Becoming Mantle children (the unintentional experiment)

While continuing with my determination to try out some different dramatic conventions, I found myself unintentionally carrying out the same Mantle session with two different groups of children. It was interesting.

Group 1: Year 1 children who have been mantling for two months
Group 2: Year 2 children who have been mantling (ish) for seven months

The accidental experiment:

The children came in to find this board.
Group 1 sat around it without saying much.
Group 2 are more used to such signs and puzzles and a small group gathered around it to discuss it - their buzz meant that soon the whole class were there, discussing the board.

Both groups puzzled over the board for a while. They spotted the date and realised this was during the war; both groups were confused by the numbers down the side.  However,  the children who were more used to mantling were much quicker to 'warm up' than the first group: they knew how this sort of thing worked and how to discuss the puzzle together - they knew something interesting was afoot. The first group needed more encouragement with me leading the way; it wasn't until the next part that they were fully interested.

Next, my colleague stepped in as an effigy; she was a captain worried by the problems in the trenches. The children looked at her facial expression and wondered what she was thinking. At this point, group 1 became confused. Was this Miss C, their teacher, or Doris, the great-granddaughter, or Arthur, the soldier (the many faces of my increasingly adaptable and willing colleague). There were calls of 'That's just Miss C' and 'It's Doris!' and  'What are you doing Miss C?'. In contrast group 2 stepped straight into wondering  why she looked so worried; no mention of any of the other roles, or Miss C. They're used to myself and my colleague becoming soldiers, old ladies, squirrels, crocodiles and so on and they were instantly drawn in.

Following the discussion of the effigy, both groups were invited to ask the her questions as we brought her to life. Group 1 focussed on 'who are you' and became a little stuck on this until I supported them to think of further questions (partly due to the fact they are Year 1, and Year 1 children  like to tell you facts rather than ask you questions). Group 2, in contrast, asked a range of interesting and insightful questions which brought them deeper into this chapter of our story; they brought in their knowledge of trenches and WW1 to help them to find out more.

From here the work went in two different directions; Group 1 took on the roles of captains and disobedient soldiers in co-created trenches; I modelled giving bossy instructions which they then copied, before writing instructions for the soldiers. Group 2 put pen to paper to come up with solutions to the problem;  they suggested 'bossy instructions' without my prompting, so we will be writing them next session. Their ideas were broader and showed more independence; again, partly because they are a year older but also I think because they are used to approaching Mantle-type problems as a team, with me rather than following me.

It was interesting, and satisfying, to see the level the Year 2 children have reached in their mantling. As my first Mantle class they have been at the receiving end of many an interesting experiment and it seems to be working; they are quick to be drawn into each Mantle session because they are used to being the experts, solving puzzles and exploring ideas through drama. The Year 1 children are definitely enjoying the work; one or two are already quick to vocalise ideas and opinions. They just need that little more support with their mantling; but they'll soon be another marvellous Mantle class.