Opportunities & Extensions
Three sets of opportunities and extensions present themselves:
Extensions to this drama
Process drama can be used to explore other themes. Moments in The Treasure of Trivandrum that could be used to explore other possible themes are, for example, the opening of Chamber B and what might be inside; possible conflicts and dilemmas involving greed, corruption or crime in the distribution of the treasure (perhaps focusing on the soldiers guarding the treasure); or other acceptable uses of the treasure, such as those earlier suggested by the Maharajah.
The drama can be transformed into a play for presentation to other classes or parents. The drama cannot just be repeated for an audience, so this will involve a number of steps. The teacher and children first decide which scenes need to be presented in order to tell the story in a coherent and exciting way. Then they re-improvise those scenes with an audience in mind, at which point some decisions on casting or re-casting may be made. The improvisations are refined and polished until they are stable and repeatable, if not actually scripted. The scenes are then put together considering the performance space, staging, costumes and props available. The scenes are rehearsed to ensure the students understand the need for clarity, visibility, audibility and dramatic effect. The teacher will need to deal with production matters of scheduling, invitations, seating, etc.
Extensions to other age groups:
Though designed for a Year 4 class, this drama can be used with a wide range of students. It is entirely appropriate with little if any change in content or structure for students at least until the end of primary years. According to the students' ages, expectations will rise in regards to both sophisticated responses to the dilemmas and students' oracy skills. With a revised structure, the drama or aspects of it could be used with secondary students, or students slightly lower in age.
Extensions to other subjects and themes:
The structure, techniques and conventions used in this drama are all transferable to entirely different content and contexts. The supporting documents on this page provide support for the design and implementation of many process dramas.
Full planning schema
Including the pre-text, the hook, focus question and detailed plan, and comprising specifications of the drama learning, timing and use of space for all activities, and the nature of the students' participation.
The treasure hunt words (Lesson 1), full text of the Maharajah’s two letters and illustrations of the Maharajah and his ancestors.
Definitions of oracy skills and a sample criteria sheet for each student.
Teacher prompt notes
Suggested script for the teacher to follow together with prompts for all activities. Other columns identify types of drama activity, suggested timings and use of the space.
Teacher-in-role: a user's guide
Teacher-in-role offers a unique facility to expand what goes on in a classroom and to change temporarily the power relationships within the class.
Drama guide and glossary
Provides definitions of all the specialised drama, theatre, and drama pedagogy terms in this Drama Arts-POP. (Adapted from the award-winning primary text-book Pretending to Learn).
Drama education resources
Many resources recommended are new; however, there are still older reference books/websites that remain current practice texts.
The elements of drama
The basic building blocks of all drama, which teachers need to know, and that are basic content in the Australian Curriculum in the Arts – Drama.
Drama tips for teachers
Provides information and suggestions on preparing the students, class management (including time, groupings and space, the use of props and costumes) and reflection.