First Steps in Drama

Age 7 - 9

Curriculum area: History - Anglo-Saxons

Learning objectives: to explore through drama what we can learn about Anglo-Saxon life in this coun-try from the archaeological discovery at Sutton Hoo; to consider who should have owner-ship of the artefacts discovered in such archaeological excavations.

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ContentsPage

Introduction

2. The Sutton Hoo treasure

1. The Sutton Hoo ship

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4

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Introduction

Aims of the series:

First Steps in Drama aims:

• to develop imagination and creative responses• to provide opportunities for careful, focused listening using a range of voices and a variety of styles• to enable children to see issues and dilemmas from a number of points of view• tobuildpupils’confidenceindrama,graduallyintroducingmorecomplextasks• to engage pupils in drama activities involving: discussion, co-operation, planning, enacting and presenting• toprovideopportunitiesfor‘teacherinrole’toextendpupils’vocabulary,speakingskillsandimagination• toofferaflexiblecross-curricularresource,meetingdramaandothersubjectgoals

First Steps in Drama provides carefully structured language and drama activities that encourage imaginative, co-op-erativework.Itprovidesarichstimulustofullysupportteacherswhoarelessconfidentinusingdramaandcanbeadaptedanddevelopedbythosewithmoredramaexperience.IttargetskeyareasoftheNationalCurriculumthatcan be explored and supported by the programmes.

Before using the programme:

• listen to the programme and read through these notes in advance – assess suitability and note areas for development or extra support• usethebestequipmentavailable–itmakesarealdifferencetothechildren’sconcentrationandwork• you will need a fairly large, cleared space• allowatleast40minutestocompletetheworkforeachprogramme• largergroupsmayneedlongertoallowtimeforeveryonetofeedbackandparticipate(theamountoftimeallowedforgroupstoshoweachothertheirworkisakeyfactorindetermininghowlongthematerialtakes).

Other School Radio drama series:

Let’s Make a Story - the series for 5 to 7 year olds. Traditional stories are explored through simple move-ment and language activities. Go to:

www.bbc.co.uk/learning/schoolradio/subjects/drama/letsmakeastory

Fun, interactive learning!

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Preparation:

• Pupils should dress to allow easy movement. They do not need PEkit.

• Nowarm-upisnecessaryastheprogrammesbuildinaprogressive development but settle the pupils in the correct groupings quietly to listen at the start – the notes for each programme give details of the activities.

During the programme:

Refer to the programme notes. They provide:

• a brief synopsis of the story• theprogrammestructure–theactivitiesthatwilltakeplace

during the programme• teacher guidance – ideas for teacher involvement intended to

get the most out of the programmes•Inmostprogrammesyouwillhear:

• short, dramatised scenes with a narrator – these set the scene and give instructions

• sectionsofbackgroundsoundeffects–theseprovideastimulusfor pupil activities

• instructions from the narrator – these tell pupils what to do andthegroupingstoworkin

• the stop signal – usually music – used to indicate either that it’s timetobringanactivitytoaclose(stoptheprogrammeandfocusthechildrentohearthenextpartoftheprogramme)orthat the programme should be stopped so pupils can perform an activity, often discussion or enactment, following the narra-tor’s instructions

• short pauses in the narration – so that pupils can get organised (switchoffandstarttheprogrammeasnecessary)

Assessing your group’s use of the series:

Speakingandlisteningskills:

• how well do pupils listen to the ideas of others and contribute their own?

• dosomepupilsfindithardtotalkaboutasituationorsolutionifasked?

• are they using new vocabulary introduced during the unit?

Dramaskills-arepupils:

• using their imaginations as they become part of the situation and act out aspects of the story?

• showing empathy with the characters and their situation?• joininginwithactingactivities?Allorsome?• able to translate the ideas that arise from discussion into drama?• using the information they have gained from the programmes toappropriatelyinformtheirwork-egwithregardtolanguage?

Socialskills:

• howwelldopupilsworktogetherintwos,largergroups,withthewhole class?

• are they able to see things from another point of view?

Cross-curricularskills:

• arethepupilsthinkinginahistoricalorscientificwayifrequiredbya unit?

• in relation to PSHE, how are they responding to the ethical dilem-mas posed in many programmes?

• inrelationtoCitizenship,howdotheyrespondtothechallengesofferedbytheprogrammessuchasdecisionmakingandworkingas part of a community?

Reconstruction of the Sutton Hoo helmet in the British Museum

Feedback

We are always pleased to hear how you use our programmes and, in particular, how your own school performance has gone.Pleasesendanyfeedbackto:

BBCSchoolRadio3rd Floor Bridge HouseMediacityUKM50 2BH

Or email us at:

schoolradio@bbc.co.uk

Downloading these programmes

These programmes can be downloaded for 60 days following transmission. GotothispageoftheBBCPodcastDirectory:

www.bbc.co.uk/podcasts/series/fsid

Ifyousubscribetothepodcastyourcomputer will automatically search for any new content, meaning you should never miss a programme. Alternatively refer to the transmission dates right to see when programme becomes avail-able.

Programmes reamins available from the School Radio website and iPlayer Radio following transmission.

Synopsis:

Becky,ayoungarchaeologist,welcomesthe group to Sutton Hoo. She begins the story of the famous archaeological discoveryatthesite.In1938MrsEdithPretty approaches a local archaeologist called Basil Brown to begin excavations on the site. At his insistence the largest of the mounds is left untouched. However, the smaller mounds yield very few artefacts.

InMaythefollowingyearMrsPrettyengages Brown again and this time he begins excavations on the largest mound. Within four days he and his helpers have uncovered the impression of the Sutton Hoo ship.

They are on the verge of a great discovery...

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Programme structure

Drama activities Teacher guidanceIndividual.MakingcontrastingstillpicturesshowingfirstaSaxon invader, then a Saxon settler.

Emphasise that the mood of the two pictures should contrast. EncouragechildrentomakeuseofpreviousclassworkonSaxonsasappropriate.Focus on a slow, smooth change from one picture to the next. Switch off the tape if you wish to practise a controlled transition from one picture to the next.

Individual.Digging carefully in the earth at the start of the excavation of the burial mounds.

Remindthechildrentotakecarewith their digging movement - since each turn of the spade may reveal a discovery. Observe which pupils are engaging with their role and which arehavingdifficulty.Pause the programme and allow the activity to continue longer if you wish.

Individual.Revealing what Basil Brown isthinking-attheendofalong day’s digging without findinganything-byspeakinghis thoughts.

Pause the programme at the signal. Askpupilstorecommencethedigging, emphasising that they are feeling tired. At a suitable moment ‘freeze’theaction.Thenpassamongpupilsandinvitethemtospeaktheirthoughts.

Drama activities Teacher guidancePairs.Carefullyexcavatinginsidethe ship to reveal the lines of iron rivets.

Remind the children again of the needtoworkwithgreatcaretoensure that no damage is done. En-courage them to co-operate both in termsoftheirworkandistheiruseof the space. Move among the pairs, joininginalongsidethemandaskingquestionstoencouragelessconfi-dent pupils and to establish detail.

Whole group.Consideringhowtheshipmight have come to be bur-iedinafieldthroughclassdiscussion.

Directthediscussionbyaskingquestions. Remind the children of some of the relevant details - eg that a river runs near the site.Ifthepupilsalreadyknowthecircumstances of the ship burial the activity will be an opportunity to recaptheirknowledge.Forthosewho do not it is an opportunity to speculate using the facts gained from the programme. Encourage pupils to use their imaginations and welcome suggestions that demon-stratecarefulthinking,evenifnotstrictly accurate.

Whole group.Recreating the process by which the ship is brought from the river to the burial place in a still picture.

Allocate roles and then space chil-dren to suggest the outline of the shipandmoveamongthemtoworkon individual areas of the picture. When the whole group is ready cre-ate the still picture at a signal given by you.Extend the activity by bringing the still picture to life! Emphasise the enormityofthetask-movingtheship would have required close co-operation. You could choose some-one to lead, calling out when to pull to co-ordinate the group’s efforts.

Programme

1The Sutton Hoo

ship

1 The Sutton Hoo ship

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Synopsis:

Beckywelcomesthegroupfortheirsecond session at Sutton Hoo. She takesthembacktothesummerof1939andthediscoveryoftheAnglo-Saxon burial ship.

A team of expert archaeologists from around the country visits the site and CharlesPhillipsassumesresponsibilityfor the dig from Basil Brown. The exca-vation of the burial chamber begins and before long the treasures of the site are revealed.

However,justwhotheartefactsshouldbelong to is yet to be determined. A special coroner’s court is convened nearby and it decides that Mrs Pretty is the rightful owner. She then gives the treasure to the British Museum - where it can still be seen to this day.

Drama activities Teacher guidanceWhole group.Consideringtheevidenceto decide what can be said about the person buried in the ship through class discussion.

Leadthediscussionbyaskingopen-ended questions. Remind the chil-dren of all the relevant details that have been discovered so far. Draw onclassworkasappropriate.Extendtheactivitybyaskingvolun-teers to summarise what has been decided in role as archaeologists by giving a verbal report to the group.

Whole group.Takingitinturnstoper-suadeEdithPretty(teacherinrole)whatsheshoulddowith the treasure.

Thisactivityislikelytoworkbestwith you in role as Edith Pretty. Invitethechildrentospeakinturn.Encourage them to sustain and developtheiropinionsbyaskingquestions of your own. Encourage the children to consider what the justthingwouldbetodowiththetreasures.

Whole group.Recreating the coroner’s court at which the owner-ship of the treasure will be decided.

Allocate roles and shape individual sectionsofthepicturetakingintoaccountthekeyfocalpointsofthecoroner(the‘judge’)andCharlesPhillips/MrsPretty.Extendtheactivitybyaddingspokenthoughtsandallowingthejudgetosay what he has decided. A further picturecouldreflecttheresponsetothejudge’sverdict.

Programme

2The Sutton Hoo

treasure

Programme structure

Drama activities Teacher guidancePairs.Recappingthefirstsessionby creating a ‘phone con-versation in which either Basil Brown or Edith Pretty explains the discovery of the ship to an archaeologist who doesn’tknowaboutit.

Remind the children of the type of details the discussion should include byaskingquestions.Moveamongthe pairs listening to conversations andjoininginasnecessary.Listento see which pupils are able to use vocabulary associated with archae-ology and the Sutton Hoo discovery.

Pairs.A sequence of movements workinginsidetheshiptorevealthefirsttreasuresofthe site, prompted by the voice of the narrator.

Emphasiseagaintheneedtoworkwithpainstakingcare.Listenforinstructions from the narrator and repeat these as necessary.Move among pairs observing their workandjoininginasnecessary.

Pairs.Talkinginroleasoneofthearchaeologists to describe aspectacularnewfindtoacolleague.

Move among pairs listening to their descriptions, noting which children havebasedtheirfindsoninforma-tion in the programme or on previ-ousclasswork.Encourage children to describe their objectsinasmuchdetailaspossible,drawingthemoutbyaskingques-tions of your own as necessary.Extend the activity by selecting pupils to describe their particular objecttothewholegroupwithoutactuallysayingwhatitis.Cantheothers deduce what it is from the description?

2 The Sutton Hoo treasure

t

Treasure trove:

Treasure trove is an ancient law which states that if treasure is buried with the intention of gettingitbackitshouldbelongto the crown; whereas if it can be shown to have been buried with no intention of recovery it should belong to the landowner. No-oneissurewhattheoriginof the law is.

Visiting the Sutton Hoo collection:

The Sutton Hoo artefacts form one of the most important col-lections in the British Museum in central London. The artefacts are well-worth a visit and school visits can be arranged with the museum.

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20June1938.BasilBrownvisitsSuttonHooforthefirsttime.He examines the mounds in the company of Mrs Pretty. She wouldliketoopenthelargestofthemoundsbutBrowndis-suades her, drawing attention to signs of disturbance which may indicate that robbers have cleared the mound.

21June.Brownbeginsdigginginthefirstofthesmallermounds. Some minor artefacts discovered over the next few days.

6 July. Brown begins excavations on a second mound. Again, some minor discoveries over the following days.

Mid-August. Excavations suspended.

8May1939.BrownarrivesatSuttonHooandreturnstothemounds in the company of Mrs Pretty. She suggests excavating the largest of the mounds and Brown agrees.

9May.BrownbeginsexcavationswiththehelpofJohnJacobs(MrsPretty’sgardener)andWilliamSpooner(hergamekeeper).11May.AtaboutnoonJohnJacobsshoutsoutthathe’sfound‘abitofiron’.Itisthefirstrivettobeuncovered.

12May-9June.Excavationscontinueandslowlytheimpres-sion of the ship is uncovered.

9June.Adelegationofexpertsvisitsthesite,includingCharlesPhillips.

9June-8July.Browncontinuesexcavations,uncoveringthefullsizeoftheship.8July.CharlesPhillipsarrivesandassumescontrol.

13July.Excavationbeginsontheburialchamber.

21July.Firstartefactdiscovered-apieceofgoldandgarnetjewellery.

22 - 30 July. The remaining artefacts discovered - 263 in total.

31July.AllthediscoveriesarepackedandsenttoBritishMuseumforsafekeeping.

8August.AteamfromtheScienceMuseumarrivestounder-takeafullsurveyoftheship.

14August.TreasuretroveinquestconvenedclosetoSuttonHoo.

Mid-August. Scholars suggest that the ship may be the burial placeofRaedwald,akingofEastAnglia,whodiedc.625.

3 September. Britain declares war on Germany. The Sutton Hooshipiscoveredoverwithbracken.

Charles Phillips and Basil Brown working on the excavation of the impression of the ship left in the earth (showing the lines of rivets).

A Sutton Hoo diary

Weblinks: (copyandpastelinksintoyourbrowser)

The Sutton Hoo collection at the British Museum:

http://www.britishmuseum.org/explore/young_explorers/childrens_online_tours/sut-

ton_hoo/sutton_hoo.aspx

The Sutton Hoo site a Wood-bridgeinSuffolkismanagedbytheNationalTrust:

http://www.nationaltrust.org.uk/main/w-vh/w-visits/w-findaplace/w-suttonhoo/