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Game Cards

Creative Dramatics

Purpose: 

• To give the students a greater understanding of the activities and resources available to them.
• To provide an immediate resource for students.
• To provide a reminder of how games/activities can adapt for age or curriculum.

Good Places to find Games/Activities:

Books by  Viola Spolin or Augusto Boal

Internet sources: Google “Creative Dramatics,”  or “Drama Games”  "Drama Lesson Plans" or “Theater Games.”

Basic Requirements:

• Games or activities can not come from Instructor’s Activities or from the course text book.
• Must be typed and spell checked.
• Must include all of the categories in the noted example below.
• For ease of reading, game card must be typed, spell checked, 12 pt. Times New Roman font and follow spatial lay out of the example on the back. 
• Students must make 1 copy for each student in the class, and 2 copies for the instructor.
• Game cards must be turned in on the day of teaching.  There is no teaching without a Game Card.
•  

Helpful Hint: 

            Read the description of your game to a friend. If they do not understand your description, be sure to clarify.  Work to describe your game according to steps.  “Step one is…step two is…”

EXAMPLE BELOW

GAME CARD          Prof.   WEST

NAME:                       CATEGORIES

TARGET AGE:         5^th grade

CLASS SIZE:           Any, depending on space size.  This is GREAT for large groups of up to 30.  After 30 it becomes unweildy.

PURPOSE:                 Ensemble building, getting-to-know-you game, also gauge or support the student’s, knowledge, interests and abilities.

MATERIALS:           None necessary, except for the adaptation.

DESCRIPTION:

               Categories:  The goal of this game is for the students to recognize and find other students who would fit into the same “categories” as they would.  The facilitator will call off a topic, for example: favorite ice cream flavor.  The students would then search the room to find and group themselves into their category of flavors.  Students should be urged to use their voice in this process.  After the categories are created, each group should call off the name of their categories. 

HELPFUL HINT:

               The leader should call off the category and then begin a loud countdown from 10 to urge quick decision making and increase the energy.  This game is much more fun if it is play many times consecutively.  Students can also be given a moment to meet the members of their category.

CREATIVE DRAMATICS?:  Currently, this game serves as a warm-up/icebreaker/ensemble building game.  This game does not allow for the student to embody a character.  Perhaps it could be adjusted to do so.  After getting into categories of their favorite Harry Potter character, students could take a moment an interview each other in role.

ADAPTATIONS:

MULTIPLE INTELLIGENCES: Linguistic, Interpersonal, Intrapersonal, Bodily-Kinesthetic.  

DISCIPLINE:  Can adapt to include any. Use Categories to urge group learning of vocabulary words, recognition of geometric shapes, answers to math or history problems or more.

AGE:    Can adapt to any.

Kindergarden – put large placemats/signs/pictures of some of the various categories in your topic on the floor so that they know what they’re choosing between (choosing is tough enough, coming up with the categories is too much for the little ones).

             High School -   Create Topics that are a bit tougher to tackle and might spring into adult discussions, presentations or papers.  Topics can be race, religion, historical stances, or politics to name a few.   Leaders must reiterate the importance of knowing yourself, and respecting other people’s viewpoints.  More mature players can even begin a conversation on their category when they’ve found each other.

SIDE COACHING: Sometimes it's best to provide students with ideas for their categories by saying, "Get in categories of your favorite pizza toppings.  You know, like pepperoni, cheese or mushrooms!"  "Don't worry if you're in a category by yourself!  Be an individual, or be in a group!"

PHYSICAL NEED:

Wheel chair bound students:  Students can hold up a colored flag or piece of paper to denote their category, rather than moving from place to place. Students can also be paired in teams to assist movement.