Theater in class

Area : Spanish Language and Literature. Type : Group. Level : Second cycle of ESO.

• Dramatization : Maria's class field trip. Build a dramatic performance based on the following script. Look for similarities between this situation and the tax situation, and between these documents and those of public administrations and taxpayers.

  • Maria's class wants to take a field trip to see a newly opened interactive science museum in a city 50 km from where they live. They don't have money for the bus or the museum entrance fee. They decide to raise the necessary money in several ways:

    • Each one will contribute a part of their pay;

    • A bar with popcorn and soft drinks will be set up during recess;

    • A video game brought by a classmate who has a duplicate is going to be raffled off.

  • This decision implies others:

    • You have to buy popcorn and soft drinks;

    • You have to speak to a teacher to book the bus;

    • A collector and depositary of the money must be appointed;

    • You have to choose some bar managers;

    • We need to choose people in charge of the raffle.

  • As things become more complicated, it is decided to choose a coordinator for all the tasks. The class votes and elects Maria to coordinate the excursion, with everyone agreeing to respect the class's decisions and comply with the agreements necessary for the excursion to take place.

    • Casting: Maria. Collector and depositary. Purchasing Manager. Bar attendants. Raffle manager. Link with the teacher for the bus. Students in general.

    • Possible behaviors within the roles: Someone who doesn't want to say how much pay they get. Someone who has a lot of money and doesn't want to participate in the bar, the raffle, or anything; they just want to pay and have everything done for them. Someone who has a lot of money and wants a luxury coach. Someone who doesn't have a paycheck and thinks they don't have the right to go. Someone who works at the bar and wants to get paid for doing so. Someone who contributes to the raffle and doesn't want to pay because they've sold too many tickets. Someone who keeps a day's takings from the bar. Someone who buys the cheapest soft drinks but says they bought them at the regular price...

  • Dramatization : Lucia's study trip. Build a dramatic performance based on the following script. Look for similarities between this situation and the tax situation, and between these roles and those of public administrations and taxpayers.

    • In Lucía's class, they are going on a study trip to a country in the European Union. They haven't decided which one. They also have no money and have to look for financing. The country they go to will depend on how expensive things are there and how much money they can raise.

    • Lucía is chosen by the class to review travel budgets and coordinate fundraising activities. There are those who want to go to Denmark even though it is more expensive, and those who prefer to go to Portugal because it is cheaper; But others prefer to go to France or Italy, which are at an intermediate level, although what they save on one side they have to pay on the other, because they have to plan a high amount for museum tickets.

    • Some suggest that there are interesting works of art that can be seen without entering museums; But this implies extra dedication to preparing the trip that someone has to make (consulting teachers, reading guides, etc.).

    • Others suggest choosing between nature and art, understanding that visits to natural parks are cheaper than museums.

    • Others suggest dedicating efforts to finding and raising money to be able to go wherever you want.

    • Others suggest making the trip simpler (so you don't have to dedicate yourself to preparing it) and cheaper (so you don't have to look for financing).

    • Others believe that you should go where the majority wants to and can pay, and that those who can't afford it shouldn't go.

  • Dramatization : Diego and group work. Build a dramatic performance based on the following script. Look for similarities between this situation and the tax situation, and between these roles and those of public administrations and taxpayers.

    • In Diego's class we have to do group work. A group of six students is formed. The tasks are shared.

    • There is one who does his part very badly. There is another who simply does not do his part.

    • In order to present it, the other four have to quickly start changing what is wrong and doing the remaining homework. But they have other subjects and other work that they don't want to neglect in order to attend to this one.

    • Diego, who has organized himself better, has to work harder to finish it.

    • In the end, the work is submitted and the teacher gives the same grade for all six.

    • Distribution of roles, search for parallels with tax situations.

  • Dramatization : Neighbors meeting at Antonio's house. Build a dramatic performance based on the following script. Look for similarities between this situation and the tax situation, and between these roles and those of public administrations and taxpayers.

    • Discussion over community fees. Some neighbors think that too much is being paid. Others say that certain works would have to be done and that more would have to be paid.

    • Some people disagree with the law (fee based on the size of their apartment) and complain that smaller apartments pay less when they use things the same.

    • Some neighbors want to put a pool, paintings, and sofas in the entrance hall, while others want to fix the elevator, the plumbing, and the roof.

    • Some people don't want to pay for the elevator or the leaks because they live on the first floor.

    • Others don't want to fix the garage because they don't have a car.

    • Some residents don't attend the meetings and don't learn about what was discussed, but then criticize the agreements reached.

    • A neighbor doesn't want to be president of the community because he only causes problems.