T from the alphabet box, Emma says, “With this!” The teacher nods her head and says, “That will be helpful because the word “teacher” starts with the “t” sound. Peter adds, “The person with this yellow T will be teacher for a minute and show the class something a teacher does. And we’ll take turns.” As the children finish organizing the dramatic play area, Ms. Jackson sits down next to Lulu and Alejandro, who are just beginning to learn English, to help them understand the plan and participate.[6]

References

[1] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[2] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

Source of foundations: The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[3] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[4] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[5] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission

[6] The California Preschool Curriculum Framework, Volume 2 by the California Department of Education is used with permission