roll up! roll up! resource pack - the play...
TRANSCRIPT
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ROLL UP! ROLL UP!
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Contents
CreditsProgramme performed by John Flitcroft, Cheryl Stott & Micheal Crouch
Roll Up! Roll Up! was originally devised by Joanne Billingham, Michael Crouch,Malcolm Jennings, Emma Lewis and Nicky Robey.
It was directed by Juliet Fry
Set and costumes were designed by Dawn Allsopp and made by Emma Thompson
Thanks to Orit Azaz, Kieran Sheehan, Dave (the bar manager) and all the cast andcrew at Nofit State Circus and Jo Lederer for all their inspiration and support
during the devising of Roll Up! Roll Up!
IntroductionAim and Outcomes
Programme Outline
Foundation StageCurriculum Links
4
Creative Ideas and Activities
Creative Colouring 1Creative Colouring 2An Imaginary Circus JourneyMaking DensDrama and role play ideasGames
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67
8-1112
13-1516-17
P.S.H.E and Literacy
What Makes Me Special?Your own Clown FaceLiteracy IdeasUseful Resources
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1819-2021-22
23
Pack and programme © The Play House (B�ham) Limited 2008, 2010(but we encourage teachers to reproduce this pack for use in their lessons as much as they like). All contents we�ve
reproduced from other sources are believed to be copyright-free, free for educational use or we have permission to use.
Pack design and layout byGavin Medza
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Aims & Outcomes
Introduction�Whatever you can do, whoever you are, you belong under the umbrella of the circus!�
Roll Up! Roll Up! is a newly devised participatory theatre programme for children in theFoundation Stage. The programme takes the children on the journey of a character called Bim,to find out what makes him special. The programme explores with the children the things thatmake us unique from each other through the world of a travelling circus. They meet charactersalong the way who have strange and unusual talents and are distinctly different but all belongunder the big top of �Zulfigar�s/Zelda�s Circus�. Through Bim�s journey of discovery the children
are offered the opportunity to experience the possibilities and properties of both strange andfamiliar materials and their own bodies too.
Roll Up! Roll Up! provides the children with lots of �creative gaps� where their original ideas andsuggestions will help Bim to find the confidence in himself to realise his seemingly impossible
dream of joining the circus as a performer. The children will have the chance to be bothsupporters, creators and performers in role as Bim�s helpers.
The acts in Zulfigar�s/Zelda�s Circus are created from familiar objects and materials that thechildren will recognise from home and nursery or school and we hope will provide lots ofstimulus for further creative play for you and your children after the programme is over.
This resource pack contains activities and ideas that focus on creative play, movement games,drama and exploring the themes of uniqueness and identity with children from three to five
years old. We hope that you find them useful and fun!
The overall aim of Roll Up! Roll Up! is to extend the children�s imaginative and movementdevelopment through the context of the world of circus.
Outcomes: The children develop their coordination, control, and movement skills through
structured physical play
The children contribute to discussions focusing on where an individual fits into theworld, self belief and confidence
The children use their imaginations to problem solve within the context of the drama
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Programme Outline
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Roll Up! Roll Up! begins in the classroom with the arrival of Bim, all the way from Zulfigar�s/Zelda�sCircus. He has come with a request from Zulfigar/Zelda. He needs some strong people to helpget the circus ready in the hall. After introducing himself and checking the children�s muscles,
Bim takes the children to the Hall where the Big top awaits!
Once the children have had a look around the circus ring and met Zulfigar/Zelda they are put towork, warming up and helping Bim with all his important jobs. After a while he begins to
introduce them to the amazing acts and characters that are all part of �the most amazing showon earth�. The children help the characters and watch the performances whilst learning of
Bim�s seemingly impossible dream of one day actually being in the show itself. How Zulfigar/Zelda ended up in the circus is revealed and he/she then sets Bim a challenge, if he can invent
a brand new act, with the help of the children, then he can be in the circus too.
[Break]
After break the children find Bim full of doubt and fear. He has always been the helper. Whatcan he do that�s so special? The children play with Bim and help him with ideas to develop a
performance.
As the climax of the circus and the programme itself, the children perform their ideas, alongwith Bim, as part of his new and amazing act.
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Curriculum LinksRoll Up! Roll Up! will help your children work towards
their early learning goals in the following areas:
Personal, Social and Emotional DevelopmentThrough the story, and the character of Bim, the children will be encouraged to think about
emotional well being, where an individual �fits in� to the world and how one needs self beliefand confidence. The programme fosters collaborative working, respect for others and the
building of positive relationships between children and their peers and adults.
Communication, Language and LiteracyThe children will be encouraged to communicate with each other and with the Teacher/Actors
in the drama in a variety of ways, using speaking, listening and physical interaction.
Knowledge and understanding of the worldThe context and characters of the drama will help the children develop knowledge, skills and
understanding of the world around them. We hope they will empathise with Bim and use theirlife experiences to guide him.
Physical DevelopmentThere are opportunities in the programme for your children to develop their skills of
co-ordination, control, manipulation and movement, through both structured and unstructuredphysical play.
Creative DevelopmentRoll Up! Roll Up! provides opportunities for the children to engage in drama and imaginative play
with a range of objects, respond to music, and to experiment, practice and share their ideas.
The programme also links into:
SEAL(Social and Emotional Aspects of Learning)
friendship and belongingseeing things from another�s point of view
working togethermanaging feelingsproblem solving
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Creativ
e Ideas &
Activ
ities
Creativ
e Colou
ring
Wh
at do you
r class imagin
e is happen
ing in
side th
e circus? A
sk them
to draw
a picture of w
hat th
ey wou
ld like to see.
Don
�t let them
forget to colour in
the ten
t flaps! Are th
ey in th
ere too?
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Creativ
e Ideas &
Activ
ities2Creative Colouring
Who is swinging on theflying trapeze? What
costume are they wearing?
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Are they going to fall?
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Creativ
e Ideas &
Activ
itiesAims & Outcomes
This activity encompasses simple mime technique and active learning throughphysical play. It offers the children lots of opportunity for creatively adding to
the journey whilst giving you a structure to hang the journey on.
Pupils have the opportunity to discover the sights and sounds of the circusthrough making simple choices throughout this activity.
The Children will be introduced to some simple circus terminology. Children will use actions and related language in order to explore situations
and characters
Practical issues the person running the workshop needs to know:The activity needs space - A hall or a cleared class room.
The activity begins with the use of a puppet or doll (If you decide not to usea puppet that�s ok)
The Workshop 1 The Amazing Zulfigar/Zelda!
Begin by sitting the children in a group in front of you. Explain that your friend Zulfigar/Zelda has come to visit the children and
that he/she comes from the circus. Explain that your friend is tired after practising her act for the circus and
that you will need the children�s help in awakening her. (Teacher- �1, 2, 3� Wakeup Zulfigar/Zelda!��Teacher and children repeat)
Involve the children in a short discussion with Zulfigar/Zelda (if you areunconfident using the puppet you can always get Zulfigar/Zelda to whisper his/her responses to the children to you first). This allows you to respond; �Zulfigar/
Zelda said� Use questions such as;�What do you think Zulfigar/Zelda does at the circus?� Or
�I wonder what other people do at the circus.�Does anybody know the name of the big tent the circus happens in? (Big top)
The beginning of the workshop is an introduction to the theme. Keep it short, five minuteswill suffice.
An Imaginery Circus Journey
2 This is the way we (The Mulberry Bush song) In preparation for this song, encourage the children up onto their feet.
Ask them what the weather is like today; pick one response (rainy,sunny or cloudy). Now ask the children to create a gesture to describe the
chosen response. Ask them how the weather feels (hot, cold, soggy). Now ask the
children to create a gesture to describe the chosen response. Sing; �this is the way we�� (ask the children for circus suggestions) Ona sunny and cold (ask the children is it morning or afternoon)
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2
The Journey! continues ....
Creativ
e Ideas &
Activ
itiesAn Imaginery Circus Journey
3 I went to visit a circus one day! In preparation for this rhyme / song, sit the children in a huddle.
Explain that they used to have animals in the circus but they no longer usethem. Ask the children why they think this is.
The Rhyme / song: I went to visit the circus one day and saw a:(ask each child what animal they saw)
Across the way and what do you think I heard it say?At this point the children and you will make the noise of the animal thechild has suggested. It might help to establish what noise this animal
makes first before returning to the rhyme.
4 Getting ready to go! It�s time to venture into the circus but first children must decide what
to wear! Is it hot? Is it cold? Is it rainy? If the children decide it is cold andrainy then they will probably decide on hats, coats, gloves, umbrellas etc. To getthe group started point to your imaginary coat in the corner of the room. Put iton and describe its colour and texture whilst inviting the children to do the
same. Now ask the children where the gloves, umbrella and scarf are (item byitem) and repeat the process!
You are already to go but first each child can pack one thing in thegiant imaginary bag in the middle of the space. Ask the children to think of
something they might need or really want when they get to the circus. Allshould then pack their items inside the bag.
5 The Journey! Ask the children how you can all get there. Ask them if the circus is
close or far away. The children may decide to walk or make there way to the circus in a
car a bus a plane a rocket, a bike, a boat or any other method of transport. Whatever they decide on, first they must work as a team in order to lift the heavyimaginary bag onto the chosen method of transport. Don�t forget to buy your
tickets and strap your seat belts!Once on these transport songs are very adaptable to any chosen transport method;
Row, row, row, your boat gently down the streamMerrily, merrily, merrily, merrily, life is but a dream!
Also transpires as:Ride, ride, ride, your bike quickly down the road
Don�t forget to toot your horn and watch out for that toad!
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3Creativ
e Ideas &
Activ
ities The Journey! continues ....
AndFly, fly, fly your rocket/plane gently through the sky
Round the moon and past the stars, life�s a big surprise
The wheels on the bus go round and round,Round and round, round and round,
The wheels on the bus go round and round,All day long.
Also transpires asThe wheels on the bike / car etc
Once the vehicle grinds to a halt ask the children to describe what theycan see outside of the window. Ask if they can see the circus out of the window
and all unload onto the imaginary muddy squelchy grass. Ask the children to thinkabout how you move over muddy squelchy grass and make your way to the
opening of the big top!
6 Inside the Big Top! Once inside the big top ask the children what happens inside it
Ask them if they would like to have a go at doing some of the things theperformers do.
Set up an imaginary tight rope and explain that it is very high off theground- Ask the children if they can walk over it.
Here is a poem related to wire walking that gets children up on theirfeet using mathematics-
5 grey elephants balancing side by side on a piece of string (children act out)Thought it was such a wonderful stunt that they called for another elephant!
(Children use there trunks to call another child/ elephant)Then there were 6 grey elephants balancing side by side on a piece of string
(Take this up to 10 or so asking the children to count at each interval) Ask the children to hold imaginary trapeze bars above their heads.
Practice in a circle, as a group swinging forwards and backwards (note; explainnot to bang into each other)
An Imaginery Circus Journey
Inside the Big Top! continues ....
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4Creativ
e Ideas &
Activ
ities Now explain the clown can�t come to the show today and
he wondered if we could perform the show. Stand in front of the children andask them to copy everything that you do as if they are a mirror image of you,the only difference being that when you turn around the children will pull asilly face at you behind your back! (You may need the teaching assistant to
model this for the children the first few times).Reach forward for your red nose and put it on (big gesture)
Reach forward for your makeup and put on two big eye brows.Reach forward for your makeup and put on your big mouth.
Turn around and reach for your coat, leave time for the children to pullsilly faces before putting on your coat.
Reach around again for your hatReach around for your shoes turn around and catch the children pulling
faces at you. Now ask the children what a parade is. Explain that they are going to
make a clown parade and must chose one imaginary instrument or item guitar /maracas / juggling balls / water squirter etc. Practice a silly walk of their choice.
Two by two parade around the big top! (You can use real items /instruments or/and music but it isn�t necessary)
Congratulate the children and explain that it is home time.
An Imaginery Circus Journey
7 Home Time Home time take off your clown suits put on your coats, hats and
scarves, out of the big top, walk through the squelchy mud. You could sing and physicalise marching in our wellingtons at this
point; Marching in our Wellingtons we stamp, stamp, stamp. Marching in ourWellingtons we won�t get damp. Splashing in the puddles in the rain, rain, rain.
Splashing in the puddles and splashing home again Back on the vehicle
Inside the Big Top! continues ....
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Resources:
Creativ
e Ideas &
Activ
itiesMaking Dens
Dens and Story spacesDens are important to children's creative development - and that the children�s
inclination to make dens can often be supported by teachers and parents.
A den made from blankets draped over a clothes horse outside or over the backsof chairs indoors is a much more exciting place to be than in a plastic play house.Children�s dens are transformative and temporary. They can become caves, secret
hideaways in fact absolutely anywhere the child�simagination will take them. They are private, often adult free zones that exist for
perhaps just an afternoon.
They are often used by children as a testing of their independence and fears.They are places in which children can challenge themselves both mentally and
physically by controlling the context for the den. It is up to adults to support andnurture this creative play by �playing along� or just observing the learning.
Creating Story PlacesWhilst working on a story, you can designate an area to transform into an
environment from it. Children can then go to this place to test their own ideasabout the story and its meaning.
Simply re-arranging the furniture and building with the children their versionof a place can be a very useful way of building belief in a fictitious context.
E.g. build the inside of Little Red Riding Hood�s home with table and chairs,bed, fireplace etc.
Variations:Set up a space using fabrics and �set� � this can be a simple as couple of chairsdraped with fabric, beanbags, cushions, fabric hung behind or above to create a
simple canopy or tent like structure. Bring a small group in to the space toexplore. Allow them to come up with their own interpretations of what and
where this space could be. It could be all one colour or different textures, likeall fury or shimmery. Guide the children in a spontaneous role play based ontheir ideas or bring the group together to create a story in a more structuredway. The key to the success of this creative activity is to stand back at the
start and allow the ideas to flow before you intervene. You can also add �props�like boxes or suitcases and cardboard tubes. This can be done with differentsmall groups with the same stimulus and then each group has to tell the rest
what they made up and what happened.
� Black-out material & torches to replicate night time
� Large cardboard boxes� Screens� Clothes rails
� Duvets� Cushions� Bamboo canes� Sticky tape
� Sheets� Blanket� Sleeping bags� Pegs� Clothes horses
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Creativ
e Ideas &
Activ
itiesIntroduction
Why work with drama and role play in your setting?Drama is a way of extending the children�s important social role play
Participatory drama and storytelling gives very young children the opportunity to voice their opinions, express their feeling and make genuine
choices.
Stories can be adapted for drama to suit any particular aspect ofcurriculum development or theme being explore.d
Drama and stories allow the children to step into someone else�s shoesand consider what if?
Stories offer a real context for using language (having to ask the way,make a wish, tell someone what you want)
Going into RoleThis means pretending to be someone else but with a purpose. An examplemight be pretending to be Red Riding Hood�s mother in order to explore how
Red Riding Hood could keep safe on her way to Grandma�s.
It can feel embarrassing at first but remember that children slip into role veryeasily and will accept you if you signal it clearly.
Signalling means telling them, �When I put this hat on I�ll be the kingand then we will be in the story. Is everyone ready?� And the same to come out
of role.
Have a clear objective for going into role � why are you doing it? Whatdo you want to achieve?
It is much more inclusive for children when they are being asked tobe in the story if you are in it too!
Drama & Role Play Ideas
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2Creativ
e Ideas &
Activ
ities
� Sculptures� Waxworks� Posters
Whoosh - Physicalising a storyThe children become the characters and the objects in a story as the teacher
tells it. This works well with both new and familiar stories. It encourages thechildren to listen carefully to the storyteller and interact spontaneously with
their peers.
The children sitting in the circle become the audience when they are not inthe centre taking part. It is an active introduction to a story in which everyone
is able to take part, works well with large groups and it is a practical andspeedy method of exploring a story.
All the children sit in a big circle. The teacher begins the story and each time acharacter or key object is mentioned she points at a child or several childrenwho must come into the centre and become that element of the story. Once
that section of the story is complete a word like �whoosh� can be used to clearthe space. All the children in the centre return to their seats and the story
continues.
Still ImageThis is the creation of an image using a group of people to capture a particularmoment, idea or theme as in a photograph, painting, sculpture or video freeze
frame, picture from a dream.
This technique has distinct advantages when a teacher is exploring ideas andthemes which pupils find complex or vague (love, loyalty, honour etc). To
create a single concrete image requires thought and analysis on the part of thepupils in order that their image is precise and not misinterpreted. It is an
economical and controlled form of expression - a useful way of representingtricky content like fights.
� Book illustrations� Freeze frame on video� Photograph album� Paintings on a wall
Drama & Role Play Ideas
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3Creativ
e Ideas &
Activ
itiesThe Imagination Game
Bring out a �prop�, which can be anything � a tube, a plastic plate, a basket oranything that can be transformed into something else using the power of theimagination. Pass it around the group (not a whole class) sat in a circle. Eachchild takes turns to come up with an idea of what it can be by demonstrating
it or telling.
Drama & Role Play Ideas
The Story BasketUse a basket of props and have the children pick out one at a time and use it
to add to the next part of a made up story. You can pick the first thing to beginthe story but ask the children questions so that they first generate who it
belongs to or where it might have been found or indeed what it might be. Thisis something that can be alongside a theme. If you wanted to create a circus
story then you might pick related objects like a clown toy, a red nose, ananimal or a bit string or rope.
The Mime MatHave a mat or a marked out space on the floor and allow each child the
opportunity to act something or pretend to be something and allow the otherto guess. This works best with some preparation around mime. A good warmup for this is a game called �What�s in the box? You imagine a box and place itin front of you, open it up and carefully mime taking something out and usingit. You can produce a hair brush or a banana or maybe a pair of shoes. When
the group have had the chance to call out what they think it is you put it back,close the box and take it to the next person who would like a go. All of the
above works well around a theme � animals or circus perhaps.
Collective RoleThis is when the children take on the collective role in a story, any of whomcan speak as the character. In this way a large group can be involved in the
creation of dialogue. You need to pick a point in the story where you aredeveloping a characters identity or deciding on a course of action.
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Creativ
e Ideas &
Activ
itiesGames
Games for the Foundation StageAll of the games and movement exercises listed here are fun to play and
extend the children�s physical and verbal vocabulary. They work best in a clearspace and some are more suitable for a hall space.
The Balloon GameYou will need an inflated balloon (and some spares in case of accidents!!) and abig room, hall or gym. Fill the balloon with a few grains of uncooked rice for an
exciting noise as the balloon is past around.
Stand the children in a circle with plenty of space to move their arms and legs.
The idea is to keep the balloon from touching the floor for as long as possible.Anyone near it can attempt to hit or tap it back up into the air. Use your head,hands, feet, nose, back, what ever. (You can vary rules to suit group or space)
It is helpful to generate a spirit in which everybody is working together to keepit off the ground. The longer it stays up the greater the sense of achievement
for the group.
Variations:Try calling a name and send it towards them.
Can you pass it round the circle without dropping it? How fast can you do it?Can you pass it without using hands?
Touch ColourThe children stand in a circle taking note of the two children on each side. Theleader says ' touch blue', so then everyone has to find something blue to touchand return to their place in the circle as quickly as possible. The leader changesthe colour they have to touch each time. When colours have been exhausted
the leader may say touch ' wood' or 'material' or 'your ear with your left thumb'.
Pass the TambourineSit the group in a circle; pass a tambourine (or any other shaken percussion
instrument) around. Each person in turn tries to make it sound as loud a soundas possible. It is passed around again trying to avoid making any sounds.
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Creativ
e Ideas &
Activ
itiesGames
HuggyThe object of this game is to get the children working with each other in
groups that are random rather than just their close friends in the class as wellas getting girls and boys to work together. The teacher calls �Huggy� and then anumber that the class can be equally divided up into as they walk/skip/jumpor run around the space. The children then have to try and get into groups ofthe number called as quickly as possible in a group hug (arms on each others
shoulders in a circle). Anyone left out because of odd numbers is in control ofthe game along with the teacher.
Grandmother�s FootstepsThis game has many variations but in its most basic form it involves a child
facing a wall, whist the rest of the group stand together at the other end of thespace. They must walk forward so that the child at the other end does not seethem move. The child turns around at intervals and if they catch anyone still
moving they can send them back to the start. The winner is the one whocreeps up and manages to touch the shoulder of the child facing the wall
without being caught moving. It can be adapted easily to fit the frame of astory. An example might be exploring the moment when the wolf creeps up onRed Riding Hood. It helps to ask the children to think carefully how they will
creep and explore the way a wolf might do it. To add extra tension includesome suitable tense music and when you stop the music the child must turn
around and see who they can catch out.
Keeper of the KeysIn this game a child is sat on a chair in the middle of a circle made up of therest of the group, who are sat on the floor. The child is blindfold or has theireyes closed. They have a set of �jangly� keys that have been placed under the
chair and must protect them from being taken.
On your signal a child is chosen to creep towards the chair and see if they cansteal the keys without being heard. If the child on the chair hears them at anypoint they must point in the direction of the noise. If their finger points to the
one trying to steal the keys then they must return to the circle and anotherchild can begin. As with �Grandmother�s Footsteps� this game translates wellinto the world of a story. An example of this might be that the child on the
chair could be the giant who owns a set of keys that are being used to lock upJack from �Jack and the Beanstalk.
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What Makes Me Special?All of the activities in this section give the children the chance to explore
what is unique and special about them. They involve the whole group andsmall group discussion, games and pairs work.
Finding your �Circus name�Standing in a circle the children are asked to say their name and then add and
I�m�.describing a movement quality or adjective that begins with the same firstletter as their name. They must either do the movement that they have
described as in �my name is Carl and I�m climbing� or create a movement to gowith that adjective as in �my name is Holly and I�m happy� (with a jump in the air).
After each child has said their name and done their own movement the whole circlejoins in by repeating �her name is Holly and she�s happy�, and does the movement.
I like it when�Each child must pick someone in the group to talk about. Starting with the
sentence �I like it when you��they must complete it by thinking ofsomething that they like that this person does. This can also work really well
with the sentence, �You are really good at...�It is helpful if you star the game withexamples that are not based on a child being the best footballer or most
confident writer but on more subtle qualities like �being kind� or �telling stories�.
Teach Me!In pairs the children explore what they can teach each other. The children willneed help to think of things that relate to their home lives, language, hobbies orparticular knowledge (dinosaurs spring to mind). This support can come in theform of a whole class discussion about the above categories. In their pairs they
must take turns teaching something that can then be demonstrated by theother child when it comes to sharing. Some examples could be a teachingsomeone a useful word like a greeting in another language or the names of
characters in a book or film they like or even a dance step.
Show and TellThe children bring in something that is interesting, unusual or very special tothem. They take turns to show the object around and tell the group why it is
so important to them or why they thought others might like to see it. This canbe exposing for some children and also some may feel that only quite flashy or
expensive things are appropriate so it is useful to do the sharing in smallergroups with a grown up leading in each one. The teacher can also set the
criteria by showing and telling about something of little monetary value butwith a great story behind it. It also helps the children if you plan a set of
supporting questions when the child is showing and telling in case they forgetanything. Make sure you check with each child if it alright to pass the object
around the class.
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Every clown has their own special face.
Ask your class to have a look at all the different eyes, mouths and noses onthese clowns. If they were a clown what would their face look like?
Your Own Clown FacePSH
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2Ask your class to put makeup on the face below. Choose colours and shapesthat let the world know how their clown feels! Don�t forget to add some hair!.
Your Own Clown FacePSH
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Literacy IdeasLiteracy ideas for the Foundation Stage
These activities are designed to support the children�s literacy but they alsooffer children creative gaps where their imaginations and responses shape the
story or drama.
They have the following in common: Uses the imagination
Is unique to the time and place and people involved Is process rather than product based
I went to the circus and I saw��..
Ask the children to make a list of all the things that you might see at a circus.Using the white board or a large sheet of paper either support the children inwriting their suggestion down, write it yourself (to help you later) or ask the
children to draw them.
This is a version of the popular shopping list game where children begin asentence with �I went to the circus and I saw�.�instead of �I went to the
shops.� The children build up a list and each child has to add something andtry and remember what the child before saw too
It works best in small groups of about eight children. They can look at theimages or words for an idea or generate a new one.
Variation:Ask the children to think of a movement to go with their idea which must be
repeated by everyone when they retell the list.
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Literacy IdeasPSH
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Stories in a BoxSome of the significant events, places and characters from a story are
represented by an object and placed in a box or tin. As the story is told thestoryteller gets each object out as the moment or person or event it represents
is mentioned. The listeners get to handle the objects
The objects are then returned to the box as the story continues until the lid isreplaced at the end of the story.
These �props� can help children to visualize the story, especially if it containsanything that may be unfamiliar to them. The children can also re-tell the
story using the story box to support them in remembering significant things.
Multi-sensory items work very well � materials that have evocative smells orrich textures can be very useful. Objects that could be used to provide a key
sound effect could also be included.
Children can create their own story boxes to tell stories they have createdthemselves.
Objects can be themed to suit a thematic project. The questioning for storymaking from the teacher or facilitator needs to be open and not expectant of
the �right answer�.
Where does it come from? What does it look like? What does it feel like?
What sound does it make? How did it get here?
Who does it belong to? What can you use it for?
Story boxes are also great for open creative play. They provide new andexciting materials/toys/props and the children can use the contents in anyway. If a story box becomes a regular feature then the children will lookforward to seeing what has been placed inside as it constantly changes.
In an Early Years� setting a combination of adult led storytelling, free creativeplay with the objects and small groups works best.
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ResourcesUseful Books
Drama and Traditional Story for the Early YearsNigel Toye, Francis Prendiville Paperback - Routledge Falmer (Feb 2000) - 272 Pages
ISBN 0415195365 - ISBN-13 9780415195362
A Child's Work: The Importance of Fantasy PlayVivian Gussin Paley Paperback - University Of Chicago Press (May 2005) - 128 Pages
ISBN 0226644898 - ISBN-13 9780226644899
Boys and Girls: Superheroes in the Doll CornerVivian Gussin Paley Paperback - University Of Chicago Press (Apr 1986) - 128 Pages
ISBN 0226644928 - ISBN-13 9780226644929
Supporting Creativity and Imagination in the Early Years (Supporting Early Learning)Bernadette Duffy Paperback - Open University Press (May 2006) - 208 Pages
ISBN 0335218598 - ISBN-13 9780335218592
Beginning Drama 4-11 (Early Years & Primary): 4-11 (Early Years & Primary)Joe Winston, Miles Tandy Paperback - David Fulton Publishers Ltd (Feb 2001) - 144 Pages
ISBN 1853467022 - ISBN-13 9781853467028
Drama, Literacy and Moral Education 5-11 (Early Years & Primary) (Early Years & Primary)Joe Winston Paperback - David Fulton Publishers Ltd (Apr 2000) - 148 Pages
ISBN 1853466360 - ISBN-13 9781853466366
Improve your Primary School through DramaRachel Dickinson, Dr Jonothan Neelands and Shenton Primary School. David Fulton
publishers www. Fultonpublishers.co.uk
Materials
Below is a list of resource centres and shops that can provide excitingand good value materials for creative activities with children.
Birmingham Play Resource CentreWashwood Heath Rd, Birmingham, B8 2HB, TEL: 0121 464 4218
SCARF Enterprises LtdEastfield School Site, Colliery Road, Wolverhampton, WV1 2QY
TEL: 01902 558603 / FAX: 01902 871099 / E-mail: [email protected]
Au NaturaleUnit 2C, One Stop Shopping Centre, Perry Barr, Birmingham, B42 1AA
Latif�sM Latif & Sons, 84 Bordesley Street, Birmingham, B5 5PN
Hooty's Supplies (Wholesale) LimitedLongacres Industrial Estate, Rose Hill, Willenhall, West Midlands.WV13 2JX
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THE PL Y HOUSE A
Chief Executive Artistic & Educational Director AdministratorGary Roskell Deborah Hull Gavin Medza
The Play House, Longmore Street, Birmingham B12 9ED Tel 0121 464 5712 Fax 0121 464 5713Email:[email protected] Web: www.theplayhouse.org.uk Blog: blog.theplayhouse.org.uk
www.theplayhouse.org.uk
The Play House is an educational theatre charity. Its work ignites theimagination to make sense of the world. It does this by providingexciting participatory theatre and drama to stimulate the learning ofchildren and young people.
CURRICULUM-BASED WORKThe largest part of the work of The Play House is itsprogrammes and projects aimed at supporting anddeveloping the curriculum, including the development ofcross-curricular learning.
The Language Alive! strand of the company�swork, which has been bringing the curriculum tolife for 3 � 11 year olds for over 20 years,
provides the mainstay of this provision.
The company provides a range ofwork exploring wellbeing, health andsocial issues through a variety ofdifferent models including theatre-in-health-education tours, dramaworkshops, peer education projectsand training for teachers and healthprofessionals. At the heart of thecompany�s issue based work is thecreation of a safe, compelling fictionalspace in which to challenge attitudesand values, practice skills, and gainaccurate information.
OTHER PROJECTSThe company is increasingly able to use its experience in moreflexible and innovative ways, running projects which extend theideas behind the theatre-in-education work beyond theclassroom: into training, into the community and internationally.These include Extended Schools, holiday projects, and trainingand consultancy.
ISSUE-BASED WORK ISSUE-BASED WORK ISSUE-BASED WORK ISSUE-BASED WORK ISSUE-BASED WORK
Transformationsan Extended Schools project
Tapestry for West Midlands Police Counter Terrorism Unit
Out of the Boxa Language Alive! project