homework after school drama

Duty After School

After a deadly and worldwide alien invasion, South Korea is desperate to add to its forces to fight off the aliens and conscripts high school students into the army. A group of students from Sungjin High must juggle the demands of their education, college prep... and after-school military training.

Genre: action , drama , science fiction , thriller

Team Dramabeans: What we’re watching (December 23, 2023)

By db staff.

So, what are we all watching this week? What kept you reaching for more (or agonizing when there was no more), and what made you want to throw your remote...

Tags: A Good Day to Be a Dog , Duty After School , The Story of Park's Marriage Contract , What We're Watching

Duty After School: Episode 1 (First Impressions)

By solstices.

When aliens crash-land on Earth and high schoolers are called up to the front lines, what could possibly go wrong? As it turns out, there's already enough hostility to go...

Tags: Duty After School , First Impressions , Im Se-mi , Kim Ki-hae , Shin Hyun-soo

Duty After School: Episodes 1-10 (Drama Hangout)

Welcome to the Drama Hangout for TVING's sci-fi thriller Duty After School, featuring terror, aliens, military training, and college entrance exams for our group of high schoolers. This is your...

Tags: Drama Hangout , Duty After School

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Watch the thrilling new teaser for K-drama ‘Duty After School’

The sci-fi K-drama series will premiere March 31 on TVING

South Korean streaming service TVING has released a new teaser for its upcoming K-drama series, Duty After School .

• READ MORE: ‘Hellbound’ season 2: cast updates, release window and everything we know so far about the Netflix series

The thrilling teaser clip opens with Park Eun-young ( The Empire ‘s Im Se-mi), a teacher at Sungjin High School, telling senior students that rolling admissions for collages have been cancelled for the year.

Many of the students then enroll in military training at the school after being promised extra points for their college admission exams. But the training soon turns into an actual war, after extra-terrestrial forces land on Earth.

The students are led into battle by Lee Chun-ho ( Bossam: Steal the Fate ‘s Shin Hyun Soo), who tells the students that they “must stay alive until the end”.

Based on the hit webtoon of the same name, After School Duty  is a sci-fi K-drama series that follows a group of students who unexpectedly become frontline fighters in Earth’s first war against alien forces, after they sign up in the reserve corps to get a leg up in college admission exams.

Aside from Im and Lee, the upcoming K-drama will also star  Island actor Lee Soon-won, Lee Yeon of  Juvenile Justice fame, CLC member Kwon Eun-bin and Under the Queen’s Umbrella ‘s Moon Sang-min, among others.

Recommended

After School Duty will premiere with its first three episodes on South Korean streaming platform on March 31, as well as Viu in selected regions. The series will also be available on the cable network tvN Asia from April 1, with new episodes airing every weekend.

• Related Topics
• Duty After School

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Why 'Duty After School' is the K-drama you don't want to miss

By Mashable ME

03 May 2023

Duty After School is a drama adapted from a webtoon by Ha IlKwon. It follows high school students from Seongjin High who are obligated to undergo military training to defend Seoul against enigmatic creatures.

For those who enjoy sci-fi, thrillers, and action, duty after school is a recommended drama to add to your watchlist. here are five reasons why this k-drama is a must-see for those who are curious about it., 1. it has a ‘stranger things’ and ‘all of us are dead’ vibe., the school setting and student characters in duty after school may give viewers a sense of all of us are dead . the monsters in the show are reminiscent of the creatures in stranger things , particularly the demogorgon., 2. it has an ensemble cast., this drama features an ensemble cast including shin hyunsoo from age of youth , lee soonwon from island , lim semi from my secret terrius , moon sang min from under the queen’s umbrella , and choi moonhee, kwon eunbin, yeo jooha, lee yeon, and kim kihae., 3. the cgi and props are top-notch., in contrast to stranger things , where the primary antagonists are monsters from the ‘upside down, the creatures in duty after school are more akin to extraterrestrial beings and are less intimidating than the demodogs., 4. class 3-2's platoon leader is handsome., lieutenant lee chunho is a character who initially appears strict with students but eventually becomes caring and endearing, eliciting "kilig" or fuzzy feelings from viewers, 5. it presents instances from real life., while a work of fiction, this drama portrays relatable characters and realistic relationships that resonate with the audience, making it a true-to-life reflection of human experiences..

Does homework really work?

by: Leslie Crawford | Updated: December 12, 2023

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You know the drill. It’s 10:15 p.m., and the cardboard-and-toothpick Golden Gate Bridge is collapsing. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou. Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? Is this just too much homework?

However the drama unfolds night after night, year after year, most parents hold on to the hope that homework (after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing) advances their children academically.

But what does homework really do for kids? Is the forest’s worth of book reports and math and spelling sheets the average American student completes in their 12 years of primary schooling making a difference? Or is it just busywork?

Homework haterz

Whether or not homework helps, or even hurts, depends on who you ask. If you ask my 12-year-old son, Sam, he’ll say, “Homework doesn’t help anything. It makes kids stressed-out and tired and makes them hate school more.”

Nothing more than common kid bellyaching?

Maybe, but in the fractious field of homework studies, it’s worth noting that Sam’s sentiments nicely synopsize one side of the ivory tower debate. Books like The End of Homework , The Homework Myth , and The Case Against Homework the film Race to Nowhere , and the anguished parent essay “ My Daughter’s Homework is Killing Me ” make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.

One Canadian couple took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework.

So what’s the real relationship between homework and academic achievement?

How much is too much?

To answer this question, researchers have been doing their homework on homework, conducting and examining hundreds of studies. Chris Drew Ph.D., founder and editor at The Helpful Professor recently compiled multiple statistics revealing the folly of today’s after-school busy work. Does any of the data he listed below ring true for you?

• 45 percent of parents think homework is too easy for their child, primarily because it is geared to the lowest standard under the Common Core State Standards .

• 74 percent of students say homework is a source of stress , defined as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

• Students in high-performing high schools spend an average of 3.1 hours a night on homework , even though 1 to 2 hours is the optimal duration, according to a peer-reviewed study .

Not included in the list above is the fact many kids have to abandon activities they love — like sports and clubs — because homework deprives them of the needed time to enjoy themselves with other pursuits.

Conversely, The Helpful Professor does list a few pros of homework, noting it teaches discipline and time management, and helps parents know what’s being taught in the class.

The oft-bandied rule on homework quantity — 10 minutes a night per grade (starting from between 10 to 20 minutes in first grade) — is listed on the National Education Association’s website and the National Parent Teacher Association’s website , but few schools follow this rule.

Do you think your child is doing excessive homework? Harris Cooper Ph.D., author of a meta-study on homework , recommends talking with the teacher. “Often there is a miscommunication about the goals of homework assignments,” he says. “What appears to be problematic for kids, why they are doing an assignment, can be cleared up with a conversation.” Also, Cooper suggests taking a careful look at how your child is doing the assignments. It may seem like they’re taking two hours, but maybe your child is wandering off frequently to get a snack or getting distracted.

Less is often more

If your child is dutifully doing their work but still burning the midnight oil, it’s worth intervening to make sure your child gets enough sleep. A 2012 study of 535 high school students found that proper sleep may be far more essential to brain and body development.

For elementary school-age children, Cooper’s research at Duke University shows there is no measurable academic advantage to homework. For middle-schoolers, Cooper found there is a direct correlation between homework and achievement if assignments last between one to two hours per night. After two hours, however, achievement doesn’t improve. For high schoolers, Cooper’s research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in a class with no homework.

Many schools are starting to act on this research. A Florida superintendent abolished homework in her 42,000 student district, replacing it with 20 minutes of nightly reading. She attributed her decision to “ solid research about what works best in improving academic achievement in students .”

More family time

A 2020 survey by Crayola Experience reports 82 percent of children complain they don’t have enough quality time with their parents. Homework deserves much of the blame. “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” says Alfie Kohn, author of The Homework Myth . “It’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

By far, the best replacement for homework — for both parents and children — is bonding, relaxing time together.

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13 High School Drama Activities To Get Them Going

Teaching drama in high school can be challenging, or the most fun class you've ever taught. In this article, I'll go over 13 great drama activities for high school students, and tell you what I've learned from my own experience as a drama teacher.

So here are my 13 exercises to give a great high school drama lesson:

Collectively Counting to 20

Mirror sessions.

• Whoosh-Zap-Boing

Not All At Once

No empty spots, follow the leader, word associating, telling a story simultaneously, depicting a word, chair thief.

Below, I'll first go over a couple of quick tips for getting the most out of your lesson. After that, I'll explain each exercise one by one.

Good Exercise Combinations

• Games 1 - 4 are great warmups.
• Games 5 - 10 are good main activities because they are longer and go more in-depth.
• Games 11 - 13 are great to end the lesson on a high note. Also, it's a great way to release energy - which your coworkers will thank you for.

Here are some combinations of main exercises that work well in my experience:

• 5, 6, and 7
• 8, 9, and 10

For the opening and ending, you can choose games you like or fit the general mood of the classroom.

Things to Consider When Setting Up Your Lesson

I usually try to do four to five games for each one-hour lesson. But it really depends on the size of the group (larger groups = less games).

For some games, each player needs some time to perform their role. With larger groups, it can then take A LOT of time. So make sure to account for this. If the group is extremely large, you might want to avoid these games altogether.

For larger groups, you might want to consider planning to do only activities where the group performs as a whole.

What To Look For in Drama Activities for High Schoolers

We want activities that have some sort of friendly competitive element. Students may find it difficult to relax and give themselves to the game fully. Some form of competition will help them to get their minds off their homework, video game, or rap career.

In my experience, students can get preoccupied with how their peers perceive them. This can make it difficult for them to start playing around. To get them going, I suggest using some high-energy games with some friendly competition.

The right activities will help, but your own mood is also important. High school students will reflect your own mood and motivation.

Some Tips on How To Start Your Lesson

• High energy
• Make it physical
• Include everybody for the first activity - make sure everybody is on the floor
• Make it fun

The first activity will determine the energy and focus of the rest of the lesson. So make sure you pick something that fits your goal for that lesson. If you want to work on collaboration, pick something that strengthens teamwork, like Not All At Once .

You can also use the warm-up exercise to balance out the energy in the group. If they feel particularly hyperactive or unfocused, use a focus exercise, like Collectively Counting to 20 .

So let's dive into the exercises.

This first exercise is great to increase the students' focus. This is the right opener for you if you feel your students aren't particularly focused at the moment, or if your next exercise requires extra focus and you want to prepare them for it.

The players form an intimate circle, standing shoulder to shoulder. The players count in random order from 1 to 20. Whenever two players use the same number simultaneously, the game starts over.

Tip : the group will think up tricks for cheating. For example, a small cough beforehand. I found it helps to ask the students to close their eyes, or to make them look at the ground.

Once you get their attention with a solid warmup exercise, let's keep increasing focus. With this game, we want them to be attentive to each other. Increasing awareness can be difficult for high-schoolers. I found that by increasing their awareness, they will open up and become more playful and have more fun during class.

Two players are facing each other. Player A starts to move and player B mirrors player A's movements and facial expression as closely as possible.

• A pair in front of audience. They agree on who starts and who mirrors. Then they perform in front of their audience. The audience shouldn't be able to tell who mirrors and who initiates the movements. After the performance, the audience may guess the initiator.
• Both players can both initiate and mirror at the same time.

Knee Tag is a great high-pace exercise. It really helps to activate them, especially when energy is low. Suitable as a warmup and ending exercise.

Players position themselves facing each other. Everyone uses one hand to tag and one hand to defend. Players want to tag each others knees. With the defending hand, players may protect themselves to try to avoid getting tagged.

Please note: if you end with this game, your students will be hyperactive when leaving the classroom. So make sure the next class isn't maths.

Whoosh Zap Boing

This game teaches them to be spontaneous and gets them to stop thinking and simply start acting. That's why it's a great warmup.

If you teach this class regularly, this one is great to repeat every single time. After a couple of times, they become really good at it - which increases enjoyment and engagement.

All players are standing in a circle. The game leader picks who goes first. He or she passes a 'WHOOSH' (a sweeping motion with both arms) to another player. The players pass on the sound to the person beside them. It doesn't matter which way.

After this round, 'BOING' gets introduced. BOING is crossing both arms and facing the person passing the 'WHOOSH'. This stops 'WHOOSH' and will make it change direction.

Lastly, the game leader introduces 'ZAP'. You ZAP by forming a pistol with your hands, pointing it at someone and yelling ZAP! This makes the WHOOSH jump to the person being ZAPPED.

You want to play this game at high speed. If a player moves before they're up, or make a wrong move or sound, it's game over. Players that are out sit down on the floor.

At the end of the game, only two players will remain. The class will have to come up with their own way to determine the winner (ie. rock-paper-scissors).

This is the last warmup exercise. Now you've got their attention, energy is high and they are focused and playful. Let's take a look at some great main exercises, which will require more focus and engagement, which is why we started with these games.

Now, let's get our drama on.

The following exercises go a little bit more deeply into drama techniques. I like to spend the majority of the class on these exercises.

This exercise focuses on the group instead of the individual. Also, it requires them to pay close attention to each other, which means they will become more attentive.

One person walks. The rest of the group stands still. There needs to be one person that walks at all times. It's the group's responsibility to ensure this.

Whenever the Walker stops, someone else needs to start walking immediately. The transition needs to be seamless. Also, whenever someone starts walking, the Walker needs to stop walking immediately.

Teacher's tip

The group will quickly find its own rhythm. After a while, they will probably walk and pause for the same amount of time every time. So make sure they stay present and switch it up.

This next exercise is an excellent follow-up, because it ups the tempo, reducing the time to think. This exercise focuses more on the individual player as part of the group (instead of the entire group).

The players walk across the room quickly (but they don't run). At all times, they want to keep the same exact distance between them. At the same time, they try to fill up the space entirely.

Naturally, the players shouldn't touch each other. When a player discovers a 'hole', he or she tries to fill it.

Every now and then, the game leader shouts "stop!", at which point everybody stands still. The game leader then checks whether the room is filled evenly.

Ideally you want that the players form one liquid mass, that fills the room without stopping, agile, and at an even pace.

Spicing It Up

Stop the group in the middle of a run, let them close their eyes, and ask them where a specific person stands in the room (make them point). This challenges them to be aware of their environment.

This is a main exercise that may require a bit more time. It can take a while for students to get the hang of it - so it's probably a good idea to allow them more time.

The group starts at their starting position. One of the players then starts a motion. The rest of the group mirrors the motion.

There is no fixed group leader. It's a dynamic role. Whoever starts the motion, becomes the temporary leader.

Ideally, the group and leader move as one. If the exercise is performed perfectly, you shouldn't be able to tell the leader from the group.

To Spice Things Up

After doing this exercise collectively, it's great fun to split up the group and let one half of the group watch the other half play the game. Make sure to discuss it afterward.

What will happen is the audience will see a narrative develop. Which is funny, because it's just a series of made-up movements.

This will teach them that on stage, everything gets a meaning attributed - whether you want to or not. So it matters what you do there.

If your students are prone to overthinking, this is a great game. It helps them to relax the mind and start to play.

All players are standing in a circle. The teacher says a word, and the person to the teacher's left immediately responds with a new word, based on their own association. After that, the next player responds with his or her word.

You only associate on the last word mentioned. Ideally, you don't think of anything in advance, and every word is stated spontaneously.

High schoolers can be notoriously selfish. I like this exercise because it teaches them the opposite. It's a great way to learn that not everything is about YOU. The group is valuable as well.

Two players both tell a different story to the audience. They tell it simultaneously. Afterward, you test both narrators by asking them to tell the other's story as if it were his or her own. You will find that both narrators are practically unable to retell each other's stories.

In round 2, the game leader asks two new players to tell a story simultaneously. This time, the game leader will pause the first story and start the next, then pause the second and start the first. Please note that they shouldn't react to each other's stories. They should only tell their own.

In round 3, the narrating pair determines when to pause their story themselves.

Ideally, you want the narrator to remain aware of the other narrator while telling his or her story.

High school students can find it extremely important how others perceive them. This exercise teaches them to let go control, and surprise yourself (by acting a little crazy).

Player A says a word. Without thinking, Player B and Player C quickly depict the word. The depiction can be either concrete or abstract - literally or figuratively. Player A claps his or her hands whenever he or she thinks the image is complete. Player B and Player C relax (at ease) and wait for Player A's next word.

The goal of this exercise is to loosen up the students. I've found that whenever they are able to let go, and not be afraid of what others might think, all of a sudden they start having A LOT of fun.

The next three games are great endings for your lesson.

This first end game is great for boosting self-esteem and positivity.

Everyone is standing in a large circle. One by one, a volunteer steps into the circle. He or she does or says something that takes at least five seconds. In response, the rest of the group applauds fiercely - regardless of what the volunteer did or said. The volunteer steps back into line, and the next one enters.

It can feel awkward at first, but give it a try. After a couple of rounds, people will stop wondering what the heck they are doing and start to feel great after their round of applause.

Teenagers can have low self-esteem, and especially drama lessons can be quite intense and demanding. So this exercise ends on unconditional positive note. It's also a great warmup. Ending your class this way will help them to remind it as positive instead of challenging.

This game is so much fun because it engages everybody every single time. It's my absolute favorite.

I like this game the best:

• it challenges them to act out / visualize without overthinking it
• activates a lot of game fun, humor, laughter
• it introduces them, in a very playful manner, to who, what, where

Who What Where is basic drama theory. Who are the roles - the relation, who is this about? What is the problem that needs to be solved or object. This is what fuels the scene. Where is the location - where does the scene unfold?

Of the team, three people go outside the classroom. The last person remains in the classroom (this is player 1). The class collectively thinks up the following (the game leader decides):

• a murderer (a profession or famous person)
• the murder weapon (arbitrary item)
• the location (specific spot)

The game leader starts the stopwatch. Player 1 collects player 2 from the corridor. He or she portrays the murderer, murder weapon and location. Player 2 then collects player 3 and portrays all three points. Player 3 then collects player 4 and portrays who, what and where. Player 4 in turn rapports to the group who was the murderer, what was the murder weapon, and where the crime was commited.

The team that's the fastest and with most correct answers wins.

Quick tip from experience: pick a person, an item and a location that are easily portrayed.

My other personal favorite.

Very high energy game. Because of the time pressure, the students are really engaged and generally have a lot of fun playing this. They also have to collaborate in order for it to work. I find that they always start collaborating at one point - it kind of forces them to do so.

All players sit on a chair, scattered throughout the room. There is one empty chair.

Player A gets appointed as the Chair Thief and stands at the opposite end of the room. Player A's goal is to sit on a chair. However, Player A may only walk slowly.

The group wants to prevent Player A from sitting on the empty chair. Contrary to Player A, they are allowed to run.

Whenever Player A walks towards the empty chair, they quickly switch chairs, leaving a new empty chair somewhere else in the room.

In Conclusion

Now you know 13 great exercises to get your high school students going. Pick the ones you like or think will fit your group. Feel free to adapt, change and adjust. After all, you are the teacher, and you know your group best.

One last tip: always keep one trump game up your sleeve, in case one of the games you've picked doesn't work out after all.

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Tish Becker

Thanks for the info/exercises…I start teaching drama in September at a high school that has been teaching theatre from a book and calling it drama - I want to bring a ton of energy in hopes of recruiting a lot of students to join the performing club. Would welcome any other advice!

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