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INTERNET DRAMAS:
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Teacher for Teacher lesson plan submitted by: TEAM SLOVENIA for the Thinking Otherwise project |
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Key Idea
I wanted my students to be able to identify key benefits and dangers presented by the online world.
The idea was to use a simple drama script to identify key themes and raise questions to support critical and caring thinking about the role of social media. This way, they could explore issues such as cyber bullying, but with a sense of distance and empathy for other people.
The idea was to use a simple drama script to identify key themes and raise questions to support critical and caring thinking about the role of social media. This way, they could explore issues such as cyber bullying, but with a sense of distance and empathy for other people.
Who is it for?
This activity is suitable for a group of 8 to 15 young people, to enable everyone to participate in discussion in one group.
Age range: 14-18 years
Age range: 14-18 years
Key Learning
- To raise awareness of the advantages and disadvantages of social media use
- To open a forum for discussion of real life issues through fiction and role play
What do I need?
- Playscript (Word document) - Note all roles are female.
| internet_dramas_play.docx |
How long does it take?
1 x 90 minutes
Step 1 - Introduction
Share Playscript Part A only, with young people volunteering to take on the roles.
Ask the group to identify the themes, developed through the dialogue and record their responses - examples:
Deception, Jealousy, Revenge, Friendship, Manipulation, Truth, Hate, etc.
Ask the group to identify the themes, developed through the dialogue and record their responses - examples:
Deception, Jealousy, Revenge, Friendship, Manipulation, Truth, Hate, etc.
Step 2 - What Next?
In pairs, discuss where and how these themes can be found online and share their responses.
Students to generate their own philosophical questions, in response to stimulus, and vote on which question to discuss further. Teacher to take on facilitation role.
Part B of the playscript can be used to broaden out discussion on the power of the internet for good or evil/bring the activity to a conclusion.
Students to generate their own philosophical questions, in response to stimulus, and vote on which question to discuss further. Teacher to take on facilitation role.
Part B of the playscript can be used to broaden out discussion on the power of the internet for good or evil/bring the activity to a conclusion.
- What values or assumptions lie behind the play?
- What are the implications of the play for our own lives?
Step 3 - Reflection and Evaluation
Each student to note down one learning point to take away with them about social media use/a change they could make or would like to see come about.
Students create and improvise short scenarios of their own dealing with misuse of the internet, to show understanding of the dangers and limits of the internet.
Students create and improvise short scenarios of their own dealing with misuse of the internet, to show understanding of the dangers and limits of the internet.
Step 4 - Let's Share
Students perform their scenarios for other students - possibly in forum theatre mode, where suggestions for the next events/actions are taken from the audience and the actors improvise potential outcomes/solutions.
Photo by Priscilla Du Preez on Unsplash
