Healthy Lifestyle Drama

Healthy Lifestyle Drama Grade Level(s) 9 to 12

Subject Area(s) Drama, Health & Career Education, Health & Life Skills, Health & Physical Education, Guidance

Links to Vancouver 2010 Education Program Component(s) Sports and Healthy Living, Global Citizenship

Activity Description Students will create a drama depicting how healthy lifestyle choices relate to the fulfillment of dreams and goals. The form of the drama (for example, informal role play, formal stage play, film, radio play, radio or TV commercial and podcast) can be selected by students or determined by the teacher depending on the time and resources available. Students will start by: ♦ studying the Vancouver 2010 Find Your Passion in Sport poster series and the athlete biographies, focussing on the athletes’ dreams and goals Students will then: ♦ work in groups to brainstorm: − goals that adolescents might have (for example, in relation to education, careers, health and personal interests) − healthy lifestyle choices (for example, nutrition, physical activity, assertive behaviour, positive role models, positive relationships, and seeking help and information) that can support the fulfillment of goals − unhealthy lifestyle choices (for example, drug and alcohol use, risk-taking behaviour) that can have a negative effect on goal achievement ♦ continue in their groups to develop a drama depicting either healthy or unhealthy lifestyle choices and the effects on goal achievement; students may choose to depict both types of choices in their dramas ♦ present their dramas to another group, the rest of the class and a wider audience if desired ♦ individually select another group’s drama, and analyze it from the point of view of a “drama critic” (for example, for the school news website)

Learning Objectives By participating in this activity, students will: ♦ demonstrate drama development skills (for example, improvisation, playwriting and script development) ♦ demonstrate drama performance skills (for example, characterization, body and voice skills) ♦ identify consequences of decisions ♦ analyze how lifestyle choices affect health and goal achievement

Resources Needed ♦ ♦ ♦

the Vancouver 2010 Find Your Passion in Sport poster series and biographies can be found at vancouver2010.com/EDU in the “Vancouver 2010 Aboriginal Education Resources” program pens, pencils, paper optional: resources to support drama presentations (for example, film and projection equipment, sound equipment, stage area)

Duration of Activity Two to four hours, in addition to presentation time

Cognitive and Affective Domains This lesson promotes development of: ♦ cognitive skills with respect to analysis (of cause and effect), writing and story development, presentation skills ♦ affective capacity with respect to: − imagination (in creating dramas) − empathy (understanding motives, feelings and actions) − the creative process − effective group work − problem solving

Assessment Strategy Students’ drama presentations offer opportunities for peer assessment in relation to: ♦ drama skills (for example, effective use of body and voice, incorporation of stagecraft elements as applicable and characterization) ♦ story development skills (for example, plot structure, conflict and resolution) ♦ realistic depiction of goals and how they are affected by lifestyle choices Students can also conduct a group self-assessment of their abilities to: ♦ work effectively as a group ♦ value all group members’ contributions ♦ resolve disagreements fairly