Global Learning in Drama and Music - Support

Global Learning in Drama and MusicCreative engagementUsing the performing arts is an excellent way to creatively engagesecondary school students in learning about the wider world, and toenrich your lessons. Whether it’s learning about human rights throughsinging protest songs or using theatre to explore global citizenshipissues, these opportunities can support students to engage with ourglobal community. Many drama and music teachers are alreadyenthusing students about the wider world, and we hope that thisactivity kit will enhance this work further, and give you some freshideas for the classroom.The ‘Getting started’ section provides an introductory activity forKS3 students, using photographs as a stimulus.The ‘Getting critical’ section explores the use of Forum theatre andthe Venezuelan 'El Sistima' music programme.The ‘Case study’ section is an example of how Polesworth School inWarwickshire has used global learning in KS3 drama.In the curriculumSupports the 'National Plan for Education'Music: 1.2a, 1.1b, 1.4bDrama: (as part of English curriculum):4.1, 4.2, 4.3, 4.4Global learning links: MDGs, food and water,creative and critical thinking, participation,women's rightsGetting started - using a photoTo get started, this is a simple activity that a KS3 drama or music teacher could do with their class. Using a photo to inspirecreativity in the arts subjects is an excellent way to get your students to start engaging with global challenges.1. Ask the students to select one of the photos (on either the theme of 'food' or 'water'). These photos can bedownloaded for free from our resource on the Millennium Development Goals.2. Ask your students –What can you see? What do you think? In order tostructure the discussion you could ask them to think about the questionsbelow*a.) The natural aspects – weather, energy, water, living thingsb.) The economic aspects –money, trading, ownership, buying/sellingc.) The social aspects -people, relationships, traditions, cultures, ways oflivingd.) The political aspects –power, who decides, who makes choices anddecisions3. In groups, students write down as many single words to describe the photo. They could even create a 'wordle’ torepresent the photo.4. Display the photo and the wordle in your music or drama classroom to inspire creativity.5. In groups, pupils design their own artistic response to the photo and wordle. This could involve a short compositiontask in music or a freeze frame activity in drama.*This approach to using photos is the Development Compass Rose model. For more support on this see Tide's DevelopmentCompass Rose teaching pack.The photo at the top of the page is Shadow Play by Swamibu on flickr.com and used under a Creative Commons licence.

Getting criticalForum theatre is a technique pioneered by the Brazilian radical Augusto Boal (picturedright). It was originally developed as a tool for political change, but is now very popular inschools. There is a lot of potential to engage students with global injustices, and provide aplatform to support discussing solutions. In Forum theatre, a play or a scene is performedtwice. The scene usually shows some kind or oppression (for example, the mistreatment ofwomen, global poverty, unemployment) In the replay of the scene any member of theaudience can shout ‘stop’ and take the place of one of the oppressed characters, showinghow they could change the situation to enable a different outcome. The actors alwaysremain in character, improvising their responses. A facilitator (often called a ‘joker’) isneeded to support the communication between the audience and the players. When a solution has been given, the jokeroften invites the audience to discuss the solution. This could be used with KS3 and KS4 drama students.Women’s rights through Forum theatreObjective: students are given the opportunity to discuss women’s rights issues through the format of Forum theatre.1) Students get in groups of four, and choose a women’s rights issue to focus on e.g, violence against women, access toeducation, early and forced marriage, employment opportunities*2) The brief: students have 15 minutes to design a short ‘family’ scene to highlight one of these issues. The four studentsneed to take on the role of a mother, father, son and daughter in the play.3) Students perform their work in turn, and use the format of Forum Theatre to engage with the issues and solutions ineach performance. One member of the class volunteers to be the joker for each group performance.*Useful resources on women’s rights have been written by Amnesty International UK and Plan UK NB. It is important thatthe teacher has done basic background reading on these issues in order to support the class.Values behind a music ensembleThe National Plan for Music Education emphasises theimportance of ensemble playing. ‘In harmony’ is a socialand music education programme inspired by Venezuela’s‘El Sistima.’ Disadvantaged children are immersed inmusic tuition and music-making activities. Contrary totraditional music making methods, the children do notneed to master their instruments before they join andorchestra. They learn together, and there is an emphasison community, team work and fun. For more information,see: www.ihse.org.uk/about.The key principles of El Sistima can be seen herewww.ihse.org.uk/principles. Links to global learninginclude the support for human rights, bringing communitytogether, and music as an agent for social change.Music activityThis activity will help students reflect on the purpose of theirmusical ensemble and how it compares to the values of ElSistima. This would be particularly useful to support all-agemotivation and commitment to an extra-curricular musicactivity such as a choir or orchestra.1. Where is Venezuela? What do you think an orchestraor choir is like in Venezuela?2. Students learn about the values of the El Sistimaprogramme. Why do children play together in anorchestra as part of Venezuela’s El SistimaProgramme?3. Ask the students to connect the values of El Sistimato their own ensemble. Why do they play together?What’s the purpose?4. Students create their own principles for their musicensemble, and display in their rehearsal spaceYou may also want to show your students the video diary.'The Little Voice in the big Noise Orchestra.' This is a day inthe life of school pupil, called Morgan. She plays in anorchestra based on the model of El Sistima.

The Liverpool World Centre has been working with 15 Year 9students at St Bede’s, a specialist Arts College in Ormskirk.They have been promoting this technique of Forum theatreto engage students with global learning issues in drama lessons.St Bede’s teachers found the child-led and peer-to-peer learningapproach particularly appealing, and they are hoping to useForum theatre more in their drama teaching. To find outmore about the work of Liverpool World Centre, visit:www.liverpoolworldcentre.orgMore ideas…MusicOxfam’s Global Music lesson plansAmnesty International’s ‘The Power of ourVoices’Ukuti Ukuti: Swahili song bookA children’s rights musicalMusic for Change - bringing world music in tothe classroom and community'World Voice' - a new British Council projectcoming to schools soonDramaRehearsing our roles: drama in citizenshipeducationCase studyStudents in year 7 at The Polesworth School are introduced toDrama through looking at their own lives and the lives of theircounterparts in Ghana. The unit of work teaches some keydramatic concepts including: tableaux, exaggeration,synchronisation, use of space, mime, soundscape, devising andtransitionFrom Spectators to Spect-actors: a resourceon Forum theatreXchanging the world: role plays andsimulation games on world tradeCase studiesFormby High School - cultural understandingthrough musicStudents are asked to reflect on their own morning rituals such as Liverpool World Centre - have you heard us?washing their face, getting dressed and walking to school - theycreate exaggerated synchronised movement in groups andperform to a simple beat. They are then presented with an array of photographs of life at our link school - Pampawie LocalAuthority Junior Secondary School, Ghana. These images are grouped into key themes such as food, water, school, leisuretime and shopping. Students choose a selection and create a sequence of tableaux, learning to move carefully betweenthem. Finally, they utilise the medium of soundscape - imagining the sounds at school in both countries and finding ways torepresent those sounds; they then apply this technique to mimes that move between the British and Ghanaian versions ofthe same activity – for example, from turning on a tap to operating a standpipe. They quickly realise that whilst there aresome differences, actually their daily lives are very similar and identify that in some regards there are no differences at all.Some comments that Polesworth students made:'We both play football – that’s so cool''Really, our days are so alike''I’d really like to pick my food instead of going to a shop'The global dimension in my classroom is brought to you by ThinkGlobal www.think-global.org.uk . We aim to support all teachers tobring a global dimension to their classroom. Join thousands of teachersand become part of the Think Global Schools Network to receive freeresources and up to date information about training and support.Thanks to Sharon Leftwich-Lloyd from The Polesworth School, andLiverpool World Centre, who both contributed to this edition of Theglobal dimension in my classroom.Polesworth School Year 7 students