Drama can make ideas come to life. Skits are short dramas that can be written by students themselves. Thus, skits can function as student-centered activities when students create and perform the skits they created.

Skits also fit well with the student-centered concept of Multiple Intelligences (MI). With MI, students come to appreciate their many talents, and by learning in multifaceted ways, students learn more deeply. Examples of MI include musical-rhythmic intelligence, visual-spatial intelligence, interpersonal and intrapersonal intelligence, and bodily-kinesthetic intelligence. When learning via bodily-kinesthetic intelligence, students often do hands-on learning or leave their seats to do activities. Skits provide excellent opportunities for students to get up and moving during class. 

Specific points must be considered to create perform skits in CL ways, such as the examples listed below.

• Everyone Has a Speaking Role – If possible, everyone should have a speaking role (e.g., nobody should be only in charge of the props).
• Everyone Has the Opportunity to Write – Sometimes, these script-writing opportunities can be provided by students first working alone before sharing script ideas with the group. Also, more proficient writers can assist peers. Another way to promote the CL principle of equal opportunity to participate is for everyone to write reflections about the topic of the skits and/or the skit experience. If students are willing, they can share their reflections with groupmates who can provide reactions to each other’s reflections.
• Everyone Works on Cooperative Skills – For example, students can work on the cooperative skill of praising each other by adding reasons to the praise they give to their group members, instead of only giving vague praise, such as “well done.” One suitable time for students to provide such praise is while groups rehearse their skits. Performing can be very anxiety-provoking; so, support from groupmates can be incredibly helpful.

Another idea for performing skits in a CL way comes from the CL principle of maximum peer interactions. This principle includes maximum (quality of) peer interactions, the use of thinking skills, plus maximum (quantity of) peer interactions (i.e., how many peer interactions are taking place at the same time).

Typically, when students present skits, role plays, or other performances, each group comes to the front of the class one by one to perform their skit. Therefore, only one class member is talking at any time, and the rest of the class listens. This one-person-at-a-time-talks arrangement has value; however, an alternative has more of the class speaking simultaneously. In this alternate arrangement, each group presents to another group at the same time. Therefore, in a class of 40 students divided into 10 groups of four, five presentations are occurring simultaneously, in line with the CL principle of maximum peer interactions – quantity.

Another advantage of this groups-present-to-groups arrangement is that it saves class time. Furthermore, time is saved even if groups present more than once.

For example, let’s say that a class of 40 students works in groups of four. That means 10 group of four. If each group presents for 30 minutes, including time for questions and answers, it would take five hours for each group to present one-at-a-time. However, if each group presents to one other group, such as Group 1 presents to Group 2, and then Group 2 presents to Group 1, while at the same time, Group 3 presents to Group 4, and then Group 4 presents to Group 3, etc., in only one hour, every group could present one time, instead of requiring five hours. With two hours, each group could present twice. For instance, Group 1, after exchanging presentations with Group 2, in the second hour could exchange presentations with Group 3, while Group 2 exchanges presentations with Group 4. 

Such repeated performances provide students with another opportunity for meaningful practice of concepts and presentation skills, as well as practice in asking questions and perhaps in giving feedback.

Reflective Break

Did you ever have stage fright? What can we do to make skits less anxiety-producing for those students who might suffer stage fright?

Sample Response

Yes, I definitely had stage fright. One time, I was so afraid, my knees started knocking together. Ways I have found to decrease stage fright are: (1) students have lots of time to practice; (2) when students prepare and present skits, groupmates and classmates are encouraged and given strategies to be supportive; (3) audiences are small; and (4) students feel they have something important to say in their skits.