Here are 10 energetic Christmas drama games for the primary classroom, complete with teacher instructions. Enjoy!
1. Christmas Statues
Skills:
Freeze frames, observation, creativity, characterisation, spatial awareness.
Warm-Up:
Begin by asking students to brainstorm a list of Christmas-themed characters, objects, and scenes. Write these on the board for reference (e.g., Santa, elves, snowmen, Christmas trees, sleighs, candy canes, reindeer, gifts, stockings).
Discuss how each character or object might look, move, and behave. For instance:”How would a snowman stand or gesture?”
“What pose might an elf strike if they were wrapping a present or hiding a gift?”
Practice a few static poses with the class, encouraging them to exaggerate gestures and facial expressions.
Activity:
Play festive music as students move freely around the space. Assign a character or theme for them to embody as they move:”Move like reindeer galloping through the snow.”
“Pretend you’re Santa delivering presents on rooftops.”
“You’re a gingerbread cookie that’s just come out of the oven.”
When the music stops, call out a specific prompt or theme:”Freeze as a snowman who’s melting!”
“Be a Christmas tree with lights flickering!”
“You’re a gift that’s just been opened—what do you look like?”
Students must freeze in a dramatic pose that fits the prompt.
Walk through the room, observing the poses and commenting on the creativity of their freezes. Highlight unique or imaginative ideas to encourage others.
2. Pass the Present
Skills:
Quick thinking, improvisation, imagination, emotional expression, focus.
Warm-Up:
Start by discussing how we interact with presents. Ask students to imagine opening a present they really want versus one they don’t like, or handling a fragile gift versus a sturdy one.
Practise basic mime techniques, such as imagining an object’s size, weight, texture, and shape, while interacting with it (e.g., holding a giant teddy bear versus a delicate snow globe).
Activity:
Students sit in a circle. One student begins by miming holding an imaginary present. They must show its size, weight, and shape through their actions and body language. For instance:A tiny, delicate snowflake ornament might require gentle handling with fingertips.
A large, heavy box might require using their whole body to heave it.
The first student then “passes” the present to the next student, who must take it as if it still has the same characteristics. The second student then changes the present (e.g., making it a light and squishy stuffed reindeer) and passes it on.
Continue until everyone in the circle has had a turn.
3. Santa’s Workshop
Skills:
Roleplay, teamwork, improvisation, problem-solving, creativity.
Introduction to Santa’s Workshop:
Begin by setting the scene: Describe Santa’s Workshop as a magical, bustling place where elves work hard to prepare for Christmas Eve. Explain the types of jobs available in the workshop, such as toy designer, builder, painter, wrapper, and quality checker.
Discuss how teamwork is essential in the workshop and how every role plays a part in getting toys ready for delivery.
Group Division and Role Assignment:
Divide students into small groups of 4–6. Assign each group the task of running their own section of Santa’s Workshop. Within each group, assign roles such as:
Toy Designer: Imagines and describes what the toy should look like.
Builder: Mimes the act of constructing the toy.
Painter/Decorator: Mimes painting and adding final details to the toy.
Wrapper: Prepares the toy for delivery.
Quality Checker: Inspects the toy to ensure it meets Santa’s standards.
Building the Toy:
Each group decides on a toy to create. Encourage imaginative ideas (e.g., a flying skateboard, a talking teddy bear, or a robot that wraps presents).
Groups act out the process of designing and building their toy, using mime and movement to show their tasks. Encourage dramatic exaggeration, such as pretending to hammer nails or painting with oversized brushes.
Once the toy is “completed,” the quality checker must evaluate it dramatically. If the toy passes inspection, the group moves to present it to Santa. If not, they must troubleshoot and fix it.
Last update on 2024-12-16 / Affiliate links / Images from Amazon Product Advertising API. As an Amazon Associate, I earn from qualifying purchases.
4. Christmas Freeze Tag
Skills:
Focus, movement, characterisation, improvisation, teamwork.
Introduction and Warm-Up:
Begin by explaining the premise: “Santa is in charge of the North Pole, but sometimes the Christmas magic freezes the other characters. It’s up to the elves to unfreeze them!”
Brainstorm a list of Christmas-themed poses and characters with the students. Examples include:”Santa checking his list.”
“A reindeer caught mid-leap.”
“An elf wrapping a giant present.”
“A snowman melting in the sun.”
Practise a few poses with the group, encouraging exaggerated body shapes and facial expressions to create dramatic freezes.
Activity:
One student is selected to be “Santa.” The rest of the class moves around the space pretending to be festive characters, performing tasks like delivering presents, decorating trees, or building toys.
“Santa” tags players, who must freeze immediately in a dramatic Christmas pose.
Other students act as “elves,” unfreezing their classmates by tapping them lightly and miming “sprinkling Christmas magic” or performing a festive action (e.g., singing a carol, miming throwing snowflakes).
Once unfrozen, the player rejoins the game.
5. Christmas Charades
Skills:
Improvisation, physicality, teamwork, creativity, observation.
Introduction and Warm-Up:
Begin by explaining the premise: “Santa is in charge of the North Pole, but sometimes the Christmas magic freezes the other characters. It’s up to the elves to unfreeze them!”
Brainstorm a list of Christmas-themed poses and characters with the students. Examples include:”Santa checking his list.”
“A reindeer caught mid-leap.”
“An elf wrapping a giant present.”
“A snowman melting in the sun.”
Practise a few poses with the group, encouraging exaggerated body shapes and facial expressions to create dramatic freezes.
Activity:
One student is selected to be “Santa.” The rest of the class moves around the space pretending to be festive characters, performing tasks like delivering presents, decorating trees, or building toys.
“Santa” tags players, who must freeze immediately in a dramatic Christmas pose.
Other students act as “elves,” unfreezing their classmates by tapping them lightly and miming “sprinkling Christmas magic” or performing a festive action (e.g., singing a carol, miming throwing snowflakes).
Once unfrozen, the player rejoins the game.
6. Christmas Soundscape
Skills:
Vocal exploration, teamwork, creativity, focus, improvisation.
Introduction to Soundscapes:
Begin by discussing what a soundscape is: a collection of layered sounds that create an atmosphere or tell a story.
Play an example of a soundscape (if available) or describe one, such as the sounds of a snowy Christmas night (e.g., wind whistling, snow crunching, bells jingling, sleighs creaking, reindeer hooves tapping).
Warm-Up:
Ask students to experiment with different vocal and body sounds. Examples include:Wind: Blowing softly or whistling.
Snow crunching: Stomping softly on the floor or rubbing hands together.
Sleigh bells: Mimicking jingles with their voices or tapping rhythms with hands.
Reindeer hooves: Stamping or tapping feet in a rhythmic pattern.
Introduce simple sound layering by having a few students perform different sounds simultaneously while others listen.
Activity:
Divide Into Small Groups:
Assign each group a specific Christmas-themed sound or scene to explore and recreate. Examples:
Scene 1: Inside a cosy houseCrackling fire (clicking tongues or soft rustling).
Wrapping presents (rubbing hands or tapping gently on desks).
Quiet Christmas music humming.
Scene 2: Santa’s arrivalSleigh bells (mimicked jingling sounds).
Reindeer landing on the roof (soft stamping or tapping).
Santa climbing down the chimney (scratching or sliding sounds).
Scene 3: Christmas morningExcited children running (soft stomping).
Unwrapping presents (tearing or crinkling motions).
Cheerful laughter or singing.
Layering the Soundscape:
Bring the groups together to perform their sounds simultaneously, creating a multi-layered soundscape.
Act as a conductor, using hand signals to guide the performance:
Raise hand: Group increases volume or energy.
Lower hand: Group softens or quietens their sounds.
Point to a group: Only that group performs their sound.
Creating a Narrative:
Once students have practised their sounds, work together to structure a “Christmas Night Story” with a clear beginning, middle, and end. For example:
Beginning: A quiet snowy night with wind howling and a crackling fire inside.
Middle: Santa and his reindeer landing, unloading gifts, and the sleigh taking off again.
End: Excited children waking up to open their presents.
Rehearse and Perform:
Rehearse the soundscape several times, adjusting timing and volume to create a seamless flow.
Perform the soundscape as a class. Consider adding a narrator to describe the scenes as the soundscape unfolds.
7. Who Am I? Christmas Edition
Skills:
Questioning, characterisation, deductive reasoning, improvisation, creativity.
Game Setup:
Write the names of Christmas-themed characters or objects on cards (e.g., Frosty the Snowman, Rudolph the Red-Nosed Reindeer, Santa’s sleigh, a candy cane, a Christmas tree, Mrs. Claus). Include a mix of well-known and slightly challenging options to keep the game engaging.
Without letting them see, pin or tape a card to each student’s back. Alternatively, you can use hats or headbands to hold the cards in place.
How to Play:
Students move around the room asking their classmates yes/no questions to figure out who they are. Examples of questions include:”Am I a character in a Christmas movie?”
“Do I help Santa deliver presents?”
“Am I something you eat during Christmas?”
Classmates respond only with “yes” or “no” answers.
Encourage students to think strategically and use deductive reasoning based on the answers they receive.
Winning the Game:
When a student guesses their character correctly, they remove their card and can either assist other players by answering questions or join the game again with a new character.
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8. Christmas Tableaux
Skills:
Stillness, focus, teamwork, characterisation, creativity, improvisation.
Introduction to Tableaux:
Explain that a tableaux is a “living picture” where participants freeze in poses to depict a scene or tell a story. Highlight the importance of stillness, focus, and using facial expressions and body language to communicate ideas.
Show or describe examples of tableaux (e.g., a group of carol singers frozen mid-song, Santa handing out gifts) to inspire creativity.
Warm-Up:
Practise freezing: Have students move around the room freely, then call out “Freeze!” and give them a prompt like “Be a Christmas tree!” or “Be an elf wrapping presents!”
Discuss how exaggerated body language and clear poses help make their freeze more dynamic.
Creating Tableaux
Divide the class into small groups and assign each group a Christmas-themed scene to depict as a tableau. Examples:Santa’s workshop at its busiest moment.
-A family opening presents on Christmas morning.
-Reindeer preparing for their Christmas Eve flight.
-Carol singers spreading holiday cheer.
-A bustling Christmas market.
Encourage groups to decide together who plays which role and how to use levels (standing, sitting, crouching) and spacing to make their tableau visually interesting.
Perform and Observe:
Each group presents their tableau to the class. The audience guesses the scene or characters and gives constructive feedback on what they noticed.
Encourage the performers to hold their freeze for 10–15 seconds to allow the audience to take in all the details.
9. Elf Emotions
Skills:
Emotional expression, facial control, improvisation, characterisation.
Introduction to Emotional Expression:
Begin with a discussion about how elves might experience emotions in Santa’s workshop. For example:”What might make an elf excited, sad, or angry?”
“How do emotions show up in our faces and bodies?”
Practise facial expressions as a group. Call out different emotions and have students respond using their faces, then extend to body language and gestures.
Activity:
Call out a specific emotion paired with a scenario, and students must respond as though they are elves in Santa’s workshop. Examples include:”Excited elf who just finished the most amazing toy.”
“Sad elf who accidentally spilled paint all over the workshop.”
“Angry elf whose candy cane just got stolen.”
“Surprised elf who discovered a magical gift.”
Encourage students to use their entire bodies to enhance their expression, such as stomping for anger or leaping for joy.
10. The Grinch’s Plan
Skills:
Problem-solving, storytelling, improvisation, characterisation, collaboration.
Introduction to the Activity:
Begin by summarising the premise of How the Grinch Stole Christmas: The Grinch devises a plan to steal Christmas from the Whos of Whoville but ultimately learns the true meaning of the holiday.
Explain that students will act out scenes where the Grinch creates a plan to steal Christmas. However, their story must include a unique twist that sets it apart from the original tale.
Highlight the skills needed: creativity in developing a twist, teamwork to build the scene, and storytelling to communicate their ideas clearly.
Group Formation and Role Assignment:
Divide the class into small groups of 4–6 students.
Within each group, assign roles such as:
The Grinch: The mastermind behind the plan.
Helpers: Students who assist or oppose the Grinch (e.g., Max the dog, mischievous elves, or a clever Who).
Victims or Rescuers: Whos or other characters reacting to the Grinch’s actions.
Narrator (Optional): A student who explains parts of the story, acting as a storyteller.
Planning the Scene:
Each group brainstorms a unique twist to their story. Examples of twists might include:The Grinch accidentally helps improve Christmas instead of ruining it.
The Whos catch the Grinch mid-plan and decide to teach him about holiday cheer.
The Grinch enlists unlikely allies, like reindeer or elves, to carry out the plan.
The Grinch faces unexpected obstacles, like Whos hiding their gifts or a snowstorm delaying his scheme.
Groups outline the beginning, middle, and end of their story:
Beginning: Introduce the Grinch and his plan.
Middle: Show how the plan unfolds and any challenges or twists.
End: Conclude with a resolution (e.g., the Grinch learns a lesson or the Whos save Christmas).
Rehearsal:
Students practise their scenes, focusing on clear characterisation, exaggerated actions, and creative storytelling.
Encourage groups to include humour, dramatic moments, or emotional turns to keep their audience engaged.
Performance:
Each group presents their story to the class.
Encourage the audience to guess the twist or provide feedback on the creativity and clarity of the scene.