Drama Techniques

These drama techniques can help shape drama sessions and increase the effectiveness of drama as an educational tool. They are drawn from a wide range of sources.

Drama Techniques 1: Conscience Alley

A useful strategy for exploring any kind of dilemma faced by a character. The class forms two lines facing each other. One person (usually the teacher/leader) takes the role of the protagonist and walks between the lines as each member of the group speaks their advice. It can be organised so that those on one side give opposing advice to those on the other. When the protagonist reaches the end of the alley, she makes her decision. Sometimes known as Thought Tunnel.

Drama Techniques 2: Flashbacks/Flash Forwards

Performers in a scene are asked to improvise scenes or incidents which take place seconds, minutes, days or years before or after a dramatic moment. This enables the exploration of characters' backgrounds, motivations and the consequences of their actions. The technique can be combined with image theatre or still images.

Drama Techniques 3: Forum Theatre

A technique pioneered by Brazilian radical Augusto Boal. A play or scene, usually indicating some kind of oppression, is shown twice. During the replay, any member of the audience ('spect-actor') is allowed to shout 'Stop!', step forward and take the place of one of the oppressed characters, showing how they could change the situation to enable a different outcome. Several alternatives may be explored by different spect-actors. The other actors remain in character, improvising their responses. A facilitator (Joker) is necessary to enable communication between the players and the audience.

Drama Techniques 4: Still Images and Freeze Frames

Still images and freeze frames are both a form of tableau. With freeze-frame, the action in a play or scene is frozen, as in a photograph or video frame. Still images, on the other hand, require individuals or groups to invent body-shapes or postures, rather than freeze existing action.

Groups can be asked to tell a story through a series of prepared still-images. This can be an effective method for students who are less inclined to improvise dialogue. The still images can also be brought to life through improvisation. Freeze-frames and still images can be usefully combined with thought tracking, forum theatre or flashbacks and flash forwards.

Drama Techniques 5: Hot Seating

A character is questioned by the group about his or her background, behaviour and motivation. The method may be used for developing a role in the drama lesson or rehearsals, or analysing a play post-performance. Even done without preparation, it is an excellent way of fleshing out a character. Characters may be hot-seated individually, in pairs or small groups. The technique is additionally useful for developing questioning skills with the rest of the group.

Drama Techniques 6: Image Theatre

Another technique developed by Augusto Boal. Participants rapidly sculpt their own or each others' bodies to express attitudes and emotions. These images are then placed together and 'dynamised' or brought to life. The method is often used to explore internal or external oppression, unconscious thoughts and feelings. It is a flexible tool for exploring issues both with groups who are confident with drama and those with little or no experience. No-one has lines to learn or has to 'act' or move around in front of others. Image theatre can enable individuals to explore their own feelings and experiences in a less forbidding way than that offered by improvisational techniques.

Drama Techniques 7: Mantle of the Expert

Developed by British drama guru Dorothy Heathcote, this technique involves the creation of a fictional world where the children assume the roles of experts in a particular field. The teacher's role is of someone who knows nothing about the particular issue. The children may be involved in mimed activities, improvisation, research or discussion. The technique gives pupils an opportunity to assume responsible roles and can be an effective method of interactive learning.

Drama Techniques 8: Role Play

Role play is the basis of all dramatic activity. The ability to suspend disbelief by stepping into another character's shoes comes quite naturally to most children. Through the structure of the drama lesson this can be used to great effect, challenging children to develop a more sensitive understanding of a variety of viewpoints whilst sharpening their language and movement skills. By adopting a role, children can step into the past or future and travel to any location, dealing with issues on moral and intellectual levels. Thus role play can be easily utilised to illuminate themes across the curriculum.

Drama Techniques 9: Teacher in Role

An invaluable technique for shaping the dramatic process. Simply put, the teacher assumes a role in relation to the pupils. This may be as a leader, a peer, or any other role which is useful in the development of the lesson. The teacher may ask questions of the students, perhaps putting them into role as members of a specific group and encouraging them to hot seat her in return. A token piece of costume, a hand prop or special chair can be useful to denote when the teacher steps into and out of role.

Drama Techniques 10: Thought Tracking

Individuals in a group freeze in position and, one at a time, are asked to speak their thoughts or feelings aloud - just a few words. This can be done by tapping each individual on the shoulder or holding a cardboard 'thought-bubble' above their head. Alternatively, thought tracking (also called 'thought tapping') can involve other members of the class speaking one character's thoughts aloud for them. The technique can readily be used in conjunction with image theatre or freeze-frame. Equally, it can be a useful precursor to improvisation.