©2014 California Department of Education (CDE) with the WestEd Center for Child & Family Studies,...

©2014 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). (06/2014)

Life is a Story: Dramatic Art Life is a Story: Dramatic Art California's Preschool Learning Foundations and California's Preschool Learning Foundations and

Curriculum Framework, Volume 2Curriculum Framework, Volume 2


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Outcomes• Utilize and understand the structure and

features of the:– Preschool Learning Foundations (PLF), Volume 2,

Drama strand – Preschool Curriculum Framework (PCF), Volume 2,

Drama strand

• Become aware of integration opportunities between Volumes 1, 2, and 3 of the PLF with regard to learning opportunities and teachable moments in the dramatic arts.

• Explore how drama can be used to increase vocabulary with dual language learners

• Learn strategies for children identified with special needs

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Early Learning Development System

Start HereStart Here

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Two California Department of Education Resources

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What are the Visual and Performing Arts

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Drama makes us connect life through stories

“…“…drama for drama for preschoolers preschoolers is unleashing is unleashing the child’s the child’s imagination.” imagination.” PCF, Vol. 2, p. 48PCF, Vol. 2, p. 48

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Guiding Principle

Guiding Principle:Guiding Principle:• Children make their Children make their

own meaning.own meaning.PCF, Vol. 2, p. 43PCF, Vol. 2, p. 43

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Guiding Principles Tell a StoryDirections:

1. Find your story Sticks

2. Each tablemate pull one story stick

3. This is your Guiding Principle

4. You will each have 30 seconds to SILENTLY Dramatize the story of your Guiding Principle.

5. At the end of 30 seconds each tablemate can guess which Guiding Principle you were Dramatizing.

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Key Guiding PrinciplesKey Guiding Principles• The arts reinforce the The arts reinforce the

integrated nature of integrated nature of learning. learning.

• Art experiences for Art experiences for preschoolers are more preschoolers are more about the process than about the process than the productthe product

• Cultural competence is Cultural competence is approached the approached the through art.through art.PCF, Vol. 2, p. 44PCF, Vol. 2, p. 44

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In Volume 2 of the PCF, discover

ideas for:

• Developmentally appropriateDevelopmentally appropriate

• Reflective and intentionalReflective and intentional

• Individually and culturally Individually and culturally meaningfulmeaningful

• InclusiveInclusive

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FoundationsFoundations

With appropriate supportWith appropriate support

After 1After 1stst or 2 or 2ndnd year of preschool year of preschool

At 48 and 60 monthsAt 48 and 60 months

When attending a high-quality programWhen attending a high-quality program


Drama Organization

Substrand: Substrand: Notice, Respond, Notice, Respond,

and Engageand Engage

Foundations:• 48 Months• 60 months

Substrand: Substrand:

Develop Skills to Develop Skills to Create, Invent, and Create, Invent, and Express Through Express Through

DramaDrama

Foundations:• 48 Months• 60 months


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Foundations MAP14

Drama Engages the Whole Child

…drama is experiential in nature, involving imagination, imitation, and a “living through” quality that engages the whole child. PLF, Vol. 2, p. 24

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©2014 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional

Network (CPIN). (06/2014)


Dramatic Play16

The Language Literacy Connection

Experiencing Stories Experiencing Stories through dramatic art through dramatic art may increase children’s:may increase children’s:•Story understandingStory understanding•Reading achievementReading achievement•Writing skillsWriting skills

PCF, Vol. 2, p. 87PCF, Vol. 2, p. 87

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Language and Literacy and DramaLanguage and Literacy and Drama18



How to Connect the Story of Drama (PART 1)

Directions:

• Look at the drama Look at the drama foundation for 1.1 foundation for 1.1 (48 and 60 months)(48 and 60 months)– PLF, Vol. 2, p. 15PLF, Vol. 2, p. 15

• Underline in the Underline in the examples the specific examples the specific vocabulary used by vocabulary used by the child.the child.

• Compare the Compare the differences between differences between 48 and 60 months. 48 and 60 months.

Discussion Questions

• What do you notice? What do you notice?

• How might you support the How might you support the development of a child development of a child approaching 48 months?approaching 48 months?

• How is this different from How is this different from what you might do for a child what you might do for a child approaching 60 months?approaching 60 months?

• What other domains might this What other domains might this scaffolding support? scaffolding support?

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• Locate the Locate the Three Billy Goats Gruff Three Billy Goats Gruff vignette vignette and teachable moment in the PCF (Vol. 2, p. and teachable moment in the PCF (Vol. 2, p. 88).88).

• With your table group, read the vignette and With your table group, read the vignette and discuss the following questions:discuss the following questions:– What did you notice right away about the vignette?What did you notice right away about the vignette?– What made you think of something you have seen What made you think of something you have seen

or done in a classroom?or done in a classroom?– What did you like that you may want to replicate?What did you like that you may want to replicate?– What did you notice that might be excellent for What did you notice that might be excellent for

facilitating drama foundation 1.1 (48 or 60 months)?facilitating drama foundation 1.1 (48 or 60 months)?

Directions:

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How to Connect the Story of Drama (PART 2)

The high-quality early childhood practices The high-quality early childhood practices described in other domains will also benefit described in other domains will also benefit preschool children who are English learners.preschool children who are English learners. PCF, Vol. 1, p. 178PCF, Vol. 1, p. 178

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Use Drama-Based Vocabulary

Use drama-based vocabulary. PCF, Vol. 2, p. 89

Directions:•With your table group, find and the paragraph following this interaction and strategy.

•Chart it!



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ELD StrategiesELD Strategies


ELD Strategies in the Vignette

Directions:Directions:1.1. Locate the vignette you see here (PCF, Locate the vignette you see here (PCF,

Vol. 2, p. 91).Vol. 2, p. 91).

2.2. Read this vignette with your group.Read this vignette with your group.

3.3. Review the interactions and strategies Review the interactions and strategies handout. handout.

4.4. Put a check mark next to any strategy Put a check mark next to any strategy you see in the vignette.you see in the vignette.

5.5. Think about what strategies you might Think about what strategies you might use to enhance this situation for young use to enhance this situation for young bilingual learners. bilingual learners.

6.6. Circle two strategies you would use. Circle two strategies you would use.

7.7. Be ready to share a quick description of Be ready to share a quick description of how you would use these strategies to how you would use these strategies to build on this teachable moment or build on this teachable moment or planned learning opportunity.planned learning opportunity.

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All children are able to participate in and benefit from drama if teachers make appropriate accommodations as needed. PCF, Vol.2, p.95

• Use strategies such as pre-teaching and repetition • Incorporate pictures, sign language, and other

multisensory enrichment to support new language and concepts

• Provide space designated for movement with easy to use props and costumes

• Assign adapted roles for children with specific needsPCF, Vol.2, p.95

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Environment

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Many things handy in a Many things handy in a preschool environment preschool environment can serve as props for can serve as props for dramatic play and drama. dramatic play and drama. PCF, Vol. 2, p. 45 PCF, Vol. 2, p. 45


Adult participation is integral for the environment.

• Model and note Model and note appropriate appropriate ways of using ways of using drama drama materialsmaterialsPCF, Vol. 2, p. 92PCF, Vol. 2, p. 92

• Use costumes, Use costumes, props, and props, and scenery scenery inspired to inspired to inspire inspire dramatic play dramatic play and drama. and drama. PCF, Vol. 2, p. 96PCF, Vol. 2, p. 96


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Environment and Materials• Sufficient open

space [is needed] for movement, dance, and theater play. PCF, Vol. 2, p. 47

• Imagination can turn almost anything into something else. PCF, Vol. 2, p. 45


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It’s just fabric; or is it?

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Suggested Drama Materials

What other inexpensive materials can you add to the drama list?

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Drama Connections to Kindergarten

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"The class room has all the elements of theatre, and the "The class room has all the elements of theatre, and the observant, self-examining teacher will not need a drama observant, self-examining teacher will not need a drama critic to uncover character and plot, and meaning. We critic to uncover character and plot, and meaning. We are, all of us, the actors trying to find the meaning of the are, all of us, the actors trying to find the meaning of the scenes in which we find ourselves. The scripts are not scenes in which we find ourselves. The scripts are not yet fully written, so we must listen with curiosity and yet fully written, so we must listen with curiosity and great care to the main characters who are, of course, great care to the main characters who are, of course, the children.” the children.” –Vivian Gussin Paley (NAECY 2013)–Vivian Gussin Paley (NAECY 2013)

Helicopter Technique

http://www.makebelievearts.co.uk/Helicopter

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Modeling the Helicopter Technique

Use your handout to consider: Use your handout to consider: • What drama foundations What drama foundations

were addressed? were addressed? • What drama vocabulary was What drama vocabulary was

used?used?• What other VPA What other VPA

Foundations could be Foundations could be addressed?addressed?

• What other domains were What other domains were addressed? addressed?

• Please locate: Please locate: – Domain Domain

Reflection Reflection handouthandout

– Helicopter Helicopter handouthandout

• We need eight We need eight volunteers!volunteers!

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Reflecting on the Helicopter TechniqueReflecting on the Helicopter Technique1.1. What are the components of the helicopter technique?What are the components of the helicopter technique?

2.2. What do you already do that is including this technique?What do you already do that is including this technique?

3.3. What is really intriguing to you about this technique? What is really intriguing to you about this technique?

4.4. Which children in your classroom would really enjoy this Which children in your classroom would really enjoy this activity? activity?

5.5. What would you need to set up in the classroom to make What would you need to set up in the classroom to make this doable for you?this doable for you?

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What will you fit in your schedule What will you fit in your schedule next week?next week?

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Thank you for coming!

What stories will you drive away with today?

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©2014 California Department of Education (CDE) with the WestEd Center for Child & Family Studies,...

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