Getting students to respond to texts in a truly meaningful way can often be trying. Writing can be an extremely laborious process for some students, while others struggle to get past simple plot comprehension. Professor Margery Hertzberg from the University of Western Australia advocates using drama as a way to get students involved with texts.

"Frozen Moments" is a simple strategy she proposes teachers use. It helps students get inside the minds' of characters and explore thoughts and feelings. With this simple excercise students engage their entire beings with a text. Teachers who have used this technique often comment that uninterested or shy learners often come alive during "Frozen Moments".

Consider using this strategy in your classroom after reading a story, book, or poem. Here are Hertzberg's directions...

FROZEN MOMENTS

"The analogy of a still photograph is useful when explaining this strategy to children. Photographs record something in time, depict an idea, or capture a dramatic moment. The meaning is conveyed using body language; in particular, facial expression, gesture, and body position. When explaining this strategy to children for the first time, I use two photographs taken at a child'd birthday party. One depicts the birthday child surrounded by friends and family, blowing out candles on the birthday cake. This explains the notion of a moment in time. The other shows a child at the same party 'receiving' a water bomb during one of the party games. This illustrates a dramatic moment.

Before groups begin work on their still images, display an overhead that helps students remember what dramatic elements are the emphasis in a photograph--facial expression, gesture, posture, and placement in space.

Then to help students prepare their interpretations, I write the following questions on cardboard and display them prominently (where they remain for the duration fo the drama activities). We call them the "drama framework" questions.

Who are we? (characters, roles)
Where are we? (setting, context)
What are we doing? (problem, tension)
How will we show this? (body language, movement, mood)

I usually ask students to chose their own groups to work in, because this alleviates many management problems (Reid, 2002). Drama requires children to negotiate their ideas, and they are more likely to listen constructively and engage in give and take in this environment. At times it is useful to suggest that one person in the gorup take notes as the others discuss their ideas. It is crucial to allow enough time for planning, as this enables studetns to really explore and discuss their interpretation and, by implication, the issue or theme. However, it is equally importatnt to encourage the students to get up and rehearse, as it is in the doing that most refinement occurs.

Viewing

A significant part of any drama is the viewing stage. Not only is it important to allow enough time for all of the groups to show their work to others, but this process also allows the class to see how the nuances in each group’s performance make all interpretations slightly different.

Reflection and De-rolling

Reflection is the discussion phase, in which students present their thoughts about what they have learned and compare their experiences. Open-ended questions from the teacher are useful to begin these sessions. For example, one could ask, ‘How do you think the still images reflected some major issues this excerpt addresses?’

De-rolling involves disengaging from the role that was taken on. This process is essential when a drama activity involves taking on a role that evokes strong emotions or thought for that person. Questions such as “You took on the role of the bully. How did you feel in that role?” are appropriate. Often de-rolling occurs as part of the reflective discussion.

For the discussion and de-rolling phase it is preferable that the children sit in a large circle (often called the ‘drama circle’), so that eye contact can be made among all speakers. I always sit on the floor with the children to diminish the power or status effect. It is also important that all children have ample opportunity to speak their thoughts. For this reason, I have found whole-class discussion desirable when beginning to address key issues. I open the discussion and then go around the circle, giving each child an opportunity to say something. In this way, all children (and not just the more gregarious) have an opportunity to say something. If children do not want ot participate at that moment, they say “pass” and the next person has a turn. I avoid giving any opinions during these sessions, so that children are not tempted to give responses they think I want to hear. After this we often break into friendship groups of about six for further discussion, or children write their thoughts in reflective drama journals. This session often leads naturally to other activities, such as retelling of the story from the point of view of another character."