Tale as old as time...

Beauty & the Beast...


Another one of my favourite lessons that really stood out to me, was one about Beauty and the Beast! This presentation was done by Christina, Vivian, Maria and Kelly. These four used the strategies of storyboard, graffiti, alter-ego and mirrors. The two that really stood out to me, which I think I could use in the future were alter-ego and mirrors.

STRATEGIES

Alter-Ego

In this strategy, students will work in pairs. One student will be the "role" and the other will be that roles' thoughts. One student will be expected to play out the action and the dialogue of the character, while the other student plays the alter-ego of that character - expressing their inner thoughts and feelings. Using the theme of Beauty and the Beast, one pair had to demonstrate Belle entering the West Wing (which is the Beast's 'secret area' of the castle - Bella had been forbidden to go there!). The partner who was the role had to act as Belle acted in this situation, she seemed speechless and tried to reason herself out of the situation by apologizing repeatedly to the Beast. On the other hand, the partner, who played the role of the alter-ego, who was Belle's thoughts, demonstrated the fear that really engulfed Belle's mind. The alter-ego said things like "Oh no! The Beast is so mad! What will I do.. He's so terrifying when he's mad like this. Quick, Belle, think think think.." or other comments like "Well, if he really didn't want me to be here, he shouldn't have told me about the forbidden West Wing - it's his own fault that I grew curious and wanted to explore this part of the castle!"

I think that this tool would be effective, again for Language (it's interesting, how connected drama and language really are!). This meets a lot of the language curriculum, especially regarding expectations like oral communication - understanding by connected oral texts to their own knowledge and experiences. By drawing off of their own ideas about what Belle would be feeling in this situation, the alter-ego was able to portray an accurate possibility of what Belle was thinking during this confrontation. Again, this strategy could be used when teaching life skills such as: bullying, self-regulation, leadership, responsibility and integrity. 

Mirroring

In this activity, students worked in pairs as well. One student had to do an action and their partner was expected to mirror them - to do exactly as the other. With my partner, we were to act as Belle, who was picking up the enchanted rose in the West Wing of the Beast's castle. My partner was Belle, and I was her mirror image - I had to copy her and to do exactly as she did, at the exact same time that she did it. It was not an easy task, but it was fun! It was a challenge to time your body movements so that they were perfectly in sync with another person! I really enjoyed this activity, though and thought that it was fun to see how partners worked together. Students got the chance to work on and develop a variety of skills including: leadership skills, following skills, right and left brain cross-processing and coordination through this activity.

Because it covered such a range of skills, mirroring can be used in a variety of subjects. I also think that this could be used at a wide range of age levels. Some may think mirroring would be too difficult for younger ages, but I would have to disagree! Young children primarily experience the world and learn from it, through their 5 senses and through interacting with their environment. Mirroring, while it does take a lot of coordination, it can be done (maybe less perfectly) by younger students as well as older ones! I also think this would be an extremely relevant tool in Phys Ed classes, specifically in the aspect of dance, as mirroring really has you connecting with and being aware of your body movements and timing.

Theory

The theory that was introduced in today's lesson was Blooms Taxonomy. This is a classification of different learning objectives that educators set for their students.

Starting at the top and working our way down, these are what the 6 learning strategies are:

Creating focuses on designing, inventing and reworking.

Evaluating focuses on deconstructing, comparing & contrasting and critiquing. 

Analyzing focuses on elaborating, making connections and infering.

Application focuses on writing, drawing or illustrating and presenting.

Understanding focuses on showing, describing and explaining.

Remembering focuses on retelling, sharing, listening, pointing out, labelling and being able to recall information.

Final Reflection...

I have truly learned a lot in few short weeks of drama. While I was extremely hesitant at first, and still quite reserved about getting involved, I learned that drama is a critical aspect of children's lives and that it is essential for the learning process. I look at the way I respond to drama and I think, wow - if I had the courage and if I was comfortable enough with myself, I would love to get involved just as much as the rest of the class is. I can't help but think, if drama had been an integral part of my educational experience as a child, then I am sure my response to it now would be very different. It saddens me to see just how timid I become around the word drama - I close up, hide in my shell and don't want to come out until it's over. It would absolutely break my heart to see my students respond to drama in this way in 10-15 years from now. I would wish, for their sake, that I could take them back in time and revamp their schooling experience by incorporating drama and dance into their daily life. I look at dancers and artists and I crave their creativity and their ability to express themselves through their body. I wish I could be more creative.
The saddest part, for me, is that I used to sing and dance. I danced for YEARS and I wish that I had never, ever stopped. I truly would love to reconnect with my artistic self - my ability to express through movements and through my body, without feeling as though I was being judged and that people were critically analysing my every move. 

Through this course, I have not only gained a huge inventory of dramatic strategies, and realized ways in which I could tweak them depending upon the grade level and group of students as well as curriculum... but I have also learned how crucial creative expression is in the learning process. Some students just cannot sit there and read or write. They need to DO! They want to BE. They want to LIVE by movement, through expression and by touching, speaking, seeing, smelling and tasting. Drama is a way for students to come alive!

I never thought I would say this, but, I actually have learned to love drama... So thank you.

Remembrance Day

Today was a very solemn day, as the activities and strategies that we practised today were focused around Remembrance Day. I thoroughly enjoyed all of the activities that this group used - this was a really well done lesson! I think that these are some strategies that I could use in my classroom around an event, such as Remembrance day, or even other traditions and celebrations that are learned at the primary level in a Grade 2 class - such as Kwanzaa, Hanukkah, Easter, Christmas... Keep reading to find out about some strategies like picture walk and the magic hand. 

STRATEGIES

                                                                                     Picture Walk

In this strategy, students are shown a book or a selection of pictures and are asked to make predictions prior to reading any text. In this particular picture walk, there were four images relating to Remembrance Day located around the room, which were backed onto blank sheets of paper. In groups, we had the chance to walk around the class and look at each picture. Then, we were able to record some thoughts or ideas about this picture, making connections and inferences from the picture as to what it could symbolize or be about. This was a very moving and thought provoking activity which I really enjoyed!

I could use this strategy in my classroom, especially in language. In the Language curriculum, one aspect of it is to be able to make inferences. In my placement, before reading a book to my class, I would hold up the book and show the cover only. Then I would ask my students "Based on the picture that you see here, what do you think that this story will be about?" This strategy could also be applied to any image, regarding any topic. You could have a picture of an animal for science and students could write down what they already know about that animal. Or you could do this with a word, not just an image. This could be a great diagnostic tool as well as brainstorming tactic in almost any area.

The Magic Hand

This is a strategy which allows students to explore the ideas of "push" and "pull" factors through participation in a whole group movement. The teacher would demonstrate and explain the activity to students, saying that when the teachers' hand moves, the students should translate everything that the hand does, through full-body movements. When the magic hand pushes toward the students, they should move back; when the magic hand pulls back, the students should move forward; same idea with left and right, up and down. Students must keep their eyes on the magic hand at all times.

This was an extremely powerful tool for understanding cause and effect relationships as well as power and dominant forces. This would be an extremely effective tactic for a social studies or even a history unit, regarding an event such as war, revolution, innovation, or any other cause and effect relationship. By using the magic hand which forces you to move in a certain way, students will begin to understand power dynamics and how forces around us may shape us. This could be used in a science unit including something regarding the environment - the hand could symbolize the effect that humans have on the environment (environment could be represented by the students). I think that this sort of technique would be best used with other students, because I think that this sort of activity could unveil a really deep concept. 

Theory

Today, we learned about Maslow's Hierarchy of Needs. 

In this hierarchy, it shows us the different levels of needs that must be met by all people. It starts at the bottom with the physiological needs such as food, air and water - the essentials for life. These are our most essential needs and unless these needs are met, we cannot move on to the next level which is safety. After one has met their basic needs for survival, they focus on the second level of needs which are security of body, a job, of family and health. Once these needs are met you can move up to love and belonging, once these are met you can move up to esteem and then finally to self-actualization. The core of this theory, is that you cannot move up to the next level without meeting some of your needs. Students cannot be expected to focus on their self-esteem and to meet those needs if their essential needs like food, water and a home are met, or until their physiological needs are met as well.

As a teacher, it is important to recognize where your students may be at in order for you to enhance their learning experiences and for you to better connect with them personally.

These were some great strategies that we got to learn about today, but aside from these strategies, we also learned about Assessment in Drama! It may seem like a really tricky concept - how do you assess drama!? Well, keep on reading for tips and strategies that can be used to assess your students while they are having FUN!

Possibilities for Drama Assessment

Diagnostic Tools:

• KWL Chart
• In a group of...
• Living Venn Diagrams
• Graffiti 
• Position Mapping

Formative Tools:

• Alter ego
• Overheard Conversations
• Position Mapping
• Wordle - which can be accessed HERE

Summative Tools:

• Rubric
• Checklist
• Exit Card
• Portfolio
• Interview

Peter Pan!

Now that I have been in drama for a couple of weeks now, I am beginning to feel more comfortable in the class. I still find that it is hard to get up and get moving and to find the motivation to participate. I really do love to observe more than I love to participate. This week was a particularly fun week, though! Class fell on Halloween and when I walked into the room to see many of my classmates dressed up in costume, I knew that today was going to be a fun day! Especially when I saw Peter Pan, Tinkerbell, Captain Hook and Tick-Tock - the crocodile from the movie. At that moment, I knew today was going to be great... And I wasn't wrong! Take a look below to see some of the wonderful strategies that this group presented today - I think the entire presentation was done SO wonderfully, it was magical!

STRATEGIES

                                                                                   Corridor of Voices

Line up and a character walks down the corridor while people say the inner voice. This was an amazingly well done strategy! This group had all of the students in the class create a corridor - we stood in two rows to make a hallway. Captain Hook and Peter Pan each took turns to walk down this corridor of voices, while the students all had to say something that this character may be thinking or feeling. For Captain hook, many said things like "I shouldn't have let Peter Pan get away!" or "I need to get better at this!" while, when Peter Pan walked through the corridor, students said things like "Haha! That Hook - he'll never get me!" or something like "Wow, that was a close one! I really need to be more careful".
This tool would be extremely effective during a language lesson when students are learning about Point of View, or when trying to have students empathize and learn to put themselves in another persons shoes, to know what they are feeling. I would LOVE to use this in my classroom. It could even be used during the instruction of life skills - maybe a workshop on bullying. I think that this would be done with a junior grade as the primary students may not understand how to empathize as well. I also think that it is important to ensure that this is not a PERSONAL thing, and that the students don't walk away feeling poorly about themselves. This would be a great novel study for something like The Outsiders which really focuses on teaching students about hierarchy and social construction of roles.

Draw & Pass

Helps students produce a collaborative product thus emphasizing teamwork skills. It also allows for creative individual processes to come together. For this activity, the group had us fold a paper into three sections. The task was to draw a pirate as a collaborative group, without discussing or showing the other members what exactly we were drawing. Someone would start by drawing the head, then you fold back the paper and the next person drew the torso, then you would fold the paper again and the last member would draw the legs of the pirate. It was a fun and neat way to see what we could come up with! 
This could definitely be used as an art related activity. I think that this could also be used for any age level! I think it would be difficult to do in a math lesson or a science lesson - unless you did a diagram of a human body or some sort of cell or organ (if you could find a great way to divide the sheet - however I think it would serve best as an art lesson or a language lesson - trying to draw a character from the book maybe based upon a description of the character. This is also a great task for teamwork and seeing how combining different perspectives and opinions may turn out in the end!


So many of today's strategies were really, really well laid out. I think that I would use each and every one of them in a lesson. The corridor of voices and the draw and pass strategy were both really interactive strategies that involved all classmates. It did not single anyone out, which is something I would be worried about doing in a class (especially because this is something I fear so much!) but it allows everyone to get involved in a safe place. Another extremely effective strategy, was the Guided Visualization. Which had the students close their eyes and imagine the story as the teacher read it. During this, the group played music to really get you to feel and to experience the story as if you were in it. This was incredible. I felt like I was a character in the story of Peter Pan! Being an adult and feeling so impacted by this strategy, I can only imagine how much my primary class (or junior class) would just LOVE this exercise! Especially in kindergarten at the age of make believe - these students would just love this. I cannot wait to be able to try this out in my class... Thank you to this group for their wonderful presentation today! It was truly fantastic and strengthened my enjoyment for drama even more!

The Presentation... dun, dun,

So... remember how last week, I said something about how drama was NOT what I thought it was back in high school? Drama was NOT about memorization, or acting. Drama educational, collaborative. It is play-based. It doesn't single you out! It doesn't make you dress up in a silly costume, changing your voice and pretending to be something you are not! Well..... I lied. Drama lied! I have been fooled. Today, we present. Today, I unwillingly and uncomfortably dress up as the infamous Laura Secord and pretend that I am from a time in history - from the time of the War of 1812. Help!


STRATEGIES

Teacher in Role

A teaching strategy in which the teacher provides input into a drama activity by taking a role in the drama instead of commenting from outside the process. For our presentation, this was where I had to dress up as Laura Secord and tells the class the story of her journey and how this impacted some events during the War of 1812. 
This strategy can really be used at any time, in any subject. For science - you could pretend to be a scientist and come in and conduct an experiment, for language - you could be a character from a story and come in an read to the students, or get them to summarize what the book was about. Students of all ages really would love this technique! When I was teaching a day camp, we did this daily! Depending upon our daily theme, we had different counselors come to camp "in role" - for history week we had them dress up and act as cave men, for movie week we had them come in as pirates for the movie Pirates of the Caribbean - it was a fun and interactive way to really make the lesson come to LIFE!

Hot Seat

This is a convention in which students allow themselves to be questioned by the rest of the group. The questioners may speak as themselves or in role (eg. As a reporter). For our presentation on the War of 1812, students were asked to take the “hot seat” as their peers asked them a variety of questions concerning the information learned in class about the 1800’s. Some questions students asked were, “Did you ever feel like giving up when you were running?” “How did you feel after giving the information needed?”
This can be used in language, also, to have students sit in the hot seat as a character. Students can ask this person questions. It will exercise point of view, as well as deepen students' understanding of a character and teach them to empathize.



Soundscape
These are dramatic interpretations of an action or event. The players use themselves or other objects which make sounds to reflect the noises that are being portrayed in a scene. Sometimes these soundscapes can be used to direct and guide a scene where the actors take their cues from the noises they hear and imagine what action should be taking place to make that particular sound. 
Can be used in language - creating a soundscape for a book.

Another activity that we did during this weeks class, was a soundscape to a book which demonstrated how to connect language with drama. A book about nature was read and the students were to make the sounds of the park: chirping birds, blowing grass a buzzing bee. We closed our eyes to picture the park as the book was read. It was a VERY effective tool! This is on of my favourites that I would absolutely love to try in my classroom.

News Reporter
This is a very fun and interactive drama technique that allows students to take the media role in their own hands to discuss a topic or current lesson from various points of view. It can be used to not only show the many view points on a specific event or issue, but also how the press can distort the information to the public.
Can be used across the curriculum. May be a new means of structuring a presentation. Can be used in language for the oral communication strand. 

Theory
This theory really focuses on the many different types of learners that exist in the world.
As a teacher, it is important to remember all of the different learners that you have in your class. Doing this will ensure that your lesson is effective for all people! This will really enhance their learning experience as well as your own personal teaching experience!

Well, I survived the presentation! I actually, surprisingly, had fun with it, too! I never thought that would have happened. Everyone was really engaged with the lesson and with what I was saying and I think a lot of people really appreciated the fact that I dressed up. I hope not too many people could see just how nervous I was! I think my hands may have even been shaking! Now that I have been able to do this in front of my peers, I believe that I could do this for my class - any day! Any subject, any grade! So long as you have a decent costume and so long as you KNOW YOUR STUFF this will not fail you! I think that anyone, of any age would enjoy this! The only thing to be cautious of, is the students who can't get past the past that their teacher is dressed up, and as a result they miss the entire lesson. 

My other, absolutely FAVOURITE strategy, was the sound scape with the book! I cannot believe the feeling I experienced during this lesson. When the book on nature and the garden was being read, and we were creating the sounds it felt like the garden and the birds and the bees in the garden had really come to life. I cannot wait to try this out on my kids - probably as a language/drama lesson! Not sure this would work too well with something like math. I could even see this working in a history lesson! Reenacting a historic event as the teacher reads the events out loud to the class. This would be a very effective means to making history come alive! 

Feeling Nervous...

It's day one of drama, and I must admit.. I've been biting my nails all morning. What should I expect? Well, in high school drama meant:

• memorizing scripts
• being really outgoing
• being comfortable in front of an audience
• being LOUD
• having other talents like a sense of humour, being able to dance, or sing, or play piano

I am definitely not looking forward to this. Oh quick! Here comes the teacher. Look down at your paper. Do not make eye contact. I repeat: 

Do

not

make

eye

contact...

If she doesn't see you.. she won't call on you. If she doesn't call on you, you won't have to participate. You can just be that wall flower you are so used to being. Blend in with your surroundings. Hide behind someone who is willing to participate. If you can remember these key steps -- you will survive!! 

STRATEGIES

Living Venn Diagram
Using tape to divide the floor into three groups: "drama", "theatre" and "both" a Venn Diagram can come to life! Ask students a question and see where they place themselves within the living Venn Diagram.

This strategy may be used for any subject whether it is curriculum based or not! This is a great tool to use for diagnostic assessment. This is also a great tool to use when you want to learn more about your students!

In a Group Of...
Have students walk around the classroom, and mingle amongst each other. The instructor may call out "In a group of 2, make a triangle!" and students will have to pair up with another individual and make that shape with their body. Repeat this exercise multiple times, using different group sizes, and have them create different types of shapes. 

This is a great way for students to exercise creativity and to improve their ability to work collaboratively. This strategy can also be used across the curriculum. You could use it for science (animals, properties of matter), math (shapes, angles), art (different types of lines). This is also great for getting students to work with others! It really encourages you to mingle with other people in the class. This could be used as an icebreaker at the beginning of a new school year! This exercise can be used at any age level! From kindergarteners all the way up to adults - anyone can take part in this fun and inclusive activity (even those who fear drama!)


Embodied Scale
Have students, without talking, line themselves up in order of birthdays - designate one end of the room to represent January and the other end to represent December. Students will be required to place themselves in order without speaking. 
Modify: Have students practice the same activity with a different ranking system - perhaps their pinky size! Have students measure the length of their pinky in centimeters. Record the data as a class and calculate the mean, median and mode. 

This is a useful strategy in several different math strands. I actually practiced this in my placement when I was teaching Data Management to my Grade 2 class. We first created an embodied scale graph on our birthdays and later transformed that into a pictograph.

Theory

Learners Theory

People Learn:

10% of what they hear

20% of what they read

30% of what they see

50% of what they write or draw

70% of what they discuss

80% of what they do or experience

90% of what they teach to others

Well... class is over, and I survived! I did it! And, I did not follow the steps of keeping my eyes on my paper and hiding behind my classmates. We started the class with a Living Venn Diagram - this was a safe exercise which didn't single me out at all! I didn't need to memorize lines, or express my own personal beliefs. I got to show, with my BODY, just by standing in a designated area on the floor, what I felt! It was wonderful. I also learned, that there is a huge difference between theater (what I thought drama was!) and was Drama actually IS!

I also was able to actually practice some of these drama strategies in my placement -- who know! I could teach drama! The kids actually loved it - so so so much! For those students who are not "math people" but more of an "arts person" this was a great way to get them involved. I used the embodied scale for birthdays and it was a HUGE hit! Lots of fun!

I'm feeling a lot better about drama. Until next week -- I present! EEK! Wish me luck..... Although, according to the learners theory, I will learn 90% of what I teach... so next week will be a huge learning experience for me as well!