In this activity students will first discuss the topic and share their views of why the Troll Child had nightmare just before the first of the school, what might be the Troll School look like, and the emotions felt by him. Followed by a drawing a Troll Child having nightmare, where they will try and express the emotions might have felt by a Troll Child.

Then we will have class drama where all the children will observe their peers and simultaneously participate in their narratives and feel the feelings/emotions of a Troll Child themselves. To use intense or playful music we will use the available objects (suggested by the children) in the classroom.

I believe, this process drama will provide an opportunity for children to develop the critical empathy towards others. In fact, they will understand that there are always two sides of a story and sometimes, we only want to see one by knowingly or unknowingly (Dominant ideology)!

Activity: Invite students to silently reflect on how the troll is feeling, and how the troll's friend is feeling in that moment. Then, each group of students (assuming the same lesson structure as the reading material, and there is an even number of groups) is assigned either the troll child's or the friend's perspective. Each group creates a brief drama scene, complete with a soundscape using various objects and instruments, to convey how their character is handling the rupture and why. (Groups could also invent reasons for the rupture, if it doesn't add too much time.)

Elements of Drama included could be space, stillness, silence, sound, relationship, movement, contrast, role, mood, symbol, and tension. Elements of Sound Arts could include timbre, tonality, melody/harmony, dynamics, rhythm, and texture.

After each group has performed their drama for one group of the other perspective, and the elements in each performance have been appropriately analysed, the two groups sit down facing the other and take turns answering the question, "What did I learn today about trolls, how they form friendships, and what they value?" Each student writes down a key phrase or idea about what they learned.

Then they are paired (one from each group), share their key ideas with each other, and come up with a limerick (presupposing prior knowledge) that encompasses both ideas. The composition and performance of limericks teach about both Music and Drama; limericks have pace, rhythm, form, structure, and in this case, symbolise the sometimes rocky nature of friendship amongst not just trolls, but children, too. Ākonga might include clever humour in their limericks, and experience how humour can diffuse tension and connect people.

Exploring the relationships between what may be two opposite ideas and figuring out how to draw them together serves as an allegory for how the troll child and their friend might be able to repair their rupture. After writing their limerick down, each pair posts it up and all ākonga read them on a gallery walk. Kaiako bring ākonga together to discuss everyone's favourite limericks, and this time asks, "Which experiences (aka elements of Drama or Music/Sound Arts) resonated with or stuck out the most to you? How did your attitude towards the troll child/their friend change as a result?"