Daydreaming

This lesson involves a discussion about different types of daydreams. Pairs improvise a scene where an adult catches them daydreaming. They then improvise the situation again, but this time they are caught by a friend. What are the differences? In groups, students develop a similar scene where the difference between reality and dreams is made clear.

Objectives

• To participate in a discussion.
• To develop duologues based on a theme.
• To show the difference between reality and dreams.

Starter

Discuss the different kinds of daydreams people have. Examples might include dreaming we can fly (a dream of superpowers), or beating the school bully (a dream of revenge). Write the ideas on the board.

Are the daydreams affected by where people have them? Do different people have different types of daydreams, eg a footballer, a thief, a policeman, a millionaire?

Response

Ask students to form pairs. They should improvise a scene where a parent, carer or teacher catches one of them daydreaming.

Where is the scene taking place, eg in a Geography lesson, or on a park bench? What are you are doing when you start to daydream? Does your parent/carer/teacher ask you what you are doing? Do you tell them? Is the real world more important? Is it wrong to daydream?

Ask the pairs to improvise the scene again. This time the daydreamer is caught by their friend rather than by an adult. The students should show the difference between the two scenes and how the characters react.

Is the outcome different? Does your friend ask you what you are doing? Do you tell them?

Development

Ask students to form small groups. They should develop a scene that shows someone daydreaming at work/school/home. They should show the daydream part of the improvisation firstly as a mime and then using appropriate language. You may need to explain or remind students about mime, freeze frame, slow motion, continuous movement and sound. Allow a reasonable amount of time for preparation. Going from group to group, ask the students how they will show the audience that the drama form changes from reality to the daydream, and back to reality.

How can the difference between the reality and the daydream be shown?

Extension task

Plenary

Students should present their pieces to the class. Finish the lesson with a whole group discussion to evaluate the work, asking students to make specific comments in answer to the following question:

How was the difference between reality and daydream shown in the work you watched?

Homework

Ask students to draw a picture or write about a daydream they have had. They should illustrate/describe how it made them feel. They may wish to use the following handout:

Tinsel: Your daydream