Duration: 90 minutes.

Primary SPIRIT Skill(s) focus

• Valuing people and nature
• Curiosity, sense of wonder, and openness
• Empathy
• Flexibility
• Resilience
• Emotional awareness, regulation and communication

Brief description

The order of the tasks is fixed, but tasks 2, 4, and 6 can be omitted. Additional variations: 3/b; 6/b; 6/c.

Warm-up:

1. Fantasy Journey – Imaginary entry into the world of the story

With relaxing music playing, students are given the opportunity to imagine entering a significant location from the chosen story (e.g., garden, forest, castle, cave).

A movement exercise connected to an element of the story, such as a flower, supports relaxation and immersion. For example, bud state: curling up, bending forward, hugging the body with both arms; blooming state: arms rise to a high posture, open sideways, stretching upwards, standing on tiptoes; then the exercise ends with lowering the arms.

Reflection, discussion: Were you able to relax? What images or moods appeared in your imagination?

2. Recalling the tale – Circle storytelling (collective retelling)

Passing around an object related to the story, each student adds a sentence to retell the tale. This way, the main events are processed together.

Reflection, discussion: Was anything important missing? Which expressions were especially vivid?

Main part

1/a. Voicing – embodying the characters’ thoughts

Students put themselves in the place of a character and express what they might have felt or thought in the situation. The teacher can provide starting examples, but should remain open to students’ own ideas.

Reflection: Which statements were especially insightful or unique? How well did they reflect the character’s personality?

1/b. Depicting the hero’s journey – movement-based processing

The hero of the chosen story (a selected student) starts walking, and the others follow in a line imitating their movements. Various obstacles are physically represented through movement (e.g., water, dense forest, cave, mountain). For example: small steps, big steps, crouching at the cave, walking while crouched, crossing waist-high water (with resistance), stumbling through dense forest, climbing a mountain, descending into a valley…

2. Group synchronization – Wave – circle game with hand or shoulder hold

Students stand in a circle holding hands or shoulders. A “wave” is initiated that moves through the group with movements (e.g., crouching and standing up) more smoothly each time. The task develops group attention, rhythm, and mutual attunement.

Reflection, discussion: What helped the group move together? What did it feel like to cooperate?

3. Playful dialogue exercise – role interpretation with voice and intonation practice

Students repeat a characteristic recurring dialogue from the story (e.g., request, threat, reply) with different tones and emotional emphasis, passing it around the circle. Variations help deepen role understanding.

Reflection, discussion: What traits helped the characters solve their situations?

4/a. Vision game – guided imagination

In pairs, one student walks with eyes closed while the partner “guides” their imagination verbally, describing what they would see in an imaginary place related to the story (e.g., garden, palace, forest).

4/b. Tableau creation – forming a living picture

Students take turns creating “still images” of locations or characters from the story. They use posture and facial expressions to represent characters, objects, or scenes. A collective composition is formed at the end.

4/c. Blind leading – trust game

In pairs, one student moves with closed eyes while the other guides silently through touch (handhold, shoulder tap, finger connection, etc.).

Role switching and sharing experiences is important.

Reflection, discussion: What did it feel like to lead or follow? How much trust has developed? How does this relate to relationships between characters?

Closing part:

Where is the exit? – communication through eye contact

• Students stand in a circle holding hands, with one playful student in the middle, eyes closed. The teacher marks the exit (between two students). After opening their eyes, the one in the middle tries to find the correct direction, relying only on eye contact. Reflection, discussion: What was it like relying only on eye contact? How clear was the message?

Closing circle – What do you take with you?

• Students place a stone into a basket and briefly share what they learned from the story’s characters: which trait or action was most important to them. Reflection, discussion: Which trait was mentioned most? How can these be used in other situations?

How does this develop particular SPIRIT skills?

Drama sessions provide an experience-based learning framework that promotes the development of students’ emotional, social, and cognitive flexibility. The exercises focus on processing a story, offering students the opportunity to explore different situations and roles in a safe, creative environment.

Activities that expose students to coping situations – whether through movement, emotional expression, or symbolic forms – support the development of resilience. Expressing the characters’ thoughts, overcoming obstacles, and engaging in trust- and cooperation-based games all contribute to strengthening emotional self-regulation, problem-solving skills, and self-confidence. Students experience that difficulties have solutions and that these situations hold potential for growth.

The development of flexibility is fostered by experiential pedagogical elements and diverse activity formats. Students try out various roles, postures, movement forms, and modes of communication, continuously adapting to the situation and to each other. Role changes, variation in emotional expression, and tasks that require attunement to one another enhance adaptability, openness, and flexible thinking.

The complexity of the session allows students to independently process their experiences and acquire fundamental skills and attitudes that form the basis for resilient and flexible functioning in future school, social, and life situations.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of the activities of stage 3, students:

• Develop their ability to recognize and name emotions, especially in situations that are unexpected, uncertain, or challenging (e.g., role changes, unfamiliar tasks, new group dynamics). This supports the development of emotional regulation and helps establish effective coping strategies—fundamental elements of resilience.
• Become capable of accepting different perspectives and stepping into various roles, which allows them to interpret stories and human behaviours with greater nuance. This fosters flexible thinking and strengthens the ability to adapt to changing circumstances (flexibility).
• Gain experience in teamwork and social coping mechanisms while cooperating, negotiating, and making joint decisions during the processing of dramatic situations. Such collaborative experiences build social resilience—the ability to rely on others, offer help, and accept assistance.
• Increase their openness to creative thinking and learn that uncertainty, mistakes, or unknown situations are not threats but opportunities for growth. Open-ended, free play and decision-making scenarios develop risk management and problem-solving skills, contributing to the strengthening of inner flexibility.
• Learn to appreciate their own and their peers’ efforts, gradually building an internal reinforcement system that does not rely solely on external recognition. This process supports the development of self-confidence and intrinsic motivation, which form the basis for sustained resilient and adaptable behaviour.

Academic/Curriculum Objective connection

The activities of the session are closely connected to 21st-century educational goals. The drama pedagogy approach comprehensively supports students’ emotional and social development, creativity, collaboration skills, and communication abilities.

Warm up:

1. Fantasy Journey – Imaginary entry into the world of the story: Development of bodily and mental awareness, emotional attunement, activation of visual and bodily imagination.

2. Recalling the tale – Circle storytelling: Oral text creation, listening comprehension, creative storytelling.

Main part

1/a Voicing – embodying the characters’ thoughts: Empathy, text interpretation, role interpretation, expression of emotions.

1/b Depicting the hero’s journey – movement-based processing: Body awareness, movement coordination, symbolic thinking, creative expression.

2. Group synchronization – Wave game: Group cooperation, sense of rhythm, shared attention.

3. Playful dialogue exercise – role interpretation with voice and intonation practice: Expression of emotions, variation in tone of voice, role-play communication.

4/a Vision game – guided imagination: Spatial orientation, acceptance of different viewpoints, verbal expression.

4/b Tableau creation – forming a living picture: Role awareness, body awareness, artistic self-expression.

4/c Blind leading – trust game: Building trust, sense of responsibility, nonverbal communication.

Closing part

• Where is the exit? – communication through eye contact: Development of concentration, interpretation of nonverbal signals, and attention to others.
• Closing circle – What do you take with you? Self-reflection, processing experiences, and concluding the learning process.

Materials and tools needed for implementation 

Most activities can be carried out in a safe, calm environment without the need for special equipment. Primarily, a space suitable for movement and a disturbance-free setting are required. The following props may be optionally used for certain exercises:

1.  Fantasy Journey – Imaginary entry into the world of the story

• Relaxation music and a device to play it (e.g., speaker, phone, media player)
• Device suitable for playing relaxation music (e.g., speaker, phone, media player)

2.  Recalling the tale – Circle storytelling

• A small object related to the story world (e.g., flower, ornament) to pass around during the story

4/a Vision Game – Guided Imagination

• Blindfold or scarf to cover the eyes (optional)

4/b Tableau creation – forming a living picture

• A device for taking photos, such as a phone or camera (optional)

4/c Blind leading – trust game

• Blindfold or scarf to cover the eyes (optional)

Closing circle – What do you take with you?

• Small stones or other tiny objects
• A basket or box to collect the objects.

Preparation notes

• Preparing the space:
• It is important that the venue for the session is safe, organized, and spacious enough for movement-based activities. A circular or semi-circular arrangement is ideal for group tasks.
• Preparing the materials:
• Any necessary props (e.g., relaxation music, objects, pebbles, scarves) should be prepared in advance and placed in an easily accessible location.
• Choosing the music:
• For relaxation, calm, instrumental music – preferably without vocals – is recommended, as it supports the emergence of inner imagery and promotes relaxation.
• Group dynamics considerations:
• Trust-based games (e.g., blind guidance, eye contact game) should only be introduced once a sense of openness and an accepting atmosphere has developed among the group members.
• Intentional preparation for reflection:
• At the end of the session, it is important to allow time for sharing experiences and discussing insights. Support students in expressing their inner experiences and thoughts in their own words during the reflection.

Guided Questions

Warm up session

1.  Fantasy Journey (Relaxation, activating imagination):

• Were you able to relax?
• What images or feelings did you imagine?
• How did you feel while doing the flower-related movements?

2.  Recalling the tale – Circle storytelling

• Which part of the story did you like the most?
• Was there anything you missed from the story?
• Why do you think this story is important?

Main part sessions

1/a Voicing – embodying the characters’ thoughts

• How do you think the character felt in that situation?
• What was the most interesting thing you said or heard?

1/b Depicting the hero’s journey – movement-based processing

• What obstacles did the hero have to overcome?
• Was there any part that was difficult for you? How did you deal with it?
• What did you learn about adapting while moving?

2. Wave game (Coordination, cooperation):

• What helped you move in sync with the group?
• How did it feel to pay attention to others and be in harmony with them?
• Did you need to change your movement to work better with the group?

3. Playful dialogue exercise (Roles, practicing vocal expression):

• How did it feel to speak with different tones or emphasis?
• What did you learn about the characters through their voices?
• Was there a time you had to change how you spoke to better understand the role?

4/a Vision game – guided imagination (Guided imagination, trust):

• What was it like to move with your eyes closed?
• How did you feel when your partner guided your imagination?
• Was there a moment when you had to trust your partner? How did that feel?

4/b Tableau creation – forming a living picture (Living statues, cooperation):

• What character or situation did you represent with your body?
• How did you work together with others to create a shared scene?
• Did you have an idea that surprised the others?

4/c Blind leading – trust game (Trust, nonverbal communication):

• How did it feel to lead or follow your partner?
• How much did you trust your partner?
• What did you learn about paying attention to each other without speaking?

Closing and check-out sessions

1. Where is the exit? – (Eye contact communication):

• What was it like to communicate only with your eyes?
• Was it easy to figure out which way to go?
• Why do you think attention and eye contact are important?

2. Closing circle – What do you take with you? (Reflection, lessons learned):

• What quality did you learn from the characters in the story?
• How can you use that quality in your own life?
• Was there an activity you would like to try again?

Stage Debriefing Questions (Optional)

• What was the most important thing you learned during the drama-based session?
• Was there a moment when something felt difficult, but you managed to solve it? Tell us about it!
• When did you have to be flexible or change your original plan?
• What did you do to help your partner?
• How did it feel to work together with the group?
• How do you think these games could help you if you face a difficult situation in the future?
• What personal qualities did you use today that help you be brave, persistent, and adaptable?

Tips and Tricks for dealing with stage challenges

• Fantasy Journey – Imaginary entry into the world of the story: Possible challenge: difficulty relaxing or focusing. Tip: Darken the room, turn off the lights, and invite students to close their eyes. Use calm, slow-paced instructions to guide them into their inner imaginative world.
• Recalling the tale – Circle storytelling: Possible challenge: Hesitation to speak or forgetting parts of the story. Tip: Allow students to pass if they feel unsure. You can prompt with a starting word, or briefly summarize the key points of the story before beginning.
• Voicing – embodying the characters’ thoughts: Possible challenge: students don’t volunteer or struggle to articulate feelings.Tip: start with a model example from the teacher. Provide supportive guiding questions like, “What do you think the character felt when…?”
• Depicting the hero’s journey – movement-based processing: Possible challenge: The group is noisy or unfocused. Tip: Use clear cue words (e.g., “Cave!”, “Water!”) to refocus and structure the activity. Demonstrate the obstacles together first before individual improvisation.
• Group synchronization – Wave – circle game with hand or shoulder hold: Possible challenge: the movement is uncoordinated, lacking rhythm. Tip: practice the movement slowly, like in slow motion. Adjust the pacing to match the group’s tempo to support flow.
• Playful dialogue exercise – role interpretation with voice and intonation practice. Possible challenge: Quiet, monotonous speech. Tip: provide vocal examples expressing different emotions (e.g., fear, anger, joy). Positive feedback builds students’ confidence to experiment.
• Vision game – guided imagination: Possible challenge: the “guide” doesn’t know what to say; the “walker” feels unsure. Tip: Use starter questions like, “Can you see something in the grass?” Short demos or examples can help before the task.
• Tableau creation – forming a living picture: Possible challenge: Few ideas or hesitance in role expression. Tip: Brainstorm ideas as a group, then select roles. Presenting together reduces individual pressure and builds confidence.
• Blind leading – trust game: Possible challenge: Students fear closing their eyes or feel unsure about leading. Tip: Demonstrate different leading methods (e.g., holding hands, touching shoulders). Role reversal helps establish mutual trust.
• Where is the exit? – communication through eye contact: Possible challenge: The student in the centre cannot decide; eye cues are unclear. Tip: Encourage focusing on the eyes that appear most inviting. Emphasize silence and concentrated attention during the game.
• Closing circle – What do you take with you?  Possible challenge: Hesitation to share, shyness.  Tip: The teacher can go first and share an example. Verbal sharing should not be mandatory, but symbolic participation (like placing a pebble in a basket) should still be included.