Today’s class was a continuation of a process drama and the name of the village now was Purnama Seroja River. It was because the class was combined with the next section. So we united and became one village. One thing I can express now is connecting with the story and characters on a profound level (again) was an experience like no other. I can't help but think how different it would have been if the story were confined to the pages of a textbook. We'd probably be stuck in a monotonous reading-out-loud session, doing character analyses without truly feeling the essence of the plot like how we did in the class.
Learning through process drama sparked creative ideas in us. It wasn't just about going through the motions; it was about bringing the story alive and forging a deep connection with it. Emotions became the threads that wove our understanding of not only feelings but also language. Expressing our emotions and feelings through language became a powerful tool, a bridge that connected us not only to the characters but to everything around us.
At the same time, it's fascinating how this could go beyond just our brains and synapses – it's about making connections. The more connections we have, the more we learn and retain. Let me simply put this here, learning through process drama is like putting the pedal to the metal; it accelerates our understanding and makes the entire learning experience richer.
But let's move on from the drama and onto some ideas I've been brewing in my mind. If I were to recreate this play with my future students, I'd want to develop certain parts further. The activities we engaged in were interconnected, and I'd love to emphasize the language-learning aspect. Towards the end, the chief village received a letter from the government instructing evacuation, then I'd encourage my students to write a protest letter expressing their critical thinking against the decision (writing skills). Or perhaps, a debate between the government and villagers and setting up a real parliament, which could spice things up (speaking skills). And maybe throw in a hot seating activity where characters share their points of view by taking on different roles, including government officials justifying the evacuation. Also, a representative from the village to explore the emotional and practical aspects of their perspective.
All in all, the story we enacted served as a base, but the beauty of it is that we can adopt any story to make our English classroom more engaging for students, honing their language skills in the process. It only takes one’s creativity to pull it off.
And honestly, the possibilities for language learning through drama are endless