TEYL Using Drama

By: Silvi Yani

Adi Antoni
 DRAMA
The term "drama" originally came from
the Greek meaning an act or
performance. As a work of art, the
basis of this literary work also comes
from human life with all manner.
Only difference, if a short story,
novel, or poem, how to enjoy and
also understand it by reading, is
different from drama literary works
that must be by watching it.
Terms to describe drama used for educational
purposes include developmental drama (Cook,
1917), creative dramatics (Ward, 1930),
educational drama (Way, 1967), mantle of the
expert (Bolton, 1985; Heathcote& Herbert,
1985), informal drama (Wagner, 1998) and
process drama (O’Neill, 1995).
Moreover, when most teachers
think of drama, they envision
students memorizing lines,
painting sets, and acquiring
costumes and props (Coney&
Kanel, 1997:8). Many dread the
chaos in the classroom and the
pressure of elaborate production.
However, in creative drama
students do not present what
they have prepared in front of a
passive audience. No script,
technical aides, or audience are
used.
The process is spontaneous and not rehearsed.
Thus, a polished final performance is not the
goal of drama. The teacher and the students
can relax and enjoy their own creations. The
success of the activity is not measured by the
theatrical skills, but by the creative process
the students have experienced. Thus, drama is
process-centred rather than product-centred.
 The kind of drama
1. Tragedi 8. Sendatari
2. Komedi 9. kolosal
3. Tragekomedi
4. Opera
5. Melodrama
6. Farce
7. Tablo
 Elements of Drama
• Theme
• Background
• Characterization
• Viewpoint
Drama Teaching Strategy
- Doing the reading of drama
scripts in class as a way of
introduction.
- Prepare a recording or drama
model.
- Providing exercise exercises all
members of the body (body
work) as a basic exercise.
- Students are told to observe
and discuss the movements or
activities of their friends.
- After students have successfully mimicked simple
movements well, they can then be asked to think of more
complex situations by imitating more varied movements.
- Up to certain stages, this exercise should start accompanied
by practice saying the words.
- To practice integrating motion with these words, the teacher
should determine the selection of stories and scenarios
that students have previously known.
- Students should begin to be fostered to look for dramatic
situations in the story and try to arrange it yourself.