Филологические науки/1.Методика преподавания языка и литературы

Zinchenko N.N.

КЗ «Луганська середня загальноосвітня школа І-ІІІ ступенів №23»

Pantomimes: pupils’ creation

To develop new theoretically based innovative teaching approaches based on different teaching methods and techniques.

One of the main techniques is a pantomime. Pantomime is showing itself to be a dynamic way for pupils to interact with literary text.

A pantomime is understood to be acting without words or as it has been introduced to pupils, “silent acting”. It is the “expression of something by body or facial movements only”.

Literature pantomimes involve pupils basing their silent acting on literature text. There are substantial benefits for learners:

Ø Motivation to interpret text

Ø Representing literary text creatively

Ø Relating texts to physical acting

Ø Visualizing physical relationships and setting

Ø Projecting and representing textual sequencing and movements

Ø Representing characters’ feelings, circumstances and points of view

In viewing the pantomimes, pupils are exposed to a number of dramatic techniques and abstract relations employed by their classrooms. A dramatic technique is defined as a particular way that pupils attempt to aid their classrooms in making connections to a certain piece of literature. Whether the performing pupils are aware of a noticeable dramatic technique is beside the point: many famous actor or writer remains unaware of his or her creative processes. Dramatic technique observed in the pantomimes have include sequencing, positioning , movement, gesticulating, stillness, sounds, an actor playing two parts, and the use of props or signs.

After the play was showed, the pupils attempt to write a description of what they just watched. Some pupils are uncertain how to approach the writing, but it soon becomes a natural part of the process. This time that the audience can reflect on what was shown. Even when pupils are certain in their recognition of the scene, they will thinking about associated detail, sequencing, deeper meaning and, perhaps, even why the groups chose that particular scene to depict. Pupils were formed based on the according to skills, interests and wishes. Then the pupils were named and these names were written on the board as:

Ø Drama

Ø Model-material building

Ø Music

Ø Scenario

Ø Text-research

Ø Art

Ø Puzzle

Certainly mistakes are made, and some of the pantomimes the teacher was unable to identify on the spot, while the students were able to provide accurate and descriptive account. The pupils share their views, and then it is time to be silent again for the next pantomime.

Actually there are many dualities connected to the pantomimes: the text and the preparation; the preparation and the performance, the pantomime and the viewing, the written description, the resolution of what the performing group had thought, and the various mental functions that play off each other for the pupils in the preparation, playing and viewing – functions as interpretation, reflection, imagination, pinpointing and conceptualization.

The pupils help each other develop understanding, and they choose, control and adapt the content from the text and they will perform it.

Pantomime roles

Major roles

The main roles within pantomime are often gender-swapped, and can be played by either sex: Role Role description

Principal Boy or Girl Main character in the pantomime Traditionally a young woman in “male” attire

Panto Dame Normally the hero’s mother

Traditionally a middle aged man in drag

Co-Principal Boy or Girl Normally the hero’s love interest

Comic Lead Does physical comedy and relates to children in the audience.

Often has a phrase he repeats several times and the audience traditionally call out the opposite in response.

For example he says “Oh no it isn’t”,

The audience reply “Oh yes it is”.

Villain. The pantomime antagonist. Often a wicked wizard or witch.

The model of language-learning: Engage-Study-Activate. Basically, there has to be some part of the lesson that really gets the pupils interested and involved. Then they can become activated, producing or thinking in real language. In the pantomimes, the teacher sees a process where students engage each other. In letting pupils be free to provide the content of their lessons, “the traditionally presentation, practice, production procedure can be put into reverse”. The pantomimes are one way to show that this is highly possible, with the pupils greatly taking charge of the functions of practice and presentation too. This is in line with a process of language education and develops pupils’ understanding and ability to become cooperative, self- directed and autonomous in their learning.

Pantomimes can be introduced in the simpler form of charades. With the pantomimes, the teacher has an opportunity to give pupils… control to develop their own meaningful experiences. The real objective is to get the pupils motivated, interested, and confident enough to explore the language on his or her own.