Taking the Journey
As with all creative drama in the earty childhood classroom, imaginary journeys should move from the concrete to the abstract. When the teacher discusses a particular destination, it is best to start with a model, diorame, picture, or photograph to help the children anticipate the place they will be"going. Next, a method of transportation must be chosen. This may be done either by the storyteller or by the children. The model of transportation can tie in with the story or can be unrelated. Transportation cards, index cards with an illustration and word written on them. support emergent literacy by associating a word with a picture Transportation cards help children choose how the class will travel. If the cards are should include more fanciful ways of travel, (e.g. floating, water skiing. magic carpet, differentiate between real and imaginary ways to travel the children on their trip. ask a child to demonstrate a movement that will symbolize the a teacher may ask, "Bert, how would you move if you were a helicopter? Alternately, we are all going to ride the bus together, how would we stand? The children can then led by the storyteller or a line leader may vary. Popular ones include blankets and parachutes to symbolize water, a spray bottle mist, environmental tapes for children to hear the sounds of the forest, or hand lotion to of sun screen. The actual classroom environment may also be altered. The lights, for or the temperature lowered children have arrived, the storyteller can point out the changes in their surroundings we're at the grocery store now?" to encourage the students' observation and verbal are seated, the story can begin