Sculpting and still image

Purpose

Drama strategies enable students to explore and question texts. Through enactment they see things from different perspectives and gain insight into someone else’s reality. Students can then actively engage with the themes and issues which emerge. In the following drama strategies, students position their bodies to imagine a character’s feelings in a particular situation. This assists them to unpack implicit meanings, or even gaps in a text or image, through body language.

Teaching points

Sculpting: one student is the ‘thinking clay’ and a second student is the sculptor. The ‘thinking clay’ student is positioned and takes on expressions as directed by their sculptor.

Still image: a group of students depicts a still scene or a moment. They first discuss and plan their positions relative to one another.

Application

These strategies can be used to bring to life a character or event in a story that students are reading. Through their choice of facial expression, body gesture and position, students not only come to an understanding of the author’s meanings, but express it through their own bodies. The way in which they engage with the character’s feelings will be influenced by their own experience, and this connection will make the story very real for them. With this heightened awareness, students can explore the physical and emotional nuances of a scene or character. The use of non-linguistic expression can be particularly useful for students who find it harder to express themselves through words.

Follow-up

After performing their sculpture or still image, groups should discuss their work with the class. They should justify their decisions by referring back to the text. The whole class could draw a sketch of the tableau, and add speech bubbles to show what the characters were thinking.

More information
PEN 116: Hertzberg, M & Ewing, R. Developing our imagination: Enactment and critical literacy. Primary English Teaching Association, Newtown