Block 1: Week 4

In this week we started by stretching our bodies as usual. Then our lecturer instructed us to do a weather game. In this activity, each person introduced themselves and described how they were feeling using weather words such as sunny, cold, wind, stormy. After that, we sat down and discussed the meanings of play, dramatic play and neuro-dramatic play. 

For 5-6 years- olds, a suitable communication game from session is 'weather feeling circle'. This game helps develop communication skills because children speaking clearly, listening to others, and taking turns. It also builds their vocabulary and helps them connect emotions with language. At this age, children are still learning how to express themselves, so this type of activity supports both confidence and emotional understanding in a playful and safe environment.

A game that develops team skills and understanding of complex rules for 7- and 8-year-old is 'Follow the leader with rules'. In this game, learners work in groups where one child leads a sequence of movements such as jumping, clapping, or turning. The rest of the group must follow the sequence correctly. Additional rules can be added, such as freezing on a signal or changing movements when instructed. This game develops teamwork because learners must cooperate, pay attention, and support one another. It also strengthens their ability to understand and follow complex instructions, as they need to remember sequences and respond quickly. At this stage, children are able to manage more challenging tasks, and this game supports both their cognitive and social development

Reflecting on the embodied dramatic play from class, it is clear that imagination and real life are closely connected. During the weather game, we used imagination to express real emotions through symbolic language. For example, stormy can represent anger or frustration. This shows that dramatic play allows individuals to explore real-life feelings in a creative way. Learning through dramatic play is effective because it involves the whole body and mind. Instead of only learning definitions, we experienced the concepts physically and emotionally, which made the learning more meaningful.

Farmer's assertion that drama "illuminates the human dimension of subjects" in this activity. The game helped us understand emotions as part of human experience, rather than abstract ideas. By acting out feelings, we developed empathy and a deeper understanding of ourselves and others. Therefore, embodied dramatic play connects imagination with real life and supports meaningful learning.