This document discusses the experiences gained by a student through participating in a drama performance of Aladdin for a course assignment. It describes how the student helped create props and costumes for their group's performance. They learned skills like tolerance of others' ideas, creativity in prop design, and use of facial expressions and body language to convey emotions without words as their role was a magic carpet. Both the preparation process and performance provided learning experiences, but challenges included imperfect singing during one part of the performance. Overall, integrating drama into education helped develop personal and social skills.
This document discusses the experiences gained by a student through participating in a drama performance of Aladdin for a course assignment. It describes how the student helped create props and costumes for their group's performance. They learned skills like tolerance of others' ideas, creativity in prop design, and use of facial expressions and body language to convey emotions without words as their role was a magic carpet. Both the preparation process and performance provided learning experiences, but challenges included imperfect singing during one part of the performance. Overall, integrating drama into education helped develop personal and social skills.
This document discusses the experiences gained by a student through participating in a drama performance of Aladdin for a course assignment. It describes how the student helped create props and costumes for their group's performance. They learned skills like tolerance of others' ideas, creativity in prop design, and use of facial expressions and body language to convey emotions without words as their role was a magic carpet. Both the preparation process and performance provided learning experiences, but challenges included imperfect singing during one part of the performance. Overall, integrating drama into education helped develop personal and social skills.
This document discusses the experiences gained by a student through participating in a drama performance of Aladdin for a course assignment. It describes how the student helped create props and costumes for their group's performance. They learned skills like tolerance of others' ideas, creativity in prop design, and use of facial expressions and body language to convey emotions without words as their role was a magic carpet. Both the preparation process and performance provided learning experiences, but challenges included imperfect singing during one part of the performance. Overall, integrating drama into education helped develop personal and social skills.
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TASK 4: CRITICAL ANALYSIS OF STAGE PERFORMANCE (30%)
As future primary English language teachers, teacher trainees are expected to have better
understanding of drama or play and develop various skills in integrating drama in the ESL
classroom. Have you ever heard about integrating rhyme, songs or poems during the
lesson? If yes is the answer, you should probably know about drama in education as well as
it is just like integrating language arts in the teaching and learning process in order to make
the lesson more efficient and interesting. Hence, the focus of the learning process is to offer
the pupils the chances to play and act out natural, having creative interactions as well as
developing the imagination skill in themselves (Moovendhan and Baskaran, 2012) through
drama itself. Thus, through the coursework tasks for ‘Drama’ subject (TSLB3233), I could
gain new experiences that would be very beneficial and useful in facing the real life
situations.
Based on the previous task (Task 3), we had to create necessary props as well as
costumes regarding Aladdin’s drama in group of five based on the chosen adapted Aladdin’s
script version. Before performing this drama, the first thing that I should concern was the
background of the drama itself. Hence, background research is the most crucial step in
drama making. As we were going to perform on Aladdin’s musical play, it was not the same
like any other drama as the features of musical drama are different from tragedy or comedy
drama. According to Kendrick and Roesner (2011), the combination of virtualisation of visual
or gestural elements, dematerialisation and miniaturisation tied the knot between sound and
image that led to the musical theatre (as cited in Megarrity, 2015).
Thus, in performing Aladdin, we knew that the elements of music and dance were a
must in order to grab the attention of the audiences and to make the performance more
interesting. Besides, in terms of props and costumes, we had to do research on Aladdin’s
drama as well regarding the setting and characters in Aladdin. For example, Aladdin’s
costume should not be too fancy at first as he just a poor guy who became a thief at the marketplace. Another example was the props used should depict the Middle-Eastern culture
like the use of harem pants.
By integrating drama in education, the learning took place through doing and
experience, pupils’ personal development could be developed as well throughout the
process (Isyar and Akay, 2017). The personal development includes soft skill and life-long
learning skill. During props preparation, I learnt on how to be more tolerate and try to accept
other members’ opinion. According to Elston (2014), teachers should encourage thinking
and tolerance as the main priority in the classroom. In my point of view, through the group
work itself, we could learn on how to handle the tolerance issue just like the experience that I
gained in doing the dramatization. As we had to work in group, being an egocentric is a big
no-no as we had to learn on how to accept other people’s idea. After discussing on who’s
adapted script is suitable to be used in the performance, all of my group members could be
tolerate enough by accepting every member’s idea and rejecting some unrealistic ideas in a
polite manner.
Furthermore, other than tolerance, I learnt on how to be creative in producing the
props for the performance. As my group was assigned to perform on the rising action of
Aladdin’s drama, where Aladdin, the hero was brought by an old man to a cave named Cave
of Wonder and he entered a golden chamber, the props resembled all those settings had to
be produced in order to aid our group performance. Hart (2010) stated that there are several
types of prop like hand props, set props, personal props and so on. During props
preparation, we managed to create the Cave of Wonder as the set prop by using recycle
boxes, aluminium foil and black shoe polish meanwhile for the hand props like magic lamp
and golden treasure box, we sprayed them with golden spray can so that it did look like
golden treasure. For the costumes, we decided to create our own costume by ourselves. For
instance, as I was the magic carpet in Aladdin’s dramatization, the carpet’s tassels were
created in order to aid my performance other than wearing ‘baju kelawar’ to make myself
looked more like a rectangle carpet.
Being the magic carpet, my expression was the most important aspect to be
concerned as I had no dialogue like Aladdin, Jafar and Genie. Other casts had to vary their
intonations while I had to show various expressions and gestures while acting so that it could
attract the audience’s attention during the dramatization. Nishikawa (2017) stated that
mental activities, verbal and body language are part of communication. He also said a lot of
physical movements of expressions were used in a drama. It proves that verbal is not the
only medium that actors could use in dramatise a play, in fact body gestures and face
expressions help the characters a lot in expressing feelings or scenes like sad, angry,
shocked and so on. Thus, by acting as a magic carpet, it taught me on how to express my
emotion by using my whole body. For instance, the first time Aladdin found the magic carpet
in the golden chamber, I had to put a little effort by showing a timid face together with the
curled body so that the audience would not that I was scared at that time.
Besides, a strong relationship between group members lead to a good outcome.
According to (Ustundag, 1997), one of the advantages of using drama as a form of learning,
it would initiate the interpersonal relationships among group members and also between
classmates. A day before the dramatization, we managed to do a full rehearsal on Aladdin’s
performance together with other group members in the Telttrac Hall. Then, through this
stage, the flow of the performance became clearer. After getting feedbacks from my other
classmates, our group members discussed once again on how to improve our performance
especially on the choreography of the ‘Friend Like Me’ song and had a full practice at night.
However, life is not all rainbows and sunshine, there are times where storms strike
when during the performance, it did not go well as I expected especially during the ‘Friend
Like Me’ song as not all of us sang the song. It might be because of the problem in
memorising the lyric or we did not practice much on that part. During the real dramatization,
the laughter and applauses that we got boosted me up and had encouraged me to stay
happy acting as the magic carpet.
In conclusion, those were the experiences that I could gain during props preparation
and performing the Aladdin’s drama. In fact, it brought me to my previous experience of the
‘Pansor’ dramatization during my foundation year. Even there were few differences between
dramatizing ‘Aladdin’ and ‘Pansor’ like during ‘Pansor’, we had no idea about the stage
direction and in need of lecturer’s full guidance, meanwhile the prior experiences that we
gained through ‘Pansor’ were applied in Aladdin’s performance. In short, by integrating
drama in education, it really helps the learners to gain new experiences especially on the
developing the personal and emotional development, learning on how to be tolerance and
the establishment of the interpersonal relationships. All those experiences would help us to
survive in the future.
REFERENCES
Elston, A. D. (2014). Teaching tolerance in language arts for student awareness in middle
schools (Doctoral thesis, University of Dayton, Dayton, Ohio). Retrieved from
https://etd.ohiolink.edu/!etd.send_file?
accession=dayton1396196165&disposition=inline
Hart, E. (2010). Categories of props. Retrieved from http://www.props.eric-
hart.com/features/categories-of-props/
Isyar, O. O., & Akay, C. (2017). The use of “Drama in Education” in primary schools from the
viewpoint of the classroom teachers: A mixed method research. Journal of Education
and Practice, 8(8).
Megarrity, D. (2015). Musicalising theatre, theatricalising music: Writing and performing
intermediality in Composed Theatre (Doctoral thesis, University of Technology).
Retrieved from https://eprints.qut.edu.au/88953/1/David_Megarrity_Thesis.pdf
Moovendhan, M., & Baskaran, G. (2012). Teaching English through drama. Proceedings of
the International Conference on professional English. Tamil Nadu, India: Vel Tech Dr.
RR & Dr. SR Technical University.
Nishikawa, Y. (2017). The roles of Drama in English Teaching: Applications and effects of
“Stage Directions” in Neil Simon’s plays. Retrieved from
https://www.soka.ac.jp/files/ja/20170420_215041.pdf Ustundag, T. (1997). The advantages of using drama as a method of education in
