TASK 2 : Designing Teaching-Learning Activities

(b) Describe a suitable activity that you can carry out based on each of the drama
techniques identified above. Provide clear explanation on the purpose of the
activity and how it can achieve the learning outcomes.
Activity One: Questioning in Role or Hot Seating
The two drama activities/techniques that we are going to describe now are hot
seating technique and ..We have taken literary texts as the
take-off points. The first technique is hot seating technique. Hot seating/questioning in
role involves one of the learners (the teacher could also take on the hot seat in case
there aren't any student volunteers)"... being questioned in a role about their motives,
character and attitude to a situation or other people and so on."(Fleming, M. 1994)
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.
The traditional approach is for the pupil playing the character to sit on a chair in
front of the group (arranged in a semi-circle), although characters may be hot-seated in
pairs or groups. It is helpful if the teacher takes on the role of facilitator to guide the
questioning in constructive directions. To help students begin you can try hot-seating
children in pairs (e.g. a pair of street urchins) or in groups (e.g. environmental
protesters, refugees).
The class is told that they are newspaper reporters at a press conference to
interview the character after his/her adventures. The 'character' (a learner who has
volunteered to take on the role) sits in the front, facing the rest of the class and answers
questions posed by the reporters. He is interviewed for no more than 10 minutes. The
reporters ask not just questions, but, also take notes in order to write a news story or a
more descriptive feature article for the next edition of their paper. In case of a large
number of learners in the class, about three learners can team together and pose as
reporters from the same newspapers.
The whole activity can be made more dramatic by asking the learners to make
their nameplates with newspaper names and display them on their desks. A student can
be given the role of a moderator who introduces the "character" and ensures a smooth
functioning of the conference. After the interview is over, the teams of "reporters" work
together for the write-up. The student who has been questioned in the role of the
character can join one of the teams of the reporters.
As a follow up activity, teacher will ask the students to read aloud the reports in
class and the students will discuss with the teacher which are the good ones and why.
Good reports are put up on the class wall magazine.
Using hot seating technique in the classroom allows the class (working as
themselves) to question or interview people in role. This can help the group learn more
about a characters point of view. In literary texts, it can be used to deepen
characterization. In case the level of the learners' questions remains literal, or barely
relevant, the teacher should intervene and give lead.
Hot seating helps other people get a better understanding of the chosen
character. It also helps the person representing the character to gain a better
understanding and idea of how to portray the chosen character. Hot seating can also
help develop a character by answering personal questions and 'putting yourself in their
shoes'. Hot seating helps students get a better way to practice in report writing. This
technique operates in a controlled manner and is, therefore, very useful for the teacher
who is new to drama. Texts about characters who have done heroic feats, lived an
adventurous life or been in the news for some reason or the other, can be used for hot
seating or questioning in a role.
In addition, the activity is good for group dynamics and student confidence. It
also shows that the teacher is prepared to take risks to provide a stimulating lesson,
something that students do respond well to. And, of course, it can engage students
emotions, creating better motivation and thus the likelihood that they will learn more.
Finally, hot-seating technique can be used to achieve many different purposes,
such as understanding different interpretations, discussing significance, analysing
motivations and attitudes, developing a sense of period, and the last one is
understanding evidence as well.