Sunday, August 25, 2013

Benefits of Drama in school

The Benefits of Drama Education

Research reveals the positive impact of drama on a student’s
Physical, Emotional, Social, and Cognitive Development

♦ Self-Confidence: Taking risks in class and performing for an audience teach students to trust their
ideas and abilities. The confidence gained in drama applies to school, career, and life.

♦ Imagination: Making creative choices, thinking of new ideas, and interpreting familiar material in
new ways are essential to drama. Einstein said, “Imagination is more important than knowledge.”

♦ Empathy: Acting roles from different situations, time periods, and cultures promotes compassion and
tolerance for others’ feelings and viewpoints.

♦ Cooperation/Collaboration: Theatre combines the creative ideas and abilities of its participants.
This cooperative process includes discussing, negotiating, rehearsing, and performing.

♦ Concentration: Playing, practicing, and performing develop a sustained focus of mind, body, and
voice, which also helps in other school subjects and life.

♦ Communication Skills: Drama enhances verbal and nonverbal expression of ideas. It improves
voice projection, articulation of words, fluency with language, and persuasive speech. Listening and
observation skills develop by playing drama games, being an audience, rehearsing, and performing.

♦ Problem    Solving: Students learn how to communicate the who, what, where, and why to the
audience. Improvisation fosters quick-thinking solutions, which leads to greater adaptability in life.

♦ Fun: Drama brings play, humor, and laughter to learning; this improves motivation and reduces stress.

♦ Emotional    Outlet: Pretend play and drama games allow students to express a range of emotions.
Aggression and tension are released in a safe, controlled environment, reducing antisocial behaviors.

♦ Relaxation: Many drama activities reduce stress by releasing mental, physical, and emotional tension.

♦ Self-Discipline: The process of moving from ideas to actions to performances teaches the value of
practice and perseverance. Drama games and creative movement improve self-control.

♦ Trust: The social interaction and risk taking in drama develop trust in self, others, and the process.

♦ Physical    Fitness: Movement in drama improves flexibility, coordination, balance, and control.

♦ Memory: Rehearsing and performing words, movements, and cues strengthen this skill like a muscle.

♦ Social    Awareness: Legends, myths, poems, stories, and plays used in drama teach students about
social issues and conflicts from cultures, past and present, all over the world.

♦ Aesthetic Appreciation: Participating in and viewing theatre raise appreciation for the art form. It
is important to raise a generation that understands, values, and supports theater’s place in society.

Wednesday, August 21, 2013

I have a speech launching this week!

I have a speech!

Speech, First Lady, award, mentors, drama, Helen o Grady, lagos, nigeria

Launching this week at 1 Abuja street, SPAN and INK MARK unite with selected students in Lagos to present the first ever "I have a speech contest". CHILDREN will be taught proper diction and speech writing and will be mentored by the best speakers in the country. Their speeches will be printed and the selected finalists will be awarded a encounter with the First Lady of lagos State....keep tuning to SPAN...HELEN O GRADY CLASSES WILL BE GIVEN TO AWARDEES.

Lagos island drama, Helen O Grady courses, a key to excel in your confidence

Most of our pupils in drama have grown to become excellent speakers. Recently, Oriane B.
 was selected by theater under the stars in Houston, Tx to audition 
for the broadway theater in HOUSTON and as a 12 year old 
was transferred 
to the TEEN class.
When asked where did she pick all these gifts,
She said HELEN O GRADY taught her how to perform 
On stage and speak without a microphone!

Friday, August 16, 2013


HOG drama academy Lagos Island is committed to make feasible impact in the life of the kids and our past summer camp recorded a lot of testimonies from parents on the improvement of the kids Here are some of the testimonies

Comments from parents as regards to the recently summer camp

Monday, August 12, 2013


Good teachers seem to know instinctively how to use performance skills in the classroom to gain and hold students’ interest.
There seems to be general agreement among teachers that in order to continue raising academic standards we need to constantly examine and explore our methods of teaching.
If you are lucky enough to have that rare opportunity to observe other teachers’ lessons at your school, you might notice that one or two classroom ‘performances’ stand out. Why? What is it that makes them different? Is it luck? Is it talent? Is it training? Is it experience? Is it some kind of intangible ‘presence’?
Some teachers do have similar qualities to good actors and are totally convincing in what they do. Effective teachers seem to know instinctively how to use performance skills to gain and hold students’ interest. They also seem aware of the impact that dramatic techniques can have upon students and are always looking for opportunities to incorporate these into their lessons.
Perhaps it is time for us all to adopt a variety of drama skills to win the attention and interest of our students, to convey information effectively to our diverse and demanding ‘audience’. These skills might include the use of body language and voice, role-playing and improvisation.
Body language
All teachers can use appropriate body language to create the desired atmosphere within their classrooms, for example:
• Exaggerating movements when explaining something to the whole class. This should capture and hold the students’ attention and can be used to emphasise important points.
• Walking towards the person who is talking, even if it is only one or two steps. This can have an incredibly positive effect on individuals, boosting self-esteem by physically demonstrating an interest in what they say.
• Responding by smiling and nodding when a student is talking.
• Keeping eye contact with the student who is talking and showing enthusiasm with facial expressions.
• Walking around the room during a discussion so that the whole class feels involved.
• Avoiding ‘closed’ body language (such as folding arms) and physical signals that can distract from the learning process, for example: constantly checking the time or looking at paperwork that has nothing to do with the lesson.
It is easy to forget that students absorb more information from what they physically see than from what they actually hear. It is also important to remember that nonverbal communication is generally thought to be more ‘honest’ than verbal communication; if your body language is positive then students are more likely to trust you.
Use of voice
Like good actors, teachers need to use their voices appropriately in a variety of situations, such as narrating a story or giving a character a distinctive accent. Effective teachers incorporate variations in vocal pitch and deliberately raise or lower their voice in order to make a point or simply to communicate more effectively.
I have always had a problem with my voice. It is naturally low and monotonous, not the kind of voice that will naturally grab the students’ attention. So I have spent a great deal of time working on ways to vary the pitch and to make it sound more enthusiastic and interesting.
I found the following particularly useful:
• Reading poetry aloud. This is particularly helpful because poetry requires greater vocal inflection for its meaning to become clear.
• Varying the speed and tone of my voice in conversation and listening to myself on a tape recorder. (This is the hardest part as we all hate hearing what our own voices actually sound like.)
• Using these recordings to recognise personal speech characteristics that might distract from the learning process and attempting to overcome these impediments.The voice exercises in Cicely Berry’s book Voice & the Actor are particularly useful for this
Many teachers injure their voices by trying to compete with the sounds of students in and out of the classroom. We need to learn to pay attention to the signals that our voices send us so that we can take the necessary steps to avoid damaging one of our most important teaching tools.
How many of us have sore throats by the end of every November? Is this an occupational hazard or can we do something about it?
We need to think ahead and to learn to change certain behaviours which might cause serious damage, such as shouting over thirty students every lesson to try to get them to be quiet!
Wherever possible save your voice, I always find dropping a heavy file on the table helps to quieten down the majority of classes. Drinking lots of fluid is vital when caring for your voice and once again Cicely Berry’s book includes much sensible advice.
You can also find useful relaxation and voice exercises at Peter Lathan’s excellent School Show Page.
The most obvious role that we take on every day is that of the teacher. Like most of us, I can play the ‘cross’ teacher, the ‘disappointed’ teacher and the ‘concerned’ teacher, if I feel that these roles are appropriate in any given situation.
There are, however, many other roles that we are able to play and many other situations when adopting a role in the classroom may be of use, for example:
• Narrating a story or playing a character within a story when reading to students will obviously interest them more than a ‘straight’ reading.
• Using role-playing techniques in order to attract and hold students’ attention.
• To convey information, to stimulate discussion and to better communicate with students.
• In many subjects, role-playing can be used to develop empathy and to enliven discussion. For instance, taking the role of a historical figure and being ‘hotseated’ by the students.
Great actors improvise so impressively that it is virtually impossible to tell that they are improvising. Similarly, effective teachers can improvise so well that they always appear to know exactly what they are doing and everything seems to be carefully planned and well thought-out.
These teachers will often bring exciting ideas into the classroom in stimulating and original ways; they will use humour to help establish a rapport with their students, as well as to diffuse situations and to deal with difficult moments.
Good classroom improvisation, however, does not mean having to be outrageously funny or wild, it simply means being capable of appearing natural and confident in every situation.
I believe that improvisation is one of the most important skills for a teacher to learn. If you can learn to improvise convincingly, you will put students at ease and encourage them to take risks, improving your classroom ‘performance’ tenfold.


When engaged in an interesting hobby or activity, many students react in a positive way to their environment. Drama teaches self control and how to control ones emotion or at times explore that emotion to get to the root of the real problem. When students are in a situation where they feel they can be free and allow themselves the room to express themselves, they are calmer in certain situaitons and react differently in a way they might have not in the past.

Saturday, August 10, 2013


Helen O' Grady Drama Academy, Lagos Island Summer Camp 2013 finally comes to a close and we want to thank all our superstars and their parents for being a part of us this year......Safe journey to T.J, Lara & Shade, Mayowa, kay-kay and bayo as they return back to their various destination. we love you and are already missing you.

for more information on all our activities, like our Facebook page at www. and visit our blog

Wednesday, August 7, 2013




FUN & LEARNING has never been so wonderful together than we have combined it at the HOG Summer camp 2013.
Every week was so dynamic as we themed each week to a actual culture and continent. With our imagination, we visited the ARABS in week 1, here we shared a story of the princess love for a poor snake charmer.
In Week 2, we were back in an AFRICAN VILLAGE where the prosperity of the village is been threatening by a hungry lion, who unknown to the village, prefers chicken over men.
For Week 3, We went back in time to visit an old woman who who lives in shoe, benefiting from her wealth of knowledge on how to cater for a large number of children....thumbs up to the woman who lives in a shoe
For week 4(still on), We are spending the entire week at sea with the ever complaining crew of PIRATE JOE and their plan to get rid of him. FUN & LEARNING.
We also learnt dance style significant to the culture or continent we visited and also learnt how to make fashion accessories, using local fabrics, Drawing and Painting and many more.
In HOG, we support practical experience that is why we visited QUINTESSENCE where African artificial are been made and sold and in week 3,we were invited as guest of Nigeria leading noodle manufacturers INDOMIE, where we were educated what the true purpose of the organisation.
Friday in HOG summer camp is fun day so that's why we visited TICKLE-BAY FUN FACTORY every fridays where we have fun activities and games.
In all, the experience has been fun filled and educational for both teacher and the children...its been " FUNDUCATIONAL"..............