Procedure:
- As point of departure serves a text that is suitable for dramatization or a story, respectively, which can either be read by the students themselves or read out loud or told by the instructor. Naturally, the text can also be a picture book.
- Following an appropriate scene (in which as many persons as possible appear) or at a particularly exciting point in the story, the instructor interrupts the readings. The students are then instructed to re-enact the scene in smaller groups, or to imagine and stage a continuation of the scene.
- Clear guidelines are issued: 5–10 minutes preparation time, stagings maximum 5 minutes. The criteria that apply for the ensuring assessment are similarly defined (see #26; it would be good to use a criteria matrix which also includes language aspects).
- The students are divided into groups or form their own groups. They have 5–10 minutes to prepare their presentation. The performance should last at most 5 minutes.
- The groups act out their solutions. After each presentation (or at the end, if there are just a few groups) the other students provide the criteria-oriented feedback.
Variants:
- Depending on the text, an individual scene may be assigned to each group. Finally, the various scenes are strung together in sequence and presented as a cohesive stage play.
- Finger puppets or shadow play with an overhead projector may also be suitable for fictitious playing and dramatization of texts.
Comments:
- Important language means may also be noted on the board and discussed in order to provide students with the necessary vocabulary before the assignment is issued; see also the hints in #26.
- Depending on the text, it may also be necessary that one student assume a role as narrator, in addition to the actual student actors.
- Actors speak to a large audience. The importance of a clear pronunciation for this exercise must therefore be especially emphasized to the students. This is undoubtedly one of the criteria that the student audience will consider during the performance.