THEATRETRAIN MINIS/TINIES TRAINING OCTOBER 2015
1. Introductions
Who we are
Audience: who? Experience/knowledge/assess levels of experience/ask what they wish to cover – note points
2. Basics
Minis: ages 4:6
Tinies: age 3
Ratio/class size max 16 children
3. Health/Safety/Behaviour
Conduct specific risk assessment
Must have teacher/teaching assistant over 18
Toilet runs – ensure nearby in accomm. (TA does this)
If still using “pull ups” request mum leaves spare
Parents don’t stay for but may want to wait nearby for Tinies as only 30 mins
Behaviour – can vary considerably – stop any unsafe behaviours
Use rewards systems, star charts, (end of term prizes) achievement stickers, TT Ted
Break of 5 mins for Minis
Cannot do shows, but in school presentations fine
Theatretrain Ted – goes home with child who was best behaved/did best singing/good work etc. Encourage child to take and bring in photos of Ted on his “adventures” and discuss with class at beginning (settling in time)
4. Teachers - what to look for
Should be high energy/loud/project well/assume control/gain respect
Set boundaries/rules
Be firm but fun
Imaginative
Use your voice to invoke excitement and anticipation
TA should be kind and caring – will deal with tears and tantrums etc!
5. Class content
The aim of the class is to develop their coordination, sense of direction, spatial awareness, encourage their creativity through by using their imagination, develop ability to focus and be disciplined. This is an introductory class in preparation for performance. AND HAVE FUN WHILST LEARNING TO PERFORM!
Having a weekly theme is useful, you can base your dance music, song and storytelling around this. Try to incorporate the TT curriculum at some points in a simple way – “Transformation”
Notify parents by FB posts during week with a relevant pic from Google – parents love to know, it involves them and kids like to prepare costumes/props etc. Remember these parents are very young so will all want to like the FB page. (All good for marketing!)
See list of themes. Use the curriculum of the year to help inspire you.
You could extend the theme over 2 weeks and maybe prepare something for them to do in your Xmas sharing of work, but do keep their interest by moving on to new things as they are easily bored! Experiment.
Use props/ costumes (ask centre director for help here or ask children to bring in – they love to do this!) – this helps distract away from any reticence to perform and encourages focus and involvement.
Amy – basic framework and toolkit
What do teachers find difficult? Situations? What would everyone like to get out of session – discuss
Structure of class:
- Drawing in – discussion/register/colouring/drawing/showing of props they have brought/introducing the theme
- Use games to teach some theatre basics like stage left and right
- Dance warm up – start to teach basic moves – making circles, lines, follow the leader, learning left and right etc. Try some corner work but the TA may well need to do it with them, or do in pairs, they will increase with confidence as weeks pass. Always recognise, clap and praise anyone who takes a risk or steps outside their usual comfort zone. They may not cope with this if all very young.
- Learn a song – a short one, very simple, a few lines, repetition good, (remember they can’t read!) – teach a line at a time with actions. Remember they have limited vocabulary to you may need to discuss what words mean. Use BTs or actual tracks or even a capella if you’re confident! Try to encourage use of “attitudes” or emotions by using appropriate actions (like finger wagging if angry) and discuss how Little Bo Peep is feeling if she lost her sheep. Sing songs in different ways/different characters. Teach by example – they are little mirrors at this age!
- Add steps to make a dance also – try some simple sequences – add some free movement - get them to suggest moves and be creative.
- Drama – storytelling is excellent – keep it simple - go on an adventure - let them develop the story from an idea – encourage them to use their imaginations, THEY ARE NEVER WRONG! Good to use props here but vary this so you are not tied. Get them to create some short “lines” of script sometimes, once they become more confident.
- Try putting this all together – “enactment” – travelling through a story, being characters, contributing ideas
- If it’s going well, sometimes do a little performance of what they have learnt, or something that went well, at the end for the parents – do involve them as this is what they expect for this age group. Get them to bow for applause at the end! We are teaching the basic idea of “if you put in the work to create something good, people will be impressed and admire you”
- Don’t forget praise at end – TT Ted, star charts, stickers etc. Sometimes get them all to choose the best performer/singer/dancer/actor etc., but remember you are in charge and take care with this – only positive comments allowed.
- Something to take home – can be sticker or star or can be imaginary – flower, wish etc.
Toolkit – ideas and good practice to help teachers
- Making a Theatre
- “Pied Piper” effect – taking around a scene/story
- Keep a good pace, no time to be bored
- Whispering a secret (draw in the group)
- Magic finger (for “sshh”)
- REALLY listen (look at them and give full attention) and ask a question back so they know you are interested – see them as real people
- All contributions are valid
- Demonstrate – you are their role model
- Make everything a game if possible
- Bring in “life lessons”
- Be flexible, think on your feet and change if something’s not working
- Mirroring
- Voice work – making sounds
- Freeze frames, building a picture
- Making wishes
- Picking/creating “gifts” to take home (like picking imaginary flower)
- Musical Statues – variations of
- Travelling ideas (through mud, jump over crocodile in the river etc.)
- Importance of a commanding but magic voice
Summary and questions
*Tinies class will be a condensed version with no break