FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER: 143025
MODULE CODE: VAP2601
MODULE NAME: VISUAL AND PERFORMING ARTS
ASSIGNMENT: 02
DUE DATE: 28 MAY 2025
, PART 1: THE GAMES AND TERMS (50 MARKS)
1. Game 1: Emotion Statues (15 Marks)
A. Game Details
"Emotion Statues" is a classroom-based drama game that teaches learners how to
express emotion without speaking. The class forms a large circle. Each learner
randomly selects an emotion card from a box. One learner volunteers to be in the
centre and calls out an emotion, for example, "joy" or "fear." Learners who picked
that emotion freeze into a dramatic pose that represents that emotion using only
facial expression and body posture. The learner in the centre walks around and
chooses the most expressive statue, who then takes the centre and starts the next
round. Each round takes about three minutes and helps learners explore physical
storytelling. The game continues until each learner has had at least one turn.
B. Why Learners Will Enjoy It
This game is highly interactive and filled with opportunities for creativity. Learners
enjoy being physically active and the freedom to express themselves in ways that
do not rely on spoken language. There is a playful, competitive element as learners
try to create the most expressive and unique statue. The classroom becomes a safe
space where learners are allowed to experiment and laugh together. Since there are
no right or wrong answers, learners of all abilities can participate and feel
successful. The game also helps learners who might be shy about performing by
allowing them to contribute without speaking. It’s fun and inclusive, which keeps
learners engaged.
C. How the Game Teaches Terms
Through repeated performance and observation, learners discover how the body
and face communicate emotion. As they take on various emotional states, they
begin to associate specific gestures and expressions with those feelings. Watching
classmates helps to reinforce this learning, as they compare different
interpretations. The teacher stops occasionally to point out especially clear
examples and introduces drama terms linked to what learners are doing. These
STUDENT NUMBER:
UNIQUE NUMBER: 143025
MODULE CODE: VAP2601
MODULE NAME: VISUAL AND PERFORMING ARTS
ASSIGNMENT: 02
DUE DATE: 28 MAY 2025
, PART 1: THE GAMES AND TERMS (50 MARKS)
1. Game 1: Emotion Statues (15 Marks)
A. Game Details
"Emotion Statues" is a classroom-based drama game that teaches learners how to
express emotion without speaking. The class forms a large circle. Each learner
randomly selects an emotion card from a box. One learner volunteers to be in the
centre and calls out an emotion, for example, "joy" or "fear." Learners who picked
that emotion freeze into a dramatic pose that represents that emotion using only
facial expression and body posture. The learner in the centre walks around and
chooses the most expressive statue, who then takes the centre and starts the next
round. Each round takes about three minutes and helps learners explore physical
storytelling. The game continues until each learner has had at least one turn.
B. Why Learners Will Enjoy It
This game is highly interactive and filled with opportunities for creativity. Learners
enjoy being physically active and the freedom to express themselves in ways that
do not rely on spoken language. There is a playful, competitive element as learners
try to create the most expressive and unique statue. The classroom becomes a safe
space where learners are allowed to experiment and laugh together. Since there are
no right or wrong answers, learners of all abilities can participate and feel
successful. The game also helps learners who might be shy about performing by
allowing them to contribute without speaking. It’s fun and inclusive, which keeps
learners engaged.
C. How the Game Teaches Terms
Through repeated performance and observation, learners discover how the body
and face communicate emotion. As they take on various emotional states, they
begin to associate specific gestures and expressions with those feelings. Watching
classmates helps to reinforce this learning, as they compare different
interpretations. The teacher stops occasionally to point out especially clear
examples and introduces drama terms linked to what learners are doing. These
