PD Course
Social Emotional Learning through Game Play
Created by Matt Webster
The skills identified in Social Emotional Learning are the same skills theatre teachers spotlight in the warmups, games, and activities, as well as group work and theater-related assignments found in the drama curriculum every day.
This course will break down the various games and activities in the drama classroom to identify, incorporate, and intensify the Social Emotional Learning outcomes we want our students to achieve. By the end of this course, you will be able to identify the five components of Social Emotional Learning and see the places in the curriculum where they intersect with basic games and activities in the drama classroom.
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0Module 0Introduction7:26 FREE PREVIEWThe introduction lays out the structure of the course, learning outcomes, and objectives.
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1Module 1Self Awareness9:24 FREE PREVIEWThis module covers self-awareness as one of the components of SEL and takes a look at what activities emphasize self-awareness.
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2Module 2Self-Management9:55 LockedThis module covers self-management and takes a look at what activities emphasize self-management.
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3Module 3Social Awareness7:42 LockedThis module covers social awareness and takes a look at what activities emphasize social awareness.
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4Module 4Relationship Skills9:16 LockedThis module covers relationship skills and looks at what activities emphasize relationship skills.
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5Module 5Responsible Decision-Making9:09 LockedThis module covers responsible decision-making and looks at what activities emphasize responsible decision-making.
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6Module 6Wrap Up4:22 LockedIn this wrap up module, we're going to talk about advocacy. Specifically, how you can advocate for your programs and your students based on the value of SEL.
Standards Addressed
Grade 7 - Creating and Presenting
Grades 9 & 10 - Foundations - Responsible Practices
- C.3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)
- C.3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Connections Beyond the Classroom
- B.3.1 identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)
- B.3.2 identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)
Grades 9 & 10 - Reflecting, Responding and Analyzing - Drama and Society
Grades 9 & 10 - Creating and Presenting - Presentation Techniques & Technologies
Grades 9 & 10 - Creating and Presenting - The Creative Process
Grade 11 - Creating and Presenting - Presentation Techniques & Technologies
Grade 11 - Creating and Presenting - The Creative Process
Grade 12 - Creating and Presenting - Presentation Techniques & Technologies
Grade 12 - Creating and Presenting - The Creative Process
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