Gary Carkin's ESL/EFL Drama Log

Home | ESL/EFL Drama in Poland | The London School of Language and Drama | Alexis Gerard Finger | Julie O'Sullivan and Duchess County Community College | Julie O'Sullivan's Class | Julie O'Sullivan's Class -- Part Two | Julie's Class -- Part Three -- Work on the Plays | Christine Parkhurst and the Massachusetts College of Pharmacy and Health Sciences | George Plautz and Drama at ELI, University of Utah | George Plautz -- Part Two -- The Performance | Video Clips | Nicole Kupfer | Nicole Kupfer's Approach | The Color of Life -- Scenes One -Three | The Color of Life -- Scenes Four and Five | The Process of Play Production and Language Acquisition | Gluing the Parts Together -- Working the Language | DE or Dramatic English | Stephanie Fuller and Hong Kong's Dramatic English | Stephanie at DE continued | Stephen Rhind's Class/ DRAMATIC ENGLISH | Improvised Drama | Improvised Drama 2 | Scripted Drama | Scripted Drama (cont'd) | About Me | A comedy performed by the International Drama Club at SNHU | The Princess and the Pea | Favorite Links | Let's interact: visit my BLOG
Julie O'Sullivan's Class -- Part Two

Enter subhead content here

When students return to class after their break, they don't return to their seats. Instead, Julie keeps them on their feet and asks them about the Amazon Jungle and what it is like. The students imagine snakes, crocodiles, bushes, and trees. She then instructs them to take a walk through the jungle imagining the circumstances. They plunge into the jungle with appetite and movement indicative of  the heat, the dampness, the thickness of the place.

Walking through the Amazon Jungle


Julie is not afraid of taking the lead.
She participates in ALL the exercises with the students, building class rapport and bonding.



Having hiked through a section of the Amazon, the students now are asked to envision the North Pole. "What's it like?" "What's there?" "What would you be wearing?" "What's covering your face?" "How are you moving?"  Having answered the questions, the students embark on a walk through the environs.

Hiking at the North Pole



How can anyone forget these names, the Amazon Jungle and the North Pole, after having hiked through them?

Julie continues with the physical exercises. She switches to asking the students to work on expressing emotion through body movement. They work on different walks and body posture: angry, happy, sad, and so on. Finally, Julie introduces a brief discussion about proximics and has the class experiment with varying levels of territorial comfort and personal space.



Thus warmed up and their minds focused on the relationship of feeling and body movement, Julie turns again to the subject of the plays. She asks the students to move as their characters and, after a few minutes of exercise, she then instructs them to think of the physical actions of their characters in the plays on which they are working. "Think of the different sections of your plays and try out the movement depending upon the different physical demands of the play and the characters."


Julie's Class -- Part Three -- Work on the Plays