Developing Play and Drama in Children with Autistic Spectrum Disorders by Sherratt Dave;Peter Melanie;

Author:Sherratt, Dave;Peter, Melanie;
Language: eng
Format: epub
Publisher: David Fulton Publishers

Figure 5.1 The drama process

When first venturing into more systematic planning for open-ended drama, it may be more viable to plan for a clear learning area, where the teacher has in mind a specific issue for the group to explore (see Figure 5.2 – model A). The teacher would then plan a flexible route (building in plenty of opportunities for creative initiatives) to a particular point where that focus can then be tackled. For example, a problem may be introduced (planned by the teacher) that causes the participants to be put on their mettle, and prompts them to think through possible solutions to the situation (see the example of ‘Monet’s garden’ below). These solutions should be well within the abilities of the group to use their resourcefulness towards achieving a satisfactory outcome. The teacher would call upon different drama strategies and conventions in order to structure contexts in which the participants can work towards a resolution, and gradually be brought to a shift in their thinking according to their reactions and responses.

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