Aeolian earth by (Elias Venezis)

6nd Grade language chapter
Aeolian earth (Refugees) (Greek educational system)

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Materials for the lesson

–              Teacher’s bell

–              A large blue fabric

–               A boat made of paper

–              Different kind of fabrics

–              School bags

–              A fabric pouches

–              hats

Layout of the classroom

 Teachers should better use the theatre class action on stage or on empty space.

Phase 1

In the first phase the lesson takes place in the classroom in a traditional way. The teacher in this stage reads the particular text from the language book and explains students that there are people who are forced to leave their place because of war. These people feel abandoned and they are frustrated. Nowadays there are many people who are in the same position and this phenomenon concerns the leaders of several states.

Then, the teacher presents the scenario in which the pupils are invited to take action. They will have to be divided in two groups. Some of them will be the grandparents, some will be the parents and the rest will be the children. They are on a boat and travel across the sea. They are forced to leave their homes because of war. They should travel to a new homeland to restart their lives from the beginning. They are wrapped in fabrics because it was cold, their hair is messy, they are barefoot. They carry bags with items that have emotional value for them, their faces are sad and they are cramped on the floor. On a scene of theatre is placed a large blue fabric which represent   the see while the pupils hold in front of them a boat made of paper. This boat will be the passport for a new life.  Teacher says the details about this freestyle performance and explains that the important thing in this action is to feel like real refugees who do not know what will happen the next moment. They should keep us in suspense.

Phase 2

Teacher’s bell rings and the first group starts the action. The lights are off and the passengers (refugees) stand in the boat. The cold is awful, they have been hold their palms of hands in order to encourage themselves. The older people are speechless and sad, while the children make continual questions.

 Teacher’s bell rings again and action freezes.

Teacher’s bell rings again and at this point a pair of elderly people who are strong embraced trying to support each other. The man in order to encourage his wife gives her a sack of little soil. This little amount of soil, the man has carefully placed out of sight, represents the past but at the same time is the hope for the future. The man makes a confession that he wants to plant a flower in order to give hope again.

Teacher’s bell rings again and action freezes.

Phase 3

In the 3rd phase the teacher introduces the new condition. At this point the teacher asks the second group to improvise and interpret in its own way what it felt from the scenario which has already presented. They should take inspiration from the whole process. This group should present specific touching scenes to show the intensity of human emotions, when people are in danger.At this point the pupils should remind any information from previous experience on TV news, on Internet and then to play a freestyle performance. Teacher’s bell rings again and the group starts in the same way. Now viewers of this scenario will be the group that they have already played.

Phase 4

In the end, all stand in a circle and present possible questions, expressing their feelings during actions. This phase is very important because the students need to be sensitivised and to think the position of refugees who are not responsible for this misery condition. Finally  the students should exploit their knowledge on this crucial issue.