Drama guide __final

Multilateral Comenius
Partnership
2011 - 2013

Multilateral Comenius Partnership
2011 – 2013
“FROM SHADOW TO LIGHT”
~ DRAMA GUIDE ~
Sâncel, Alba, Romania
~ 2013 ~

Contents
Page
1. Introduction 3
2. Drama in the classroom 4
3. Teaching Drama 9
4. Teaching Mathematics through drama
4.1 Bulgaria 13
4.2 Italy 16
4.3 Poland 18
4.4 Romania 24
4.5 Turkey 28
4.6 UK 31
5. Teaching Science through drama
5.1 Bulgaria 35
5.2 Italy 39
5.3 Poland 40
5.4 Romania 42
5.5 Turkey 46
5.6 UK 48
6. Teaching History through drama
6.1 Bulgaria 50
6.2 Italy 51
6.3 Poland 53
6.4 Romania 54
6.5 Turkey 57
6.6 UK 59
7. Teaching Art through drama
7.1 Italy 62

7.2 Poland 64
7.3 Romania 66
7.4 Slovakia 70
7.5 Turkey 74
7.6 UK 76
8. Teaching Music / Dance through drama
8.1 Bulgaria 78
8.2 Italy 81
8.3 Poland 83
8.4 Romania 84
8.5 Slovakia 85
8.6 Turkey 87
9. Teaching Languages through drama
9.1 Bulgaria 90
9.2 Italy 97
9.3 Poland 101
9.4 Romania 107
9.5 Turkey 125
9.6 UK 127
10. Conclusions 136
11. Bibliography 137
***

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Introduction
This Drama Guide is one of the final products created throughout the two years of the
Multilateral Comenius Partnership “From Shadow to Light”. It represents the effort of teachers
and students from all seven partner countries: Bulgaria, Italy, Poland, Romania, Slovakia,
Turkey and UK, who in 2011 embarked on an amazing journey that brought about professional
and personal growth but most of all, it brought European countries together, bridging different
cultures and people, enriching our general knowledge and creating and strengthening long-
lasting friendships.
The present guide aims at being a helpful tool especially for the teachers that are open to
using drama in their classrooms and who want to improve their skills in teaching any subject
with the help of drama techniques. It is made up of a hard copy that accompanies two DVDs.
The hard copy combines theoretical issues with practical examples from the classroom,
providing thus lesson plans for the following subjects: Mathematics, Science, History, Art,
Music, Dance, and Languages. Almost all the lessons presented in the written guide have been
recorded or have an attached video sequence that can be found on the DVDs. This way it is much
easier to understand the purpose of teaching through drama as drama has to be witnessed, has to
be seen and has to be felt.
Through this Drama Guide we want to share our experience, to emphasise the importance
of using drama with our students and to point out that school doesn’t have to be boring as many
students think, instead they can learn and have fun, as well.
Moving from the shadows of human existence and the shadows of our inabilities which
make us crumpled and shy, moving from the shadows of neglected tradition, and the shadows of
backstage we want to come onto the stage, act, stay in spotlight, make the world around us
bright and sunny. To make it true we need to teach and learn understanding, tolerance,
cooperation and independence.
***

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Drama in the classroom
“Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”
Chinese proverb
What is drama?
This question has never had clear, exact and similar answers; each person has his/her own interpretation of the
subject. However, what everybody can agree on is the fact that drama is a powerful tool “because its unique
balance of thought and feeling makes learning exciting, challenging relevant to real-life concerns, and
enjoyable” as Betty Jane Wagner beautifully puts it in the work “Building Moral Communities Through
Educational Drama”. (Wagner 1999: 5) Moreover, we can say that “drama is the act of using the imagination to
become someone or something other than yourself. It can take one any place to any period of time. It is only
limited by the imagination, the participants‟ fear of risking, or the leader or teacher‟s set limitations.“ (Moore
2004: 5)
Why use drama?
Why not? Let us just think for a moment what children do all the time and most of all, enjoy doing … they play,
they plunge into an imaginary world of dragons, supernatural beings and princesses and they recreate their
reality through play; this is their best loved and most absorbing occupation. But the educational process taking
place in the schools removes them from this “make-believe” world. Imagine how enjoyable this must be for a
child! Therefore, why cast the children out of this world, why not continue living in it while learning, as well?
Sarah Philips in her book “Drama with Children” states that “Dramatizing is part of children‟s lives from an
early age: children act out scenes and stories from the age of about three or four. They play at being adults in
situations, like shopping and visiting the doctor, which are part of their lives. Many of these day-to-day
situations are predictable. Children try out different roles in make-believe play. They rehearse the language and

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the „script‟ of the situation and experience the emotions involved, knowing that they can switch back to reality
whenever they want to. Such pretend play prepares children for the real-life situations they will meet later on: it
is a rehearsal of the real thing. Make-believe encourages their creativity and develops their imagination, and at
the same time gives them the opportunity to use language that is outside their daily needs.” (Philips 1999: 9)
Due to this playful characteristic, drama is a special attraction to any child. It is an ideal way of communication,
of interaction and self-discovery. Drama facilitates a direct communication, a sensitiveness stimulated by a
spontaneous, informal and natural relationship, this being an effective way of overcoming students‟ inhibitions,
nervousness and communication barriers.
There are many other reasons for using drama in the classroom as a successful tool in the process of educating
children, from the very young ones to the very older ones. Some of them are stated below:
 Drama promotes holistic cross-curricular learning at all levels of education through their bodies, minds,
emotions, language, and social interaction.
 Drama brings the classroom interaction to life
 Drama is learner-centered as students have a key role in their education, they are not just mere
observers, passive actors but they become actively involved in the learning process
 Drama encourages kids to communicate verbally and non-verbally, through body movement and facial
expressions.
 Drama fosters confidence and self-esteem
 Drama motivates students to learn
 Drama enriches the students‟ creativity and imagination
 With drama students can learn and play at the same time, therefore drama is fun
What are drama techniques?
“They are activities, many of which are based on techniques used by actors in their training. Through them,
students are given opportunities to use their own personality in creating the material on which part of the
language class is based. They draw on the natural ability of everyone to imitate, mimic and express themselves
through gesture and facial expression.” (Maley, Duff 2005: 2)
Drama is the world of „let‟s pretend‟ that embraces the children‟s imagination and emotions, “their natural
capacity to bring to life parts of their past experience that might never otherwise emerge. Every student brings a
different life, a different background, a different set of memories and associations into the class.” (Maley, Duff
2005: 2) Thus, the new knowledge is based on the children‟s prior experiences, helping them expand their
ability to act out thoughts in their minds and facilitating learning as they learn by doing.

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The most important strong point in supporting the use of drama in the classroom is the fact that all subject areas
can be taught through drama, from literature to physics. At the same time, drama gives educators the
opportunity to teach their students in a way, which would create a love for learning. Teaching through drama
represents an authentic learning method as the cognitive, affective, and psychomotor dexterity that is gained by
using drama create motivated, intelligent, life-long learners. (Moore 2004: 28)
Most school systems in the world focus on the verbal and logical-mathematical intelligences although not all
students learn in the same way and do not have the same type of intelligence. The theory of multiple
intelligence has made its way in the field of education. Thus, besides the verbal and the logical-mathematical
ones, there are five other types of intelligence: visual/spatial, bodily/kinesthetic, musical, interpersonal, and
intrapersonal intelligences. “These intelligences provide the foundations for the visual arts, music, dance, and
drama, and through these art forms most students will not only find the means for communication and self-
expression, but the tools to construct meaning and learn almost any subject effectively.”(Dickinson 1997: ¶ 32)
Drama includes work on movement and rhythms, pantomime, improvisation, character study, and speech,
therefore children use their bodies, their voices, and the spaces and objects around them to investigate,
understand and acquire knowledge. With skillful and sensitive teaching, children can cheerfully tackle ideas and
concepts in drama that they might find much more difficult through talk and writing alone. Drama bridges the
gap between course-book dialogues and natural usage, and can also help to bridge a similar gap between the
classroom and real life situations by providing insights into how to handle tricky situations. And perhaps most
important of all, drama can offer children some of the most engaging, rewarding and joyful experiences that
they can have together in schools.
Dramatizing literary texts appropriate to students‟ ability of understanding the artistic message, requires a lot of
passion, creativity and thorough preparation of the teachers. There is a long way to performing on a stage but it
is substantially shorter to the pure souls of the children.
In conclusion we can state that drama is an extension of children‟s play “using different kinds of cerebral and
physical activity to enhance communication skills, encourage positive self-esteem, assist with informed decision
- making and increase self-confidence, all of which are prerequisites for effective learning. Enabling young
people to better understand and express a message, a story or important information no matter what their topic-
area or subject-specific focus, is key to the aims of drama.” (Morley, Lees 2005: 11)

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The most important rules in teaching through creative drama
by Marica Šišková
1. The action has to prevail over the word
- the action, story and thoughts should be expressed through an image, not through words
- the story should be played through a situation, not told by characters
2. The story must have a dramaturgical construction:
- tangling up the story;
- conflict;
- solving a conflict;
- breaking up the story;
- conclusion.
3. Resuming the thesis to a concrete situation and its expression through a metaphor:
- don´t try to generalize a thesis
- don´t try to include the whole problem
- try to emphasise different sides to one concrete problem
- try to avoid flattening theses
- don´t be afraid of showing original opinions for a certain problem
- try to avoid clichés in solving the problem
4. All parts of the performance should be in harmony
- scenography: scene, properties, costumes (functional)
- music – try to avoid a musical attack on audience
- theatrical expression tools: speech, mimicry, gestures, movement
- acting speech: natural, stylistics
- lighting
5. Each property, costume, theatrical part on the stage should have some sense and rationale
- try to avoid descriptivism
- try to use properties such as a sign or a symbol
- trying about „chastity“ in selection of means of expression
- don´t mix up fictive and real properties

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- try to use a lot vicarious property
6. Sincerity of the notice
- try to lead children to natural pronouncement on the stage
- everything they play on the stage should be their thesis, their problem
- try to avoid affect, ostentation on the stage
7. They should attain to inscenation through creative exercises and drama games not through the drilling of
text
- try to work on the thesis of the performance through different kinds of creative exercises, through all
parts: sound, movement, expression, feeling, etc.
***

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Country: SLOVAKIA
Teacher: Marica Šišková
School: Základná umelecká škola Jozefa Rosinského, Nitra
Subject: Drama (Video 1)
Date: 23.09.2012
Class: drama class, group “E”
Age range: 12 – 13 years old
Number of pupils: 8
Time: 90 minutes
Topic: “Metaphorical portrayal of family and the depiction of its characteristics”
Lesson aim:
- depicting the problems that arise within a family
- expressing emotions and feelings through drama
Teaching aids: hats
Teaching methods: drama
Class management: group work
Procedure
1. motivation
2. exposure
3. fixation
4. diagnostic and classification
- Motivational-emotional narrative and evocative verbal approximation of what the pupils express
- Motivational interviewing teacher-led discussion with students, and activates their knowledge, experience
- Incentive-demonstration using examples (pictures, film) gets the pupils interested in the facts cognized
- Issue an incentive-based problem teacher catches the attention of students and explains the curriculum
- Praise, encouragement and criticism
- Staging

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FIRST assignment
 students were divided into two groups of four
 topic: metaphorical portrayal of family and the depiction of its characteristics
 preparation time: 10 minutes
 1st
group – acts as the heart, which is the centre of life; heart symbolizes the mother; everyone acts in a
common rhythm, and later, from the basic rhythm; separated, but still maintain tempo and rhythm
harmony, they receive freedom for their own personalities; when they cease to be a heart (mother), the
family collapses.
 2nd
group - plays the nest, where chicks are hatched; they are physically different; the weakest of all
according to the law of nature des if it does not get help.
SECOND assignment
 the same distribution
 topic: capturing the story of the family through photos from the family album
 number of images (still images, snapshots) – 5
 preparation time: 10 minutes
 1st
group-plays the story of a family that had to deal with the death of a child, this tragic event divides
parents
 2nd
group - plays the story of a family who adopts a child from the orphanage and must acclimatize him
to the new conditions in the family
THIRD assignment
 the same distribution
 topic: capturing the dramatic situation in the family and developing it in action
 moreover, the role - functional use of props - a hat
 preparation time - 10 minutes
 1st
group - portrays a situation where the child feels that her parents do not pay enough attention to her;
each parent lives with his/her duties without being concerned about the feelings and needs of the child,
therefore the child feels misunderstood and unfortunately turns to rebellion
 use of props - a hat band used not only as a character feature but as well as the emblem of the rejection
of such behaviour of adults; in the end they reject the hats, they do not want them)
 2nd
group - portrays a situation where the parents could not decide whether to give the child to ballet, or
basketball classes, quarrel among themselves and do not ask what the child wants
 use of props - a hat used as a placeholder - was actually a puppet, whose figure represents the story.

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TEACHING
MATHEMATICS
THROUGH DRAMA

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Country: BULGARIA
Teacher: Ivanka Kirova
School: “Luyben Karavelov” Primary School, Bourgas
Subject: Mathematics (Video 2)
Date: 15.05.2012
Class: 2nd
grade, class “B”
Age Range: 8-9 years old
Number of pupils: 24
Time: 2 teaching hours
Topic: Drama in Mathematics
Sub-theme: Applying knowledge in mathematics in a non-standard context.
Lesson aims:
 teaching: Summarizing the knowledge for applying the rules of arithmetic learnt in 2nd
grade.
 educational: Working in a team, Cooperation, Striving to succeed, Tolerance to the opinion of the
teammates.
 developing: Creating skills for developing and improving the knowledge in maths through solving
different types of problems
 inter-subject relations: Bulgarian and literature, the World around /knowledge about animals/,
practical home skills /cutting, sticking/, art, music.
TEACHING METHODS: teamwork, explaining, lecture, drama- according to the age group: dramatization,
pantomime, puppet show, sketch, recitation.
Preparation:
1. Five teams were made, randomly, through drawing cards. They worked together for almost a month and
managed to achieve harmony so that they could think and work in the name of the group and ignore
their individualism.
2. Each team prepared their own logo under which they performed.
3. The teams chose speakers who presented their solutions.
4. In the teacher‟s judgment, and according to their artistic skills, were chosen participants to present the
different types of problems. They used the means of Drama, and all the children in the class were

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engaged. Each rehearsal was held in secret from the rest of the children, and the parents – children
acquire a special feeling of significance when they realize that something depends on them especially if
it is done in secret.
5. Suitable characters from Bulgarian folk tales were chosen, dialogues were created and learnt – the
children are especially artistic, and the rehearsals were based on improvising, and the children added
lines, and gave ideas.
Course of the lesson:
- a jury which was to assess the presentation of the problems was chosen among the teachers and the parents.
- organizing the class – to create the appropriate mood we started with a song for mathematics.
- introducing of the teams.
- everyone taking their seats.
- introducing the course of the lesson: the aims that were to be achieved, and the types of problems that were to
be solved on the board, and on the computer:
1. Solving of a mathematical riddle, presented through a poem of a Bulgarian poet – a sum of three or more
addend – recitation.
2. Solving of a chain – presented through a puppet show; the children learnt interesting things about the life of
birds.
3. Solving of logical problems presented through dramatization – a dialogue between Bulgarian folk tales
characters Hitar Petar and Nastradin Hodja famous for their wit.
4. Solving of text problems, presented through a sketch – “In the bookstore‟.
5. Solving of expressions with the four rules of arithmetic, presented through pantomime – the children had to
guess if they would add, subtract, multiply or divide the numbers which were shown to them.
6. Solving geometry problems presented through a dramatization in which the characters are from well-known
Bulgarian folk tales – the hard-working granny and the lazy granddaughter.
After each presentation of the respective type of problems, the teams were given the materials they needed for
their work. The problems were solved within a limited period of time. The speakers of the groups presented the
solutions, and the jury assessed the performance – speed, precision, completeness and correctness of the answer.
After each problem the result was written on the board. This was a great incentive for the students, and they
joined their efforts to work even better.
While the jury was calculating the final score, a small show was presented. Then the children commented on
their joined work, the performance of their team, and made conclusions. A member of the jury announced the

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results and awarded the certificates to the teams. There was a lot of joy and a bit of a disappointment as well,
but it was followed by wishing for a better performance the next time. The aims of the lesson were achieved.
The parents saw their children in both the process of solving problems and performing artistically. The
problems chosen allowed the students to apply the knowledge in mathematics they had gained in 2nd
grade.

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Country: ITALY
Teacher: Arca Sepe
School: 1° Circolo Didattico "Raffaele Arfè", Somma Vesuviana
Subject: Mathematics
Date: 22/04/2013
Class: 3rd
grade
Age range: 8 years old
Period of time: January to March
Unit: Teaching and learning about fractions
Topic: Fraction as a division
Other subjects involved: through cross-connections: Geometry, Computer Science, Art
Lesson aims:
- to enhance the effectiveness of teaching, the teacher starts from the experience of the student to
reach the abstraction and symbolization of concepts and rules through sensory-perceptual activities
as well as graphics.
- to make activities interesting and motivating, pupils are stimulated and involved as much as
possible to make them Protagonists, emphasizing their problems, highlighting observations,
reflections, assumptions, errors.
Learning Objectives:
* understanding the relationship between fractions and natural numbers;
* identifying the fraction with a division;
* developing and revising intuitively the concept of fraction;
* distinguishing the various types of fractions and their properties;
* learning to apply the properties of the fractions to solve problematic situations;
Teaching aids:
- semi-structured and structured forms;
- book operating;
- teaching materials

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Introduction
Fractional fractions are introduced through real-world examples and stand out, then, the different types of
fractions by examining the relationship between fractions and rational numbers, and between sign and split
division sign.
Expected skills: to know the surroundings and work with them to describe everyday situations.
Activities
Constructing the trail relative to fractions taking into account all the basic steps:
* Analysis and observation of reality;
* Fraction as an operator;
* Comparison between fractional units and between fractions;
* Fractions applied to the figures;
* Fractional numbers;
* Search for the complementary fraction;
* Proper apparent improper fractions;
* Equivalent fractions;
* Decimal fractions;
* Problems with date expressed as a fraction;
* Reinforcement and extension activities
Assessment:
* Structured tests in written and oral form;
* Survey grid of knowledge and skills acquired: with opinions and views expressed in tenths.

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Country: POLAND
Teacher: Elżbieta Petrów
School: SP171 Warszawa, Poland
Subject: Mathematics (1) - (Video 3)
Date: 15th
October, 2012
Class: Year 6a
Number of pupils: 24 students
Time: 45 min
Topic: Polygons
Based on: Inscenizacje na lekcjach matematyki / Staging for Mathemathics Lesson / by Teresa Czerkańska,
wyd. Nowik, Opole 1999, ISBN 83-87631-08-6
Aims of the lesson:
- to practice names of polygons
- to classify polygons
- to define polygons
- to practice vocabulary connected with geometrical shapes
- to revise information about polygons
Materials: shapes made of coloured cardboard, ribbons or thread; photocopies of the text, p.22
Techniques: Drama - role play
This is the short play that students had to memorize and act. They speak mother tongue.
Post lesson reflection
The text was translated to let students find the meaning of new vocabulary and act again in English.
Stages of the lesson:
Stage 1. Divide students into groups of 8. Each group receives a set of shapes and photocopies of the text about
polygons and some other shapes. Students choose shapes and take the role of one shape.
Stage2. Students prepare how to show the characteristic features of the polygons and other shapes
Stage 3. Students play roles according to the text.
TEXT, translated

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Sq - SQUARE
R - RECTANGLE
T - TRIANGLE
C - CIRCLE
Ss - STUDENTS
F - FIGURES ALL TOGETHER
F: We are all one big family. We have many angles and the same number of sides and vertices.
You've already known we are called polygons.
POLYGONS, POLYGONS
and among them
– triangles, trigons
- quadrilaterals, quadrangles
- pentagons
- octagons
C: Important figures - polygons!
I AM the most interesting shape and the most brilliant. I do not have any sides or angles. But I have got a centre
instead. Do you know how to call me?
Ss: A circle!
Sq: The most interesting shape - a circle, ...? I am the most perfect shape, the most beautiful. I have all the sides
of the same length, all my angles are of the same measure, and to tell more they are all right angles! Do you
know who I am?
Ss: A square!
R: And me, I also have all my four angles right and I have four sides. Two sides are longer and two sides are
shorter. Pairs of these sides are equal and parallel. And I also have two diagonals. Who can tell my name?
Ss: A rectangle.
Sq: Oh, how is this rectangle bragging …? I have also got two diagonals.
R: But my diagonals are of the same length and they bisect each other.
Sq: My diagonals are also of the same length and bisect each other, and what is more, they intersect at the right
angle, so they are perpendicular and yours are not.
T: Silence, do not argue! I don't have any diagonals at all but I have got sides, angles and vertices, and I am a
polygon of the smallest number of sides. Do you know who I am?
Ss: Yes, you are a triangle!

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PART 2
T: I do not have diagonals but I have three altitudes and there is a whole family of us.
- an equilateral triangle
- a scalene triangle
- an isosceles triangle
- a right-angled triangle
- an acute triangle
- an obtuse triangle
R and Sq: There is also a big family of us: parallelogram, rhombus, trapezium, kite, trapezoid.
Quadrangles: We also have altitudes.
Parallelogram: I have two diagonals and two altitudes. My diagonals are of different length. They intersect in
the centre. Two shorter sides and two longer sides which are equal in pairs and parallel.
Rhombus: My diagonals are also of different length and also bisect but they intersect at the right angle.
Ss: Are they perpendicular as in a square?
Rhombus: Of course! And my sides are of the same length.
Ss: The same as in a square!
Rh: And they are parallel in pairs.
Parallelogram and Rhombus: We have got two acute angles which are equal and two obtuse angles, which are
equal too.
Trapezoids: We are also a small family.
- isosceles trapezium
- right trapezium
We have two diagonals each, we have got one altitude and two bases – upper and lower base, which are
parallel.
Kite: I have two diagonals they are perpendicular but they do not bisect and they are of different length. I have
two longer sides that are equal and two shorter sides which are equal too. I do not have any pair of parallel
sides.
Trapezoid: I do not have any parallel sides either. I do not have any sides equal but I have two diagonals and
two altitudes.
Quadrangles: But the sum of all interior angles in any quadrangle is 360º.
Triangles: And the sum of interior angles in each of the triangles is equal 180º.

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Country: POLAND
Teacher: Agnieszka Krysiak
Date: 21st January, 2013
Class: Year 1
Age range: 6-7 years old
Time: 45 min
Topic: Sets and Equations
Aims of the lesson:
- to know and properly uses signs „greater-than”, „less than”, „equal‟
- to create sets according to given features and estimate quantity of sets
- to separate a common part /intersection, meet, product/
- to identify data and unknown in a task
- to write a mathematic formula
- to compose and solve a text task
- to practise adding and subtracting in memory / 1-10 /
Materials:
A poem by A.Galica Balwankowa wyliczanka, shapes of snowmen, flashcards, skier, caps, scarves - to be taken
by students, rope, skipping ropes, 5 paper snowmen.
Techniques: explaining, demonstrating, drama,
Forms: individual and group work
Stage 1. Introduction - comparing sets
Teacher reads a poem which is a kind of mathematic task, students answer questions posed in the poem, create
sets of snowmen / with and without broomsticks, hats and pots, with and without letters, ... / count
corresponding sets and write signs "equal", "greater-than"
Stage 2. Drama games

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Teacher asks students to put on caps or hats and scarves to play snowmen. Next they have to go into a loop
teacher mage on the floor. One loop - ss with hats; another loop - ss with scarves.
Students compare sets - We are snowmen with caps and there are 8 of us, only 6 of you have got scarves. We
are a bigger set, our set is "greater-than" yours, ... Some have to choose. Students produce sentences: „If we
stand in the group with hats there will be ... of us. If we stand ....” Where can sit snowmen with a hat and a
scarf? They form 2 sets but they need an intersection which shows they belong to both sets. Students can form
other sets as snowmen and find intersection. Children create short mathematical tasks and respond with
appropriate action.
Stage 3. Buttons
Task for 5 students. Dear snowmen, you all have nose, hat, ... but no...? Buttons! How many buttons can you
have? It must be more than 5 and less than 9. Ss get flashcards and place them on the shapes of snowmen.
Stage 4.
Students create own mathematical problems to solve, write formulas, equations, and solutions. More problems
to solve given by the teacher, depending on abilities of children

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Country: ROMANIA
Teacher: Lenuţa Bloj
School: Şcoala Gimnazială “Ion Pop Reteganul” Sâncel
Date: 29.01.2013
Class: 4th
Age range: 6 to 10 years old
Time: 30 minutes
Topic: Educational Game “Parts of the day”
Lesson aims: acknowledging the parts of the day throughout specific activities according to the students‟ age;
reviewing the daily activities
Teaching methods: explaining, demonstrating, miming, game
Assessment: observation
Procedure:
Presentation
The teacher explains to students how the game is to be played and she also demonstrates for a better
understanding.
• The teacher says: „It is 4 / 7 / 10 … o‟clock”;
• Students are asked to mime the activities they undertake at that specific time (they sleep, they get up, they eat,
they‟re at school, they play, they do their homework);
• At a certain moment students get “frozen”;
• The teacher touches one of the students on his/her shoulder and that student has to tell the exact time, to
calculate the following “It‟s ….. o‟clock, calculate what time it was three hours earlier / what time it will be in
two hours‟ time” and that student picks another student who will show what he/she was doing at that particular
time.

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Practice
Following the teacher‟s explanations students play the game by themselves; the teacher helps whenever it is
needed.

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Country: ROMANIA
Teacher: Paul Puha
Date: 17.10.2012
Class: 2nd
Time: 50 minutes
Topic: Odd and even numbers from 0 to 20
Lesson aims: By the end of the lesson students will have:
1. Recognised the odd and even numbers from 0-20
2. Written down the odd and even numbers from 0-20
3. Grouped the odd and even numbers from 0-20
4. Consolidated their knowledge regarding the odd and even numbers from 0-20.
5. Used body language to express themselves
Teaching aids: notebooks, blackboard, human resources
Teaching methods: explanation, Total Physical Response song, miming, game.
Assessment: observation, the game
Procedure:
A. Lead - in
The teacher introduces the topic of the new lesson to the students, “Odd and even numbers from 0-20”,
reminding them what odd and even numbers are. Students are asked to sing the song “Şade raţa pe butoi” (“The
Duck is Sitting on the Barrel”). They can dance and sing at the same time.
B. Presentation
The teacher divides the class into two groups. The first group (A) is the group of odd numbers
(1,3,5,7,9,11,13,15,17,19) and the second group (B) is the group of even numbers (0,2,4,6,8,10,12,14,16,18,20).
Teacher presents the students the rules of the game, making sure everybody has understood them.

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C. Practice – The Game
One child from every group is invited in front of the class. One colleague from his/her group says a number
from 0 to 20 (even or odd, depending on which side he/she is). The child located in the front of the class needs
to show with his/her fingers the chosen number. Another child from every team must calculate the result of
increases and decreases obtained. Two observers from the opposing team verify the results. For each right
answer the team scores 5 points. The teacher keeps the score on the blackboard. The team with the most scored
points is the winner of the game.
The duck is sitting on the barrel
Counting by two‟s
1, 3, 5, 7, 9.
We eat eggs in the morning
To grow up,
To grow up.
***
Counting by two‟s
2, 4, 6, 8
The sweetbread is ready
But if we want to eat it
We have to wash our hands.
***
Quacking cheerfully
“Quack”, “quack”, “quack”
Watching the children,
And we are learning
How to behave.

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Country: TURKEY
Teacher: Beril Aslan
School: Bursa Hamitler Doğa College
Subject: Mathematics
Date: 24.07.12
Class: 5th
Time: 40 minutes
Unit: ARTS – Books are left in public places
Topic: Let’s draw the sketch of our classroom
Related School Subjects:
- Math: By using square, rectangle, triangle, and circles they will draw sketches
- Mother Language & Literature: Visual reading related to maps and sketches
Lesson aim: to be able to draw the sketches of our school and classroom
Key competences:
1. Mathematical Competence and Key Competences in Science and Technology
2. Communicative Competence in the Mother Tongue
Teaching aids: Crayons, A4 paper, craft paper, smart board, sketches, instruction envelopes
Teaching methods: 5 E Method, Brainstorming, (Jigsaw) Puzzle activity, Presentation, Question-Answer,
Group work
Procedure:
Introductory Information
What is a sketch?
A sketch is a roughly executed drawing of a building, site, etc. (the location of a building, a street or a
neighbourhood, etc.) by scaling their bird‟s eye view appearance back.
I. Introduction:
 The teacher begins by asking the question “What would your view be like if you were a bird and looked
down while flying?” and receives the students‟ answers.

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 The teacher then goes on to divide the students into groups of four and hands out envelopes (to each of
the groups) in which there are instructions with different colours. S/he tells the students that they will
reach a box by following the instructions in the envelopes and starts the game by saying “Now, reach the
boxes and see what is in.”
 Some examples of instructions in the envelopes (Instructions may vary depending on the school types):
Instruction 1: To which room does the first door on your left open when you leave the classroom?
Instruction 2: To which room does the first door on your right open when you leave the classroom?
Instruction 3: To which room does the door opposite the classroom door open?
II. Learning Process:
 The students who follow the instructions finally reach the box and write down the name of the
room/section of the school on the sheet to be found in the boxes. (The answers could also be put on the
doors)
 Each group places their own sections/rooms of the school in the (jigsaw) puzzle on the board and then
sketch of the school has been completed.
 Then the students, within their own groups, do brainstorming about the issues on the question cards.
 Sample question cards: What is a sketch? What is it for? When is it used?
 Pictures of Bursa Hamitler Doğa Schools (Pic 1) are displayed on the Smart Board for the students. The
difference between the pictures of these schools is asked as a question to the students and a
brainstorming is conducted. Following this, the groups are assigned to draw their sketches of these
schools taking into consideration the pictures.

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III.Conclusion:
Students individually draw the sketch of their dream schools.
Some examples:
IV.Reflection:
Reflection questions are used in order to determine the troublesome and enjoyable points / periods during the
class.
 What parts of the lesson proved troublesome?
 What parts of the lesson did you enjoy?
 What would the activities you would like to be changed if you joined the same class again?

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Country: UK
Teachers: Tracey Pearson, Jane Hanmer
School: Leighswood School, Walsall
Subject: Mathematics - (Video 7)
Date: 24.10.2012
Class: Y6 and Nursery
Age range: 3 - 11
Number of pupils: 5 - 30
Time: 1hr
Topic: Problem Solving
Lesson aim: finding strategies to solve a problem involving number
Teaching aids: frog hats, tabards
Teaching method: active learning
Class management: groups of s 6 to 8
Assessment: on-going
Stages:
Warm up – you are a frog sitting on a lily pad. How would you act? How can you move?
Activity – You are a frog sitting on a lily pad, you want to get to the river bank but the only way you can get
there is by jumping on the lily pads. There is one free but you have to work as a team to solve the problem.

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Rules
Start with TWO frogs.
Now try FOUR – you must always have an even number and remember the rules!
Now try with SIX frogs. How many moves does it take you?
Challenge – What is the least amount of moves for 6 frogs?

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5 Little speckled frogs
Lois plays the five speckled frogs game. “5 frogs” she
counts. We then sing the song together.
“5 little speckled frogs sat on a speckled log eating some
most delicious grubs, yum, yum, one jumped into a pool
where it was nice and cool now there are….”
“1, 2, 3, 4…..4” said Lois as she counted the
remaining frogs.
She continued playing the game each time singing the
song and counting the remaining frogs.
Following the game she chose to join the elephants up
into a circle.
“Look Mrs Hanmer, 1, 2, 3, 4, 5, 6, 7…..7 elephants”
PSRN 30-50m – Lois counted reliable up to seven
objects. She realised the number was getting smaller
as the frogs jumped into the pond demonstrating an
awareness of practical subtraction.

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TEACHING
SCIENCE
THROUGH DRAMA

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Country: BULGARIA
Teacher: Ivanka Kirova
Subject: Science - Geography (1) - (Video 8)
Date: 31.01.2013
Class: 3rd
grade, class “B”
Age Range: 9 years old
Time: 45 min
Unit: Man and Society
Topic: Water Wealth of Bulgaria
Lesson aims:
The students get acquainted with the water wealth of the country – rivers, lakes, the Black sea – and its
significance for the development of different economic activities.
Teaching aids: geographical maps of Bulgaria, illustrations in the student‟s books and the workbooks, posters,
presentation on the topic, dramatization of a song about the native country, the map of Bulgaria in the form of a
jigsaw puzzle, colour pencils, glue stick – for the team work, personal impressions of the children.
Teaching methods: team work, explanation, lecture, working with a map, applying painting, music and every-
day skills during the lesson.
Procedure:
1. To create the atmosphere for introduction to the topic we begin with a song about the beauty of our native
country and the children, while singing, show different geographical objects on the map, which are included in
the song /song „Where is Bulgaria?‟, lyrics by I.Vazov/.
2. We check the homework, discuss the exercises, and the difficulties the students have encountered while
doing it.
3. I examine the students in front of the board, the map, so that they tell about the mountains of Bulgaria, and
answer questions from the previous lesson.
4. Team work for checking the knowledge of the whole class before starting the new topic: every team has a
jigsaw puzzle/ depicting a map/, which they have to assemble;

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- then they have to colour the planes and the mountains
- to write their geographical names
- to write on their maps the names of the countries bordering Bulgaria.
On completing the task, the speakers of the team show what they have done, justifying their thesis. The posters
are laid aside, as at the end of the lesson the students will have a new task with them – to point the rivers, and
write their names.
5. Presentation on the water wealth of Bulgaria. The knowledge on the topic is presented in an interesting, easy
and accessible way, with a lot of pictures.
6. Working with the student‟s book and the work book, which helps strengthening the knowledge on the waters
in the country and the skills to characterise them.
7. Homework: making a table with data about the rivers in Bulgaria – place of spring, route, where it flows in.
Assessment: The lesson passed in a dynamic, creative atmosphere. The aims and the tasks of the lesson were
achieved. The students had the chance to work and demonstrate their knowledge, to present their opinions, to
work in teams, to discuss on some topics, and support their opinion with the right arguments. They gained
greater confidence working with maps, and learnt new terms. They felt confident in their knowledge.

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Country: BULGARIA
Teacher: Diana Chaneva
Subject: Science - Geography (2) - (Video 9)
Date: 05.03.2013
Class: 4th
C
Time: 11.45 – 12.25
Topic: The Bulgarian Black Sea Coast
Lesson aims:
- to get the students acquainted with the geographic situation and the most characteristic features of
nature, human activity and towns and villages on the Black Sea Coast
- to reveal the significance of the sea and the coast for the economic development of the region.
Teaching aids:
1. Maps of the Republic of Bulgaria – geographical and administrative
2.”100 Archaeological Sites of Bulgaria”
3. A Presentation on the topic.
4. An audio record of the sound of the sea, and the singing of sea birds
5. A quiz on the knowledge acquired through the presentation
6. Bulgarian national costumes and traditional pots
7. A set of hand-outs
8. The students‟ workbook for 4th
grade textbook in Man and Society
9. Students‟ reports on towns and villages from the region
Teaching methods:
Several methods were used, all of them suited to the age of the students, and the type of the topic: analysis of
illustrations in the students‟ books; working with the maps to define the location and the boundaries of different
geographic objects; description of the places visited, and the sights of the native town; acquiring of new terms
which are considered basic knowledge in geography and economics, as studied in 5th
grade; preparing a
scientific annotation on the flora and the fauna of the region.

38 | P a g e
Procedure:
The class consists of 20 students, all of which participated in the lesson. Before the lesson, the teacher prepared
the audio-visual materials, the lesson plan; the illustrations and the maps; the students chose their individual
tasks; the quiz was prepared. The students read some materials on the topic; prepared their annotations or
reports, according to their own choice.
Assessment: From the very beginning of the lesson, which started with the reports of the student on duty, till its
end, the students demonstrated their active and creative attitude. They worked with the student‟s books and the
workbooks, the maps, the atlases, and managed to locate all geographical objects. They looked for and
discovered the inter-relation between nature and human activity and learnt new things about the geography of
the region and its contribution to the European and the world culture – for example, the oldest man-made gold
treasure /4000 B.C./ found so far, which is exhibited in Varna Archaeological museum.

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Country: ITALY
Teacher: Francesco De Sena
Subject: Science - Ecology
Date: 10/04/2013
Class: 2nd
Time: 40 minutes
Topic: The flowers
Lesson aims:
- Gain the ability to observe, describe, and represent reality using specific disciplinary language
- Gain the tools to adequately manage knowledge
- Take an attitude of willingness to collaboration with others, to respect the rules and respect the
environment.
- Take and use the logical temporal and spatial relations in texts and relevant contexts starting from the
surrounding reality
Teaching aids: semi-structured and structured forms; book operating; teaching materials and of various kinds.
Teaching methods: explanation, conversation
Class management: individual and group work
Assessment: Structured tests in written and oral form; Survey grid of knowledge and skills acquired: with
judgments and estimates expressed in tenths.
Procedure:
The teacher presents the flower “Angiospermela” with the help of the LIM first, giving explanations written on
the board; during these explanations the teachers makes use of plant and flower samples; then individual
students can name the various parts of the flower. The result is a careful discussion with the students
participating actors and the teacher as facilitator of the new knowledge. The teacher involves all pupils in the
discussion, making observations and asking questions in order to clarify certain aspects. Next, students work in
groups achieving the capacity 'to rework the skills learnt.
Steps of the activity: 1. Observation, recognition and naming of the parts of the flower. 2. Observation of the
environment, the natural one and man-made one. 3. Reading. 4. Conversation. 5. Activities graphic -pictorial. 6.
Classifications.

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Country: POLAND
Teacher: Elzbieta Potyrało
Subject: Science – Nature (Video 10)
Date: 7th
May, 2013
Class: Year 4
Time: 45 min +
Topic: First Aid
Aims of the lesson:
- to practise knowledge gained on the subject of First Aid
- to increase students' consciousness of potential dangerous situations at school putting their life and health
at risk
- to introduce basic rules for first aid
- to help students take active roles in case of danger or emergency
Materials: first aid sets
Techniques: learning by doing, drama – problem solving, freeze frames, machines
Forms: individual and group work
Stage 1. Brainstorming
Teacher asks students to write on a blackboard different kinds of accidents they witnessed or heard about – they
have to take place at school
Stage 2. Drama - Freeze Frames
Teacher asks students in groups of 2, 3, 4 to choose one case / or draw one case / and present a dangerous
situation where one student is a victim. The rest of the students guess what happened. The students act what was
the key point of the accident. Then they freeze. The groups discuss what could be done to avoid the situation.
Questions to help students: How did you feel when you realized that something was going to happen? How did
you feel as victim of the accident? What did you think about the situation as a colleague of the victim? Was
anything that could prevent the accident?

41 | P a g e
Students act out the situation again with these new roles.
Stage 3. Drama – Freeze Frames Problem solving
Students come back to their groups and continue. Now the accidents happened. What do you need to help the
victim? Students in a small and big group try to help the victim. Students present it as freeze frame.
They may not find all they could do, but the action of taking responsibility for giving the first aid is the most
important. In fact you need to discuss who should ask for help an adult person, how to call the police or
ambulance, and others. They choose roles – what can I do
Stage 4. First aid kit
Students choose the proper equipment to rescue the victims. They use them in given situations.

42 | P a g e
Country: ROMANIA
Teacher: Anuţa Popa
Subject: Science – Biology (Video 11)
Date: 29.04.2013
Class: 7th
A
Time: 100 minutes
Topic: The Evolution of Animals: Vertebrates and Invertebrates
Lesson aims:
1. Understanding of the evolution within the animal world
2. Stimulating students‟ imagination
3. Stimulating students‟ ability to improvise
4. Learning through acting
Teaching aids: blackboard description
Teaching methods: acting out, improvisation, explanation, demonstration.
Class management: pair work
Assessment: systematic observation
Procedure:
Activity 1
The teacher presents and explains to students the stages of evolution within the animal world. After that the
teacher puts down on the blackboard an outline of this evolution.
Activity 2
The teacher divides students in pairs and each pair is given a different class of animals: sponges, coelenterates,
echinoderms, worms, molluscs, and arthropods. Each pair has to choose a representative of that class and
present it by acting out its characteristics and way of life. Students are given time to come up with an accurate
but still funny and entertaining description of the chosen animal. The teacher helps students when needed.
Activity 3
Each pair acts out the presentation of that certain animal. The teacher helps students when needed.

44 | P a g e
Country: ROMANIA
Teacher: Carmen Gabriş
Subject: Science - Chemistry (Video 12)
Date: 10.05.2012
Class: 7th
Time: 10 minutes
Topic: Types of Chemical Reactions
Lesson aims:
1. recognising different types of chemical reactions
2. writing down the formulas for the chemical reactions learnt
3. understanding how the chemical reactions form
4. being able to explain how the chemical reactions work
5. used body language to express themselves
6. improved their abilities regarding working in a team
Teaching aids: blackboard, human resources
Teaching methods: demonstration, role-playing, miming
Class management: group work, lockstep, individual work.
Procedure:
Activity
Students are divided into four groups representing the chemical reactions they have previously learnt:
combination, double displacement, substitution, chemical decomposition. Each group is asked to explain and
demonstrate by using elements of drama how these chemical reactions work. After each group present its
chemical reaction, the teacher asks the other students to guess what chemical reaction was presented. Then, one
member of the group will write down the formula for that chemical reaction.

46 | P a g e
Country: TURKEY
Teacher: Gülsevim Uysal
Subject: Science – Ecology (Video 13)
Target group: Primary School, Grades 1 – 4
Class: 1B
Time: 40 minutes
Unit: Citizenship and Responsibility
Topic: Recognizing bird sounds
Related School Subjects: Social studies: Considerate and aware citizen
Lesson aim: To make students aware about nature
Leaning objectives:
 To develop students‟ awareness of their surroundings.
 To give them the ability to distinguish between bird sounds.
 To be able to vocalise different bird sounds.
Materials and Resources: dough and bird seed to make bird feed, string to hang the bird feed (made by the
students), internet, interactive whiteboard.
Method: The Communicative Approach (Project to make Bird Food, Brainstorming, Demonstration, Authentic
Materials, Role Play, cooperative learning)
Assessment:
*The students had fun whilst learning.
*They were more protective of nature and their surroundings..
*They left with the knowledge of what bird makes what sound.
Description of a Lesson Plan Process:
Introduction:
 Engage students‟ interest
 Personalise the topic and set the scene
 Activate previous knowledge
 Capture students‟ interest and motivate them to learn

47 | P a g e
Learning process:
 Use strategies to actively involve students in the learning process
 Use a variety of media to illustrate concepts
 Ensure that the lesson flows easily and logically (from simple to more complex)
 Ensure the students are learning material that is meaningful and new
 Provide many opportunities for students to attempt the task
 Review and build on related material (connecting the new learning to the something they have already
know)
Conclusion:
 Summarize the lesson (referring back to the intended learning outcomes)
 Connect the lesson to real life and/or the next lesson
 Assess what students have learned
Evaluation:
 Determine whether or not the goals of the lesson have been reached.
 What parts of this lesson worked well? How might these parts be made even matter?
 What part of this lesson did not work? Why? Should these parts be altered, changed, or scrapped?
Reflection:
It is done after the lesson to define the effectiveness of their strategies used during the learning process through
reflection notes, self-assessment grids. It raises their awareness to define their strengths and weakness.

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Country: UK
Teacher: Jane Hanmer
Subject: Science – Environment (Video 14)
Date: 10.01.12 – 12.01.12
Class: Nursery
Time: 2hr
Topic: The Kite Runners
Lesson aim: exploring weather and the forces of wind
Learning objectives
- to demonstrate fine motor control and co-ordination
- to explore shape and space in 2D and 3D
- to choose appropriate objects and materials
- to construct and build purposefully
Teaching aids: a selection of natural materials, sticks, paper, card, string, masking-tape, scissors
Teaching method: active learning
Class management: N/A
Introduction
Has anybody ever flown up in the sky before? Have you got any ideas as to how we could get up into the sky
today at forest school and see out friends „the birds‟?
Activity
Introduce the idea of making a kite. What will we need to make a kite? Let‟s see what we can find in the
workshop. Get the children to collect to big and strong sticks to construct a T-bar shape using the letter „t‟ as a
reference to help the groups understanding when making. String or tape together the two sticks and attach
material to the sticks. Add any extra component parts as the children suggest.
Conclusion
Take the kites for a race around the forest school area.
Planning for the unique child: extend curiosity, support exploration, independence, self-esteem, value
organisation and team-work.

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TEACHING
HISTORY
THROUGH DRAMA

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Country: BULGARIA
Teacher: Aneta Dimova
Subject: History (Video 15)
Date: 23.02.2013
Class: 5th
A
Time: 45 min
Topic: Bulgarian spring folk tradition: “Baba Marta”
Type of lesson: extracurricular activity
Lesson aims:
The lesson aims at acquainting the students with the foundation and the development of the Bulgarian states,
starting from the proto-Bulgarian tribes, the only ones who created more than one state during the period of the
Middle Ages. They are the founders of the second kingdom, which appeared on the political map of Europe,
and continues to exist. The lesson also presents the origin, the development and the spreading of one of the
unique Bulgarian traditions – celebrating the coming spring by giving other people intertwined red and white
threads as a symbol of health and long life.
Teaching aids: Presentation on the history of the state, and the rites and traditions
Teaching methods: Recital with a music background
Procedure:
Ten girls from the class participated. The teacher prepared the presentation, then there were rehearsals with the
students; special costumes were used.
Assessment: This extracurricular teaching form was presented at the school celebration in the eve of 1st
March
– Baba Marta‟s Day, and also in the eve of the national holiday of Bulgaria, which is on the third of March.
The performance was followed by the traditional school Bulgarian and Maths competition, in which students
from different schools and nursery school take place.

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Country: ITALY
Teacher: Maria Miranda
Date: 10/04/2013
Class: 5th
Topic: Ethno - historical Traditions
Related subjects: art, Italian, music
Lesson aims: Observation, recognition and naming of musical instruments and ritualistic dances typical of the
area
Learning objectives:
- Acquiring the ability to observe, describe, represent reality through the historical knowledge of its
territory
- Acquiring the tools to manage adequately the historical knowledge through the study of local traditions
and cultural characteristics of Somma V.
- Take attitudes of willingness to understand the historical sources and traditional musical instruments
Expected skills: Knowing how to recognize and investigate some historical and cultural aspects of the area
Submission
The lesson on history of traditions intends to observe the most important festival 'Festival of Lucerne'. The aim
is to rediscover the traditions of Somma Vesuvius and focus on dance, music and body language, voice,
instruments of past and present. Therefore, the purpose is to pass on the knowledge of traditional music and of
the 'ballads' typical of these places. In fact, it leads to the rediscovery of the 'natural' music that is in each of us,
as well as primitive, with no inhibitions. Thus, the lesson focuses on the search of the sounds and their rhythmic
pattern.
Activities:
1. Observation of environmental change and group discussion on the preservation of some traditions.
2. Readings on pagan and Sommese Christian history.

52 | P a g e
3. Watching videos regarding the costumes and traditional musical instruments.
4. Use of some typical tools.
Teaching methods:
- presentation of the topics with explanations and with the help of LIM;
- use of audio-visual material
- individual work;
- group work, expressive paths aimed at achieving the capacity 'to rework the skills learned‟;
- research work on historical sources to perform, at home and at school.
Tools:
 cards structured and semi-structured;
 audio-visual material;
 teaching materials and traditional musical instruments.
Assessment:
 structured tests in written and oral form;
 survey grid of knowledge and skills acquired.
 students will perform a short theatrical performance with costumes and traditional balls

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Country: POLAND
Teacher: Renata Wnukowska
Date: 23rd
March, 2012
Class: Year 5A
Time: 45 min + 45 min
Topic: Greek Gods
Aims of the lesson:
 To introduce ancient Greek history
 To learn myths of ancient Greece
 To learn about Greek Gods
 To discuss characters of Gods and their values and compare with present philosophy
 To learn about historical sources such as literature, ceramic, sculpture
Materials: The Myth of Eris and the Gold Apple
Techniques: Drama, Freeze Frame
Lesson 2
Stage 1.
Students name Greek gods and some myths connected with them.
Stage2.
A group of students who volunteered to perform show their version of The Myth of Eris and the Gold Apple.
Stage 3.
Students show the myth again and teacher stops the show at some points to discuss the characters and
motivation for their actions. Students answer questions.
Stage 4. Homework.
Choose one of known Greek sculptures and answer what they tell about the life of Greeks.

54 | P a g e
Country: ROMANIA
Date: 29.11.2012
Class: 4th
Age range: 9 - 11 years old
Time: 30 minutes
Topic: The Great Union of 1918
Lesson aims:
1. raising awareness of the significance of the Great Union of 1918 through acting
2. practice the knowledge previously acquired
3. enrich their vocabulary
4. improve their speaking skills
5. used body language to express themselves
6. improve their abilities regarding working in a team
Teaching aids: hand-outs, flags, script.
Teaching methods: role-playing.
Procedure:
Lead-in
The teacher asks students to tell what they know about the significance of the 1st
of December for Romanians.
Presentation
The teacher tells students the facts that led to the Great Union of 1918 and lets them know that they‟re going to
act out the unification of the country.
Practice
Students are given the script; the teacher chooses the students that will act out and helps them read the script
and explains what is unfamiliar and unclear.

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Production
The students act out the short play while their colleagues watch it attentively.
Feedback
After the play ends, the teacher asks questions in order to make sure that students fully understood the
significance of the 1st
of December and what happened in 1918.
SCRIPT:
“First of December, 1918”
~ Teaching History through Drama~
NARRATOR:
Once upon a time, a mother who had many daughters, lived around here. She had given them
lovely names, resembling nature and its beauties, forests, mountains and rivers: Transylvania, Moldova,
Bucovina, Wallachia, Dobrogea and Basarabia. But, once in a while, foreigners wondered their land and
they started to kidnap her daughters. Mother grieved each of her daughters but she had never cried nor
did she let herself fall. She stood high as an oak. She fought hard to find her girls and bring them home.
WALLACHIA:
„Who else is prettier than me among all God‟s countries on this Earth? Who else adorns herself
with the most beautiful flowers in summer, with the richest crops in autumn? Who else bears the Capital
within? For thousands of years I have been dreaming of clear rivers and sparkling places that have
witnessed long sufferings. I hope you have guessed! I am WALLACHIA!
MOLDOVA:
„I‟m wondering, who has had such a stormy destiny as mine? What race has stood high and
strong afore so much hardship? What would have this land accomplished if things had been brighter?
Coming from an area of such beauty, having such a glorious history, how can you not stand high and say
proudly: I‟m MOLDOVA!”
TRANSYLVANIA:
„On the highest peak of the Carpathians, there lies a fair and blessed country but unknown to
others. A girdle of mountains surrounds all this country just as walls close in a citadel; within this girdle
there lie rows of hills – high and beautiful, dense forests, burnt plains, steep rocks and incomparable
treasures. This is TRANSYLVANIA!”
DOBROGEA:
“I‟m the smallest of all countries, the one where the three everlasting flowers spread their bodies
towards the Black Sea. Have you guessed who I am? I‟m DOBROGEA, the land that stretches from the
Danube to the Black Sea.

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The other countries (BUCOVINA and BASARABIA):
“We are your sisters, too! Don‟t leave us! We want to always be with you! You‟ve guessed! We
are BASARABIA and BUCOVINA!
NARRATOR:
Therefore, poor mother, fighting incessantly, managed to bring her daughters home again,
uniting them around her like a majestic tree. And when she felt them close, she was as happy as anyone
can be … then, suddenly she became young again because the UNION gave her power and the thirst for
justice and freedom made her immortal.
ALL COUNTRIES:
“Long live Romania!
Together for eternity!”

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Country: TURKEY
Teacher: Tuna Solmaz
Subject: History
Date: 24.07.12
Target group: Secondary School, Grades 5 – 8
Class: 7C
Time: 40 minutes
Unit: Establishment of Government in Ottoman Empire
Topic: The organisation of government in Ottoman Empire
- History: Ancient Greek
- Turkish Literature: Myths and their meanings
- Geography: Geographical layout of Ancient Greece
Lesson aim: to make students aware about the organisation of government in Ottoman Empire
 To develop students‟ awareness of the organisation of government in Ottoman Empire.
 understand the basic structures and functions of Ottoman Empire
 To role-play being a grand vizier, marksman, the chief religious official, the chief of Janissary and
admiral
 To give them the opportunity to make a speech as if they are the one of the characters from the
organisation of government in Ottoman Empire.
Teaching aids: Internet and smart board (for instruction and guidance), course book, maps
Teaching methods: Brainstorming, Demonstration, Ask-Answer Questions, Role Play, Cooperative learning,
Discussion
Assessment:
* The students learned the organisation of government in Ottoman Empire by treating like the members of the
government.
* They were able to talk about responsibilities of the members of the government in Ottoman Empire.

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* They were capable of conveying this knowledge during role play.
Introduction:
 Show the students why and how they can use this in real life
Learning process:
 Review and build on related material (connecting the new learning to something that they already
know)
Conclusion:
Evaluation:
Reflection:

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Country: UK
Teacher: Tracey Pearson
Date: 24.02.12
Class: Y6
Age range: 7 - 11
Time: 1hr
Topic: Macbeth – The King of Scotland – Upon the battle field
Lesson aim: exploring Shakespearian text through the eyes of the characters
Teaching aids: large space, RSC Macbeth text
Teaching method: RSC technique „do it on your feet‟
Procedure
Warm-up
 Boal Handshakes
The children greet all the other members of the groups keeping eye contact with one other person at all times.
 As ifs
The children greet each other in different given circumstances, reflecting on the ways in which our speech and
body language change according to context
 Make Me A
Working in small groups, the children are asked to make a straight-line, a circle, a King and his subjects, a
family, best friends celebrating.
 Pairs work
The children are asked to make statues of 2 friends sharing a secret / 2 friends who don‟t trust each other.
Main Activity -Introducing the story and characters
Creating the battle - Whole Group
 The players are asked to walk around the room and make a frozen shape on the beat of the drum, either a
high, middle or low shape

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 Players form pairs and name themselves A and B. B leads. On the beat of the drum B makes a shape, A
responds with a shape in a different dynamic; IF B makes a high shape; A must make a middle or low
shape.
Introduce Context
We are going to tell a story today which starts with a great battle between Scotland and Norway. A is a soldier
for Scotland and B s a soldier for Norway, They are sworn enemies. What is their attitude towards each other,
how do they feel about each other?
 Run through the sequence, make direct eye contact where possible, make sounds to go with each move
 Perform battle, each move will be cued by the leader‟s drum
Narrative
“The great armies of Scotland and Norway were ready on the barren heath. The wind whistled across the empty
space between them. A moment of dreadful silence fell as they waited for the battle cry, tensed, holding their
breath, ready. Then, King Duncan of Scotland let out a great roar and…” (After the last move, the narrator
continues the story) “As the smoke of battle clears, the soldiers, exhausted, started to look slowly across the
heath. All across the battlefield, they swathe injured and dying, friends and enemies alike bleeding onto the cold
earth. They felt the icy wind blow through them, as they took in the scene. They could see, and her and smell
and feel the aftermath of battle.”
Imagining the context
The teacher talks with the players and asks them to imagine what the soldiers can see, hear, small and feel.
Narrative - “Scotland was victorious. They had fought fiercely, and none more so than a young lord called
Macbeth, and his friends Banquo.”
Create Sculptures
Two volunteers are sculpted by the group as Macbeth and Banquo leaving the battlefield. Another volunteer is
added as King Duncan; other volunteers are given a line ach from the play expressing an opinion about
Macbeth, and asked to join the images..
Plenary – Reflection
How would the rest of players describe Macbeth at the opening of our story? What sort of man is he? How
would you describe the friendship between Macbeth and Banquo.
Background reading
http://www.britroyals.com/scots.asp?id=macbeth
http://www.kingmacbeth.com/index.htm
Adapted from the RSC „Stand up for Shakespeare - Do Shakespeare on your feet, See it live, Start it earlier‟

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TEACHING
ART
THROUGH DRAMA

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Country: ITALY
Teachers: Maria Miranda, Grazia Lieto
Subject: Art (Video 20)
Date: 06/05/2013
Class: 5th
Number of pupils: 19:16 two groups of students of classes 5 primary school level
Period of time: April to May
Topic: A.mare R.ispettare T.utelare E.sprimere (love, respect, protection, expression)
Related subjects: computer science, history, Italian
Lesson aims: rediscovering the art through the history of the Italian Renaissance.
 be able to understand the relationship between the history of the Italian Renaissance and its artistic
productions;
 identify some authors of the time, the meaning and technique of some of the paintings and sculptural;
 develop some objects and paintings inspired by the art forms studied;
 be able to distinguish the different kinds of architecture and monuments observed in their city;
 learn to respect and protect the artistic and cultural heritage by promoting initiatives to encourage the
preservation.
Submission
The lesson plan is aimed at the acquisition of the love for art and the artistic heritage of our country. To enhance
the effectiveness of teaching, the teacher parts from the experience of the student, including through educational
visits, to reach the abstraction and symbolization through sensory-perceptual activities as well as manipulative
and graphics. To make the activities interesting and motivating, pupils are stimulated and involved as much as
possible to make them protagonists, knowing the history of museums, monuments, and directly observing the
great works of art.
Expected skills: Knowing the Naples Renaissance and producing simple works by stimulating maximum
creativity and aesthetic taste.

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Activities
- Construction of the trail relative to the historical period, to watching movies on conducted guided tours.
- Analysis and observation of the historical reality of the Renaissance and the works of various artists.
- Drawing, painting, decoupage, mosaic.
Teaching methods:
 Presentation with explanations, watching movies, and photos;
 Group work and individual;
 Discussions and research of artistic styles, to 'create' your own;
 Processing of job boards and study carried out by individual pupils
Tools:
*semi-structured and structured forms;
*photos, videos, books;
*teaching materials
Assessment:
• structured tests in written and oral form;
• the creation of posters and paintings using
• the knowledge and skills acquired: with opinions and views expressed in tenths.
At the end of the course an exhibition of artefacts is planned.

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Country: POLAND
Teacher: Grażyna Tucholska
Subject: Art (Video 21)
Date: 7th
May, 2013
Class: Year 4
Time: 45 min each group
Topic: Caryatides and Telamones
Aims of the lesson:
- to introduce architecture as a branch of Art
- to learn vocabulary connected with columns:
- to know some basic types of ancient column – Egyptian, Greek, …
- to see the human body as decorative element of construction in architecture
- to plan, distribute tasks and work in a group
Materials: a few pieces of white cloth or bed sheets, presentation about caryatides and telamones
Techniques: learning by doing, drama - freeze frames
Forms: group work
Stage 1. Introduction
T. asks students about the myths and inquires if they know anything about Atlas. If needed T reads or tells the
story of the girls from Karyai, who were taken as slaves and had to carry heavy things, and the story of Atlas,
who held up the celestial sphere. Why they became models for the columns?
Stage 2.
Teacher presents slideshow about catyatides and telamones. There are many examples of ancient sculptures but
also some modern architectonic solutions. We discuss the uses of caryatides and telamones in architecture.
Stage 3. Drama – Freeze Frames
Students are in groups and compose an entrance to a building with a beam above the set of caryatides or
telamones. They can use some fabrics to change the clothing style.

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Stage 4. Problem solving
Student revise their ideas, they need to decide on poses, symmetry, vertical and horizontal lines, construction.
Students come and make changes in the sculptures.
Stage 5. Final
Students pose for the pictures and watch the picture show.

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Country: ROMANIA
Subject: Art (1) - (Video 22)
Date: 27.11.2012
Class: 4th
Time: 30 minutes
Topic: Emotions
Lesson aims:
1. practicing symbolic or indirect communication through drawing an emotion
2. identifying the colours that express a certain emotion
3. practiced the knowledge previously acquired
4. use body language to express themselves
Teaching aids: sheets of paper, pencils, coloured pencils, water colours, blackboard.
Teaching methods: demonstration, miming
Class management: lockstep, individual work
Procedure:
Lead-in
Teacher starts the lesson by discussing about various emotions (anxiety, frustration, anger, loneliness, fear, awe)
with the students. The teacher asks the students to come up with a word that best describes their feelings for the
day. She tells them to close their eyes and imagine how the emotion looks like: “What colour does it have?”,
“What shape?”
Presentation
Then, the teacher draws some ovals on the blackboard and with the help of students, she represents various
emotions. Students are asked to mime each emotion. Optional - The teacher presents pictures from magazines
that express various feelings while students are asked to identify them.

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Practice
Every student is asked to symbolically draw his/her emotion and to select 2 or 3 colours to best describe that
emotion.
Production
Each student presents his/her drawing to the other colleagues and explains why he/she has chosen that particular
emotion.

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Country: ROMANIA
Teacher: Paul Puha
Date: 04.02.2013
Class: 2nd
Time: 25 minutes
Topic: Emotions
Lesson aims: By the end of the lesson students will have:
6. Recognised different types of emotions
7. Enriched their vocabulary regarding emotions
8. Used body language to express themselves
9. Improved their abilities regarding working in a team
Teaching aids: paper, pencils, coloured pencils, song, blackboard, a bowl with slips of paper
Teaching methods: explanation, miming
Class management: pair work
Procedure
Lead-in
We start the lesson by singing a song about primary emotions (joy, sadness, wonder, fear, love, shame). After
we sing this song, we will identify the emotions expressed by the song lyrics.
Activity
I will write the emotions expressed by the song on some slips of paper and I‟ll ask the students to work in pairs.
Each pair will extract a slip of paper out of the bowl. Each pair needs to draw the emotion written down in
approximately 5 minutes. In the end we will organize a small exhibition with their works.
The Emotions Song
1. 1. I‟ll sing to you now, my children
A beautiful song,
About the feelings of a child

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Chorus:
Tra, la,la, la, la, la,
La, la, la, la.
2. When he is happy like a guitar.
He smiles beautifully.
If he‟s upset by something
He sits with the corner of his mouth down.
Chorus
3. If you bring him something new
He wonders immediately.
And if he is in danger
He‟s shaking with fear.
Chorus
4. When he sees his mother
He shows her that he loves her,
But his friends don't see him
Because he is ashamed of this.
Chorus
5. This is, my children, the story
Of emotions
Living in the heart
Of every child.
Chorus

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Country: SLOVAKIA
Teacher: Eva Hudecová
Date: 7th
of May 2013
Class: Drama Class, Group “E”
Number of pupils: 8
Time: 45 minutes
Topic: “Stress map”
Lesson aim: awareness of how the body develops stress and finding ways to influence him
Teaching aids: large paper, scissors, coloured pencil-box, tape
Teaching methods:
- Problem as an incentive- teacher catches the attention of students and then explains the aim of the
lesson.
- Motivational interviewing- teacher leads discussion with students about problems that cause stress into
our lives, and then teacher activates their knowledge, their own experiences.
- Update the content of the curriculum- teacher approaches the subject matter with examples from life,
with things students are interested in and allows them to add ideas to the curriculum content
- Teacher uses IAOSM:
Imagination – lessons should not resemble each other, they should be fun, enriched with discussions,
games
Award – use praise, encouragement, objective evaluation
Objectives, aims – to be achievable for students, pre-determined, motivating
Success – ensure decent working conditions to match all students-differentiated-enabled pupils to
experience a sense of achievement
and Meaning – students have to know what and why they learn
- Methods mediated knowledge transfer – demonstration – analysis – speaking

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Country: SLOVAKIA
Teacher: Eva Hudecová
Date: 7th
of May 2013
Class: Drama Class, group “B-1”
Number of pupils: 4
Time: 45 minutes
Topic: “Mask and Me”
Lesson aim:
- creating masks as a reflection of awareness of new possibilities
- creating a new imaginary character
Teaching aids: paper, scissors, coloured pencils-box, toothpick, tape
Teaching methods:
- Synthesis: from parts to whole
- Teacher uses IAOSM:
Imagination – lessons should not resemble each other, they should be fun, enriched with discussions, games
Award – use praise, encouragement, objective evaluation
Objectives, aims – to be achievable for students, pre-determined, motivating
Success – ensure decent working conditions to match all students-differentiated-enable pupils to experience a
sense of achievement
and Meaning – students have to know what and why they learn
- praise, encouragement and criticism slower- hard-working students should be commended for even
small things, partial success, to encourage them to further work. As with praise, criticism should be also
handled with caution, otherwise it loses their incentive effect. Thus, criticism should be constructive and
positive, so that the pupils know what they did not do right.
- Storytelling: teacher uses it when curriculum is challenging. It is focused on ideas, feelings and
imagination of students.

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- Dramatization: the effect on children's perception; it evokes an emotional relationship of children to the
following lessons.

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Country: TURKEY
Teacher: Serap Yakut
Subject: Art
Date: 24.07.12
Class: 6A
Time: 40 minutes
Unit: Learning about Greek Mythology
Topic: Olympian gods and goddesses
- History: Ancient Greek
- Turkish Literature: Myths and their meanings
- Geography: Geographical layout of Ancient Greece
Lesson aim: to make students aware about Greek mythology
 to develop students‟ awareness of Greek mythology.
 to role-play being a Greek god or Greek goddess.
 to give them the opportunity to create costumes and accessories for their chosen character.
Teaching aids: Fabric to make costumes and art supplies for necessary accessories, made by students,
Internet and smart board (for instruction and guidance)
Teaching methods: Brainstorming, Demonstration, Authentic Materials, Role Play and cooperative learning
Assessment:
*The students had fun whilst learning.
*They were able to identify and name key features and characteristics of numerous gods and goddesses.
*They were capable of conveying this knowledge during role play.
Introduction:

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Learning process:
 Review and build on related material (connecting the new learning to something that they already know)
Conclusion
Evaluation:
Reflection:

76 | P a g e
Country: UK
Teachers: Tracey Pearson, Jane Hanmer
Subject: Art / Music (Video 26)
Date: 24.07.12
Class: Y6 and Nursery
Age range: 3 - 11
Time: 1hr
Topic: Jackson Pollock Style - Paint with feeling
Lesson aims:
- finding out about Jackson Pollock
- painting in the style of him
- exploring music through art
Teaching aids: Power point, pieces of art, paint, large paper, material or canvas or recycle clothing. A variety
of musical genres, CD player
Teaching method: Active learning
Procedure:
Listen to piece of music and paint according to feelings it provokes in the style of Jackson Pollock.
Could paint onto items of clothing, paper, newspaper, material.
https://sites.google.com/site/tombowersites/jackson-poll

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TEACHING
MUSIC / DANCE
THROUGH DRAMA

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Country: BULGARIA
Teacher: Veska Krasteva
Subject: Music (Video 27)
Date: 28.01.2013
Class: 2nd
“B”
Age Range: 8-9 years old
Time: 35 min
Topic: Lazaruvane –a Bulgarian spring tradition
Lesson aims:
- to acquaint the students with, and to contribute to the preservation of ancient Bulgarian rites and
traditions
- to demonstrate characteristic elements and moments of the celebration
Teaching aims: Lazarki costumes, authentic music, children‟s musical instruments, a slide-show of pictures
showing the rites and the rituals
Teaching methods: a lecture; dramatization of the holiday; choir singing; folk dances; defining the type of the
songs , their rhythm and other characteristics; watching a recording of real Lazarki performance.
Procedure
All the pupils participated – they danced, sang the song „March‟by V.Paskaleva and the folk song „Dena”. The
girls and two of the boys demonstrated the rites typical for this celebration. The pupils were very active and
motivated. They did everything with enthusiasm. Three of them played some musical instruments.
Assessment: The aims of the lesson were achieved.

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Country: BULGARIA
Teacher: Vanya Mavrova
School: „Luyben Karavelov” Primary School, Bourgas
Subject: Dance (Video 28)
Date: 08.03.2013
Class: 1 “B” class
Time: 35 min
Topic: Dances from the Northern ethnographic region. Wallachian Dance
Learning objectives: to introduce to the students the characteristics of the dances from the northern region, and
the Wallachian dance in particular.
Basic terms: basic movements, step, hop, bend, svishtovka,
Supporting teaching materials: accompaniment by accordion and audio recording of a folk song
Methods of teaching: teamwork, explanation, playing in pairs, staging a final combination
Range of the class activities:
1. For creating atmosphere we start with a bow. The pupils are in rows. The girls bow, then the boys;
2. Exercise on the rail – the students hold the rail with both their hands first, then with their one hand.
3. Exercise in the middle - the students are in rows. We dance around the circle. We revise different
positions of the legs /6/ and of the hands in the Bulgarian folklore dances / 8/
4. Dancing Pravo Thracian horo - 2/4 counted as 2 triplets 3+3, dancers hold their hands that are bent in
the elbows. Rachenitsa- 7/8 tact rate, the hands are in Position I.
5. Folklore steps from the northern region in 2/4 tact rate - girls and boys dance.
6. After training all the moves and combinations we move to the ensemble performance of Wallachian
dance. The dance is based on a joke between a boy and a girl, and the movements are characteristic of
this ethnographic field. The boy asks the girl for a dance. The girl refuses. The boy does not give up
and surprises the girl by giving her a candy which is in the form of a sugar rooster. The girl is touched
by the gift and starts dancing with the boy. The lesson ends with a bow.
Evaluation of the lesson and assessing the students: The lesson was held in a dynamic and creative
atmosphere. The basic tasks and objectives were achieved – to finalize the Wallachian dance. The students
participated eagerly and mastered different moves.

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Country: ITALY
Teacher: Guglielmo Paolina
Subject: Music
Date: 18/04/2013
Class: 4th
grade, class A
Time: 5 hours
Topic: Listening, reading, analysis of poems about spring
Subtopic: Apply knowledge of expression in different contexts
Lesson aims:
 Listening to the sonnet "Spring" by Vivaldi
 Transforming the baroque language in the contemporary one
 Transforming the poetic text into a song
 Listening to the concert "Spring" by Vivaldi
 Analysing musical scores, instruments, rhythms, symbols
 Moving freely to the music
 Transforming the feelings into words
 Explain the message sent by the music of Vivaldi
Education: collective work and in small groups; peer teaching
Development: enriching the lexicon, getting accustomed to new literary styles, favouring the approach to
classical music, developing students‟ creativity.
Activities
- Reading of the teacher and the students then chose the sonnet
- Identification of an unfamiliar word and discovering their meaning
- Transformation of the sonnet in a text
- Listening to the concert
- Identification of musical instruments and their symbolism

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- Identification of musical tempos and corresponding meaning
- Develop the corporeal mime and on the notes of the concert
- Interpretation and personal analysis in graphical form
- Implementation of a program of synthesis
Process of teaching
 The student body is disposed in the listening position while the teacher reads the sonnet.
 Follow: conversation, discussion, personal comments, collective work to transform the sonnet in a
modern text and more understandable in the message.
 Comparison of personal opinions with moderation and guidance from the teacher.
 The pupils have to listen to the concert and identify the tools, the time, the symbolic meanings of the
tools. They identify the relationship tool-rhythm-symbol and build the scene. Through creativity they
illustrate the received message driven by the background music. They give free interpretation to the
music.
Check:
• Preparation of cards with true / false
• Individual Texts
• Conversations

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Country: POLAND
Teacher: Katarzyna Grodecka
Subject: Music
Date: 11th
June, 2013
Class: Year 5
Time: 45 min
Topic: SOBÓTKA
Aims of the lesson:
- to introduce traditional festival 23rd -
24th
June, St. John's Eve
- to invent dance to the chosen music
- to learn about folk culture and music
- to prepare a performance with dance and costumes
- to present the performance to the school community as a group
Materials: for the lesson: music pieces, information about festival; for the performance: herbs, grass, flowers
and linden twigs for wreaths, clothes for the dance
Techniques: learning by doing, drama – collective role
Forms: group work
Stage 1. Introduction - T. asks students to read some prepared information about the traditions of celebrating
“sobótka” and write typical elements of this celebration on the board. T explains the roots of the festival.
Stage 2. - Teacher presents the popular folk song “Lipeńka” / Little Linden and a modern piece Night wish -
Amaranth (Instrumental). Students discuss the topic and connection with the music, they work in two groups
Stage 3. Drama – collective role - Students listen to the music and all try to express themselves through dance.
After 5 minutes, teacher asks to repeat one by one some interesting movements they found. Students choose
what they like best and design a sequence of movements to make a kind of dance. The second group makes the
same with the second piece of music.
Stage 4. Designing clothes and props - Students decide on the clothes and the props they would need.
Stage 5. Practice for the performance – during another lesson.

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Country: ROMANIA
Teacher: Mirela Petruţ
Date: 26.11.2012
Class: 4th
Time: 10 minutes
Topic: Body Percussion
Lesson aims:
10. energize students
11. introduce body percussion to students
12. use body language to express themselves
Teaching methods: explanation, demonstration, song.
Procedure:
Presentation
The teacher explains students that they are going to use different parts of their body to create rhythm and music
and pretend they are an orchestra:
 Move your head to the left and then to the right saying “boing, boing”
 Put your hands up and down saying “boing, boing”
 Press your nostrils, one by one, saying “honk, honk”
 Pull your left ear and then your right ear, saying “ding, dong”
 Clap your hands, saying “clap, clap”
 Tap your knees, saying “tap, tap”
 Move your bottom, saying “wiggle, wiggle”
Practice
Students practice the actions together with their teacher and then by themselves.

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Country: SLOVAKIA
Teacher: Lucia Barátová
Subject: Dance (Video 30)
Date: 16th
of April 2013
Number of pupils: 6
Time: 45 minutes
Topic: Using the creative drama for dance exercises
Lesson aim:
- developments of movement skills
- strengthening of the muscles,
- developing students‟ imagination,
- creating a fun and happy atmosphere
Teaching aids: gymnastic carpet, shoes, bottles which representing trees, music, CD player
Teaching methods: explanation, showing
Class management: individual work, group work
Warm-up exercises

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Crown on the head
Dangerous cats
Cat’s claws Two spiders go for a walk
Sunrise

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Country: TURKEY
Teacher: Tuğuba Gürakın
Class: Middle school
Time: 40 minutes
Topic: Speed, loudness and knowing about a famous musician
Related School Subjects: Drama
Lesson aim: dramatic movements through music speed and loudness
 To develop students‟ awareness of various music rhythms.
 To give them the ability to dramatize some movements according to the speed of music.
 To improve their recognition of the distinguishable dramatic and musical movements.
 Knowing famous musician - Paul McCartney and knowing about his participation in music during
1960s.
Teaching aids: Books, notebooks, flashcards, smart board, board marker, music recordings, computer accessed
to internet
Teaching methods: Role play, dramatization, interactive learning, establishing co-operative and motivated
team work and searching Paul McCartney‟s life.
Introduction:
 Personalize the topic and set the scene

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Learning process:
 Review and build on related material (connecting the new learning to the something they have already
know)
Conclusion:
Evaluation:
Reflection:

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TEACHING
LANGUAGES
THROUGH DRAMA

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Country: BULGARIA
Teacher: Lidiya Ivanova
Subject: Languages - Bulgarian (1) - (Video 32)
Date: November 2011
Class: 4th
Time: 35 min
Topic: Vintagers
Lesson aims:
 by aesthetically recreating the literary work to assist in for improving student orientation in the plot and
main idea disclosure of material input;
 by speech, dance and song - exhibition of the Bulgarian traditions when dealing with vineyard;
 educating respect for the others
Teaching methods:
1. The text is learned by students.
2. Recreating of feelings of animals and people;
3. By improvisations of dance with song the students recreate stages in the processing of the tying of vines;
- packing;
- picking up the grapes;
- provoking associative thinking of the students.
Procedure:
1. It is spring and people tie up the vineyards. The lazy blackbird is making its nest.
2. Breaking ground of the vineyards. The blackbird is laying the eggs.
3. All are gathering the grapes. The blackbird comes first in the vineyard with its babies and is carrying the
biggest basket.
Conclusions:
1. Only those who broke ground of the vineyards they will eat grapes.
2. Those who don‟t work in the spring they won‟t have what to eat in the winter.

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Task:
Give an example of Bulgarian proverbs connected to the topic of laziness and labour.

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