Rumpelteazer

Todevelop characters and feelings through role play and mime.

1 Start of war

Children listen to chamberlain announcingwar.

Children decide who they are, child, teenager,older person etc

Children move round the room meeting people andmiming reactions to the announcement of war.

Discuss exaggerated moves so people watching canrecognize the feelings, use of face, hands etc.

Evaluation against skills/ objectives

Children exceeding expected skills :

Children not achieving expected skills:

Todevelop movement and dance techniques.

2 The Blitz (more than 1 session)

Moving from session 1 music changes to air raidsignal and children rush to air raid shelter.

Children in groups of 4 -6

Some children form shape of air raid shelterothers sit inside and shelter. Children point to sounds of bombersas they arrive.

Eventually choose 2 or 3 children to be thebomber planes as they attack the shelters.

Hit shelters collapse in slow motion.

End of raid, injured children get up and walkaround surveying the damage and supporting each other.

Focus on movement, facial expressions, and bodygestures.

Evaluation against skills/ objectives

Children exceeding expected skills :

Children not achieving expected skills:

Todevelop characters through role play and mime.

Towork development movement and work as part of a largegroup.

3 Evacuee sequence also part of history drama work (will bemore than one session)

Children in groups of 3 or 4. One child to bemother the other evacuee children.

Children discuss what they may do and say asthey leave their mother on the station platform. Again focus onexaggerated facial expressions and gestures. Move the work on tomime. Think about hugs, wiping tears, checking coats andlabels.

Continue sequence as children leave mothers andget onto train,

Children to form a train carriage formation andmothers to stand to the side.

Choose children be train driver andguard.

Inunison develop train sequence slowly pulling out of station,speeding up, slowing down and stopping.

Focus on keeping in time as a group.

Children arrive and role play the being chosenscene in the village hall.

Children decide on character, what they are goodat, if they have younger or older brother or sisters.

Hosts to decide what their home and job arelike, possibly a farmer, shop keeper, lord of the manor. What sortof children do they want. Think of a question they could ask tohelp choose their evacuees.

Children role play the scene.

Discuss feelings about being chosen. What wasit like to be last?

Develop into mime sequence.

Evaluation against skills/ objectives

Children exceeding expected skills :

Children not achieving expected skills:

Torole play and show feelings through mime

4 End of war celebration

Play the announcement that war has ended.

Children show their reactions through role playand then mime.

Evaluation against skills/ objectives

Children exceeding expected skills :

Children not achieving expected skills:

Tolearn dance steps.

Tomove to the beat and develop and perform a routine.

5 Jitterbug/ jive routines (will be more thanone session)

Play the children some of Glenn Millers bigband music and teach some of the dance moves.

Foot taps Finger clicksStep ball step with turns and rocks.

Alternate foot kicks/hops Windscreenwipers Partner under arm turns.

Play In the mood

Children work in pairs, boy girl where possible,to develop their own dance routine.

Tell the children once they have practised anddecided what works they need to develop a rountine that they canremember.

Evaluation against skills/ objectives

Children exceeding expected skills :

Children not achieving expected skills:

Toperform with confidence and in role as part of a group

Performance

Put all the elements together to tell the storyof World War II through dance and movement.

Use Music for dance CD.

When ready perform in assembly or invite parentsto watch separate performance.

Evaluation against skills/ objectives

Children exceeding expected skills :

Children not achieving expected skills: