Integrating dramatisation into activities fosters empathy, mindfulness, critical inquiry, and compassion. It encourages learners to creatively engage with academic content while reflecting on human and social aspects of the concepts they study.

4.4.1. 6-Step Approach 

Select a topic or concept from your subject specialization, keeping in mind the duration of your class. Pick a concept that could benefit from dramatisation.

Step 1: Identify the goals and objectives for integrating dramatisation into your subject. Think about how it can make concepts more vivid and emotionally resonant, while also providing learners with opportunities to express their understanding creatively. Restrict to a couple of ‘do-able’ and relevant objectives. Specify only integration objectives related to dramatisation. Note the materials and props that you would require for this class.

Step 2: Plan your introduction and/or initial instructions before introduction of the dramatisation activity. This can include introduction of new concepts or revision of previously taught concepts.

Step 3: Design your instructions for getting your learners to use dramatisation:  Provide instructions on identification of characters, plot, staging the drama and post-drama reflections. You may choose to make this an individual or group activity.

Step 4: Describe integration of SEL: Indicate how learners would interact with the dramatisation to develop, hone and/or showcase empathy, mindfulness, critical thinking and compassion.

Step 5: Evaluate and implement your plan. 

• Is the dramatisation activity aligned with the course content?
• Can the activity be completed within the given time frame?
• Does this activity help learners empathize with characters, think critically, and reflect compassionately?

Further, you may use this single-point rubric added in Annexure I to note your strengths or areas to improve through self or peer feedback.

Implement your plan and monitor learner participation:

• Are only a few learners involved, or is there broad participation?
• Are learners engaged or confused?

Be mindful of potential emotional triggers (e.g., topics related to water scarcity or pollution).

Record observations and adapt accordingly for the next session.

Step 6: Share and Discuss: Feel free to share your plan with colleagues to inspire more creative approaches. You may also share your plans with the  online community of educators.

Note: 

• Use dramatisation as a tool for creative expression rather than a rigid performance.
• Adapt the dramatisation as needed; it doesn’t always have to be elaborate or carved in stone. You and your learners can improvise in the moment and in the process hone creativity, collaboration skills as well as build confidence
• Encourage collaborative effort: different groups can handle research, scriptwriting, acting, or production.
• Balance creative freedom with academic accuracy.
• Use drama as a tool for creative exploration, not just as a performance for special occasions.

4.4.2. Sample Plan

Title: Formation of Water Molecule

Learning Objectives: Learners will be able to [Only Drama integration outcomes are specified here]

• Identify possible emotions of human and non-human characters in specific situations.
• Write monologues, dialogues, or scripts based on the scientific concept.
• Map the learning of the textual concept to the script.
• Discuss SEL in real-life scenarios, going beyond the textbook.

Teaching-learning practice in-class:

Steps for Integration:

1. Introduction: Educators introduces the concept or topic.
2. Steps for dramatisation 
   • Identify the Characters: In the formation of water molecules, the characters are Hydrogen atom, Oxygen atom, Temperature, Pressure, Volume (possibly a container).
   • Create Dialogues and/or Monologues: This could be a
     • Dialogue between Hydrogen and Oxygen.
     • Monologue from Temperature, Pressure, and Container, addressing the audience.
     • Convert the textual concept of bond formation, ion formation, hydrogen bonding, and the nature of bonds into the chosen format (dialogue/monologue).
   • Review: Educators and peers review the script for scientific accuracy and clarity.
   • Staging the Dramatisation: Learners perform their script.
   • Post-Staging Reflection: Discuss scenarios. Explore the consequences if water ceased to exist, linking it to water conservation, recycling, and economy, traditional water conservation practices.
3. Use of SEL components: 
   • Empathy: Understanding past and present challenges related to water usage and conservation.
   • Mindfulness: Reflecting on the importance of water and environmental responsibility.
   • Critical Inquiry: Exploring the scientific process through creative storytelling.
   • Compassion: Realizing the impact of water availability on health, well-being, and socio-economic factors.

Showtime! It’s now your turn. Plan your dramatisation by using the following template.

4.4.3. Template: Plan for your Learners to use Dramatisations

Step 1: State the learning objectives. [Restrict to a couple of ‘do-able’ and relevant objectives. Specify only integration objectives related to Dramatisations]

Step 2: Introduction

Step 3: Steps for dramatisation:

Step 4: State the use of (at least one): Empathy, Mindfulness, Critical Inquiry, Compassion

Step 5: Pause and evaluate your plan before you share. 

• Is the dramatisation activity aligned with the course content?
• Can the activity be completed within the given time frame?

Does this activity help learners empathize with characters, think critically, and reflect compassionately?

 You may use this single-point rubric  in Annexure I.

Step 6: Showcase your creation: You can upload it here .