Education 3601 - Drama
Class Log #13 – Feb. 25, 10
Unit Plan’s of Awesome!
Mark: Movement
Great because it’s broken down into mini-units and get a wide variety of different movement disciplines; Final --> good idea to let em choose their final.
Christine: Dance
Final based on culmination of all things taught --> have to come up with their own choreographed dance. Fruit basket but with dance stuff… very cool.
Taryn: Directing
Cool to include monologue written by a student but directed by another student; portfolio gooood idea.
Alexa: Readers Theatre
Based around themes, cool yo! Final presentation idea’s grrrrrreat especially if you can go and perform these to an elementary .
Angela: Puppetry
Students being puppets themselves uber sweet! Skit based on St. Paddy’s day, good call! Shadow puppets, tre cool! Final project --> make your own puppet! Then create a performance for the class… awesome-sauce.
Chantel: Improv 7
Planned improve; “Survivor Lethbridge” really cool idea.
Colleen: Puppetry
Hand puppets in particular; talk show interview very cool. Making em use a different voice, good call. Wetland/ecosystem tie-in a phenomenal idea!
Karen: Orientation/ Speech
Love, love, love, her idea! What’s in a name? Sooooo good! Cool not to only learn about students’ but teach speech at the same time.
Naomi: One-act
Limited class time cool, being marked on rehearsal also unique
Courtney: Speech
Radio show… sweet! Great for students not uber hardcore in front of an audience; like that there is peer eval AND self eval. Also very cool in our T.V./Internet age.
Michelle: Improv
Main focus on characterization; good to stress the importance of taking risks. Creating their own monologue good. Daily journal, good call.
Kate: TYA
Creating a piece to perform for other schools is soooo killer. Stressing difference between TYA audience and “regular” audience uber important. Looooove TYA, love the unit, good call on three draft writing process.
Jayme: Reader’s theatre
Research project on warm-ups cool idea; especially having students lead each day at beginning of class.
Bailey: Theatre sports
Character/story. Developing games they can play for theatre sports competition. Cool to make it cooperative and NOT competitive.
Courtney: Mystery novel study
From a picture, have to create/perform a script. Artistic/written final project great.
FACE TO FACE INTERACTION IS NEEDED!
APRIL FOOLS DRAMA SUPPORT GROUP MEETING YO!
Friday, February 26, 2010
Ed. 3601 Class Log #12
Education 3601 - Drama
Class Log #12 – Feb. 23, 10
Reader’s Theatre
*Preamble: The following notes were pretty much chicken scratch in my notebook. Apologies if this makes little to no sense John
1) Chairs tow lines --> pat person in front move forward (connection getting in and out of chairs)
2) Faced each other --> improve; then into partners facing each other
3) Partners --> story structure; then groups of 3 chair improve thing --> taking away speech at beginning uber important
- Bunch of improv’s followed in groups; walk through circle --> got into pairs, did opposites --> telephone box acting --> only look forward; peripheral is key (like Cory and my scene in second year)
- First person stepped out was slow
- Second person was old
- Third got to pick
4) Narrate stee’s; then memorize line; then went through entrances and opposites
--> group’s of three opposites before
-Group of 3 had to over enunciate shizzle
-Explained had to get out of chair at least once
-READ OVER MARKING GUIDE YO!
-Got in groups, picked play, performed --> next step would be direct students even more; next would be them creating their own.
Class Log #12 – Feb. 23, 10
Reader’s Theatre
*Preamble: The following notes were pretty much chicken scratch in my notebook. Apologies if this makes little to no sense John
1) Chairs tow lines --> pat person in front move forward (connection getting in and out of chairs)
2) Faced each other --> improve; then into partners facing each other
3) Partners --> story structure; then groups of 3 chair improve thing --> taking away speech at beginning uber important
- Bunch of improv’s followed in groups; walk through circle --> got into pairs, did opposites --> telephone box acting --> only look forward; peripheral is key (like Cory and my scene in second year)
- First person stepped out was slow
- Second person was old
- Third got to pick
4) Narrate stee’s; then memorize line; then went through entrances and opposites
--> group’s of three opposites before
-Group of 3 had to over enunciate shizzle
-Explained had to get out of chair at least once
-READ OVER MARKING GUIDE YO!
-Got in groups, picked play, performed --> next step would be direct students even more; next would be them creating their own.
Ed. 3601 Class Log #11
Education 3601 - Drama
Class Log #11 – WestCAST 2010
Unlike the other journal responses I’ve read, that have painted a rather positive picture of WestCAST, and while I realize this entry is meant to highlight how these sessions were going to better me as a teacher, I have to be honest and say I was fairly disappointed with my experience. On the first day when I arrived for the “Welcome/Keynote speaker” I was actually looking forward to the day ahead of me and the opening that took place in the theatre affirmed my spirits. I listened with great interest at what was said and once we were released to start hitting up sessions, I was off to the first session that caught my eye, after a quick coffee of course.
The first session I went to was “Che, King, and Riel: Historic Icons for Critical Literacy”, which over-all had some pretty cool information and ideas, not to mention it was centered around the use of graphic novels in the classroom. Definitely a plus for me since I had been thinking about trying to incorporate graphic novels out in the field, the session was worth checking out.
Considering this response is only supposed to be about half a page in length, I am not going to bother outlining each and every session I subsequently attended, but I will say this: it would have been nice to have gotten something a bit sooner that had the session descriptions contained. Maybe I was not looking hard enough on the website, but the fact we only got a booklet of the WestCAST sessions with descriptions the first day, I found the sessions I did attend really did not do anything for me. Even after having a night to plan for the next day’s sessions, I still felt a bit underwhelmed with what I was presented.
Now do not get me wrong here, I am not trying to bad mouth the presenters or anything personal, and there were a few positive tidbits I took away from the two days, but as a whole I felt a bit lacking. I quite frankly would have preferred to have been able to get out to some sessions pertaining more to drama, but with my confusion with SWATCA and figuring out about those sessions after the fact, I seem to have missed out a bit. Granted I probably should have done more investigating on both WestCAST and SWATCA sessions prior, but with all the other work that was looming I really did not have a chance.
Suffice to say, what I mostly gained from my WestCAST experience is I really need to sit down and look to see EVERYTHING that is being offered at these kinds of events. Had I been more prepared, and frankly if things were just a touch more organized, I am sure I could have come away with this in a much more positive light. Again this is not to say I got nothing out of attending, but what I did get out of it I just wish it was a bit more.
Class Log #11 – WestCAST 2010
Unlike the other journal responses I’ve read, that have painted a rather positive picture of WestCAST, and while I realize this entry is meant to highlight how these sessions were going to better me as a teacher, I have to be honest and say I was fairly disappointed with my experience. On the first day when I arrived for the “Welcome/Keynote speaker” I was actually looking forward to the day ahead of me and the opening that took place in the theatre affirmed my spirits. I listened with great interest at what was said and once we were released to start hitting up sessions, I was off to the first session that caught my eye, after a quick coffee of course.
The first session I went to was “Che, King, and Riel: Historic Icons for Critical Literacy”, which over-all had some pretty cool information and ideas, not to mention it was centered around the use of graphic novels in the classroom. Definitely a plus for me since I had been thinking about trying to incorporate graphic novels out in the field, the session was worth checking out.
Considering this response is only supposed to be about half a page in length, I am not going to bother outlining each and every session I subsequently attended, but I will say this: it would have been nice to have gotten something a bit sooner that had the session descriptions contained. Maybe I was not looking hard enough on the website, but the fact we only got a booklet of the WestCAST sessions with descriptions the first day, I found the sessions I did attend really did not do anything for me. Even after having a night to plan for the next day’s sessions, I still felt a bit underwhelmed with what I was presented.
Now do not get me wrong here, I am not trying to bad mouth the presenters or anything personal, and there were a few positive tidbits I took away from the two days, but as a whole I felt a bit lacking. I quite frankly would have preferred to have been able to get out to some sessions pertaining more to drama, but with my confusion with SWATCA and figuring out about those sessions after the fact, I seem to have missed out a bit. Granted I probably should have done more investigating on both WestCAST and SWATCA sessions prior, but with all the other work that was looming I really did not have a chance.
Suffice to say, what I mostly gained from my WestCAST experience is I really need to sit down and look to see EVERYTHING that is being offered at these kinds of events. Had I been more prepared, and frankly if things were just a touch more organized, I am sure I could have come away with this in a much more positive light. Again this is not to say I got nothing out of attending, but what I did get out of it I just wish it was a bit more.
Wednesday, February 17, 2010
Ed. 3601 Class Log #10
Education 3601 - Drama
Class Log #10 – Feb. 11, 10
Lesson 1:
1) Circle --> walking; into break apart, return to circle
2) Warm-up --> step to side, then center, then grapevine, then all together
3) Circle holding hands --> broke into partners --> into improvisation stuff
Improv: Blocking and accepting --> into blocking in groups/accepting in groups
Lesson 2:
1) Walk --> into walk and greet --> into walk with attitude
2) Circle --> into pair wimping, pair building --> into group wimping/building --> if a person blocked or wimped in group activity they were “out” and placed into a new group
3) Then paired non-verbal scenes (accepting)
Pair --> attitudes (ie. smelly, really smart, funny)
Group --> attitudes
*** Would need more steps for lower grades, ie. Grade 8
In between all our activities we discussed what went down ie. discussing (in regards to attitudes) it’s just putting on a character, not something you actually think --> flossed the benefits of this
Class Log #10 – Feb. 11, 10
Lesson 1:
1) Circle --> walking; into break apart, return to circle
2) Warm-up --> step to side, then center, then grapevine, then all together
3) Circle holding hands --> broke into partners --> into improvisation stuff
Improv: Blocking and accepting --> into blocking in groups/accepting in groups
Lesson 2:
1) Walk --> into walk and greet --> into walk with attitude
2) Circle --> into pair wimping, pair building --> into group wimping/building --> if a person blocked or wimped in group activity they were “out” and placed into a new group
3) Then paired non-verbal scenes (accepting)
Pair --> attitudes (ie. smelly, really smart, funny)
Group --> attitudes
*** Would need more steps for lower grades, ie. Grade 8
In between all our activities we discussed what went down ie. discussing (in regards to attitudes) it’s just putting on a character, not something you actually think --> flossed the benefits of this
Ed. 3601 Class Log #9
Education 3601 - Drama
Class Log #9 – Feb. 9, 10
Trust Exercises:
- Walking in circle --> got partners --> then had to label A + B --> A had to help B vice versa
- Rocking/Falling Exercise --> rhythm important
- Group of 4 walk --> A, B, C, D; A helped by the rest, then B, and so on --> morphed into falling
Games to play in your class if you got to go/talk to another student:
- Duck, duck, goose
- Telephone --> whisper game
- Walking tag
- “21” (from the first day)
- Fruit basket
- Human knots
- Word at a time
March. 8 --> Unit plans; lesson plans. *Look into Lethbridge One-Act Festival
Part of classroom management assignment: One page --> what am I going to do to gain an interpersonal relationship with my students
Why the role play?
PREPARE! Star, wish, star --> great to get constructive criticism; different perspectives --> really beneficial; super extreme role plays prepares me very well for real life
What did I learn? Try to nip things in the bud even SOONER rather than later. CALM IS KEY! DO NOT lose composure
Classroom management plan due in portfolio Tuesday the 23rd!
Unit plan 25th --> unit plan presentation (also gets emailed to class)
Class Log #9 – Feb. 9, 10
Trust Exercises:
- Walking in circle --> got partners --> then had to label A + B --> A had to help B vice versa
- Rocking/Falling Exercise --> rhythm important
- Group of 4 walk --> A, B, C, D; A helped by the rest, then B, and so on --> morphed into falling
Games to play in your class if you got to go/talk to another student:
- Duck, duck, goose
- Telephone --> whisper game
- Walking tag
- “21” (from the first day)
- Fruit basket
- Human knots
- Word at a time
March. 8 --> Unit plans; lesson plans. *Look into Lethbridge One-Act Festival
Part of classroom management assignment: One page --> what am I going to do to gain an interpersonal relationship with my students
Why the role play?
PREPARE! Star, wish, star --> great to get constructive criticism; different perspectives --> really beneficial; super extreme role plays prepares me very well for real life
What did I learn? Try to nip things in the bud even SOONER rather than later. CALM IS KEY! DO NOT lose composure
Classroom management plan due in portfolio Tuesday the 23rd!
Unit plan 25th --> unit plan presentation (also gets emailed to class)
Ed. 3601 Class Log #8
Education 3601 - Drama
Class Log #8 – Feb. 4, 10
Classroom management:
Bumping off the wall --> medium level (gotta grab their attention; funnel energy into something else)
- eye contact HUGE! Stern voice depending, NEVER yell!
--> mad details (details/context are key); ie. come into class see a depressed student, if they swear during conversation that’s low, compared to if a student comes in and calls another student a “fucking cunt” which would be hgh
YOUR ROOM MUST BE PREPARED!
- organized, comfortable, clean/neat; very important!
- helpers; rotate helpers
*Preparations for procedures (routines and such)
- routines for everything ie. handing things in, where to go when they enter, prop boxes, etc.
- “weekly leader”
- “Ten second cleanup”
- agenda thing
- 50/50 ticket for kids to read
- “no man left behind” line walking
- video’s at the start of class
- pencils all the time (along with other supplies)
- D.E.A.R. --> Drop Everything And Read!
How to prepare yourself emotionally? CHECK YOUR BAGGAGE AT THE DOOR!
*For classroom management assignment:
1) Title page 2) Rationale 3) Preparation lists 4) H/M/L behavior thing 5) Two lesson plans (orientation)
Today in class:
Classroom management role playing
Forms, then Fruit Basket, partner scenarios: talking, talking w/ swearing, talking w/ swearing interruptions
MANY levels of dealing with swears etc.
Then --> hyperactive child scenarios; yelling = poop face ALL DAY… NO GOOD!
Much discussion… big thing: TEACHER PANTS! :)
Class Log #8 – Feb. 4, 10
Classroom management:
Bumping off the wall --> medium level (gotta grab their attention; funnel energy into something else)
- eye contact HUGE! Stern voice depending, NEVER yell!
--> mad details (details/context are key); ie. come into class see a depressed student, if they swear during conversation that’s low, compared to if a student comes in and calls another student a “fucking cunt” which would be hgh
YOUR ROOM MUST BE PREPARED!
- organized, comfortable, clean/neat; very important!
- helpers; rotate helpers
*Preparations for procedures (routines and such)
- routines for everything ie. handing things in, where to go when they enter, prop boxes, etc.
- “weekly leader”
- “Ten second cleanup”
- agenda thing
- 50/50 ticket for kids to read
- “no man left behind” line walking
- video’s at the start of class
- pencils all the time (along with other supplies)
- D.E.A.R. --> Drop Everything And Read!
How to prepare yourself emotionally? CHECK YOUR BAGGAGE AT THE DOOR!
*For classroom management assignment:
1) Title page 2) Rationale 3) Preparation lists 4) H/M/L behavior thing 5) Two lesson plans (orientation)
Today in class:
Classroom management role playing
Forms, then Fruit Basket, partner scenarios: talking, talking w/ swearing, talking w/ swearing interruptions
MANY levels of dealing with swears etc.
Then --> hyperactive child scenarios; yelling = poop face ALL DAY… NO GOOD!
Much discussion… big thing: TEACHER PANTS! :)
Ed. 3601 Class Log #7
Education 3601 - Drama
Class Log #7 – Feb. 2, 10
Activities:
- Poetry/Free verse/Haiku chair game --> say a verse, call someone over “Empty chairs” --> person to the right of the empty chair is the one who calls someone over
- Quick draw --> students wander around the room and “draw” on fellow classmates; name variation added eventually
- Full circle --> “DO NOT TOUCH” circle (students pass through the center of circle simultaneously not touching anyone else), into holding hands (swinging em in and out of the circle, adding vocals, more moves, etc.)
- Then semi-circle bust --> Name games --> based on birthday, then shoe size --> then into groups based on favorite things ie. color, ice cream, food, etc.
- Then we got back into a circle played Fruit Basket --> first fruit, then random hoonah ie. wearing black, favorite color, been to an NHL game, etc.
*Thinking about class disturbers --> what do you do when a student asks an inappropriate thing in Fruit Basket? Warned not appropriate and keep going --> happens again (same student)? BAM! Out! Game keeps going, allows teacher to have a talk immediately or later
Age 11--> cooperation; independence/questioning; make them accountable for what they’re doing
SAFE SPACES!
Activities:
Confidence: Games without a winner, ie. dance step, start/stop game, follow the leader
Safe space: “Yes and”, teacher/students with rules together, Zucchini, Pruii
Cooperation: Machine game, Zucchini, Pruii
From other groups: Identity (orientation games, like today, future self monologue)
Confidence: Unity stee’s games
Expanding interest: ie. seeing a play about sports
Relationship building: friendship scenarios performed; as a class --> most important things about a friend (for example)
Making good choices: role play bustage
**See hand written notes for further stuff on unit planning etc.
Talking about year plans --> great way to plan your year; like we did today, by going around specific holidays/events etc. --> less daunting task. Planning around events with underlying themes/goals. GREAT STUFF HERE!
*Do letter to T.A.
Class Log #7 – Feb. 2, 10
Activities:
- Poetry/Free verse/Haiku chair game --> say a verse, call someone over “Empty chairs” --> person to the right of the empty chair is the one who calls someone over
- Quick draw --> students wander around the room and “draw” on fellow classmates; name variation added eventually
- Full circle --> “DO NOT TOUCH” circle (students pass through the center of circle simultaneously not touching anyone else), into holding hands (swinging em in and out of the circle, adding vocals, more moves, etc.)
- Then semi-circle bust --> Name games --> based on birthday, then shoe size --> then into groups based on favorite things ie. color, ice cream, food, etc.
- Then we got back into a circle played Fruit Basket --> first fruit, then random hoonah ie. wearing black, favorite color, been to an NHL game, etc.
*Thinking about class disturbers --> what do you do when a student asks an inappropriate thing in Fruit Basket? Warned not appropriate and keep going --> happens again (same student)? BAM! Out! Game keeps going, allows teacher to have a talk immediately or later
Age 11--> cooperation; independence/questioning; make them accountable for what they’re doing
SAFE SPACES!
Activities:
Confidence: Games without a winner, ie. dance step, start/stop game, follow the leader
Safe space: “Yes and”, teacher/students with rules together, Zucchini, Pruii
Cooperation: Machine game, Zucchini, Pruii
From other groups: Identity (orientation games, like today, future self monologue)
Confidence: Unity stee’s games
Expanding interest: ie. seeing a play about sports
Relationship building: friendship scenarios performed; as a class --> most important things about a friend (for example)
Making good choices: role play bustage
**See hand written notes for further stuff on unit planning etc.
Talking about year plans --> great way to plan your year; like we did today, by going around specific holidays/events etc. --> less daunting task. Planning around events with underlying themes/goals. GREAT STUFF HERE!
*Do letter to T.A.
Ed. 3601 Class Log #6
Education 3601 - Drama
Class Log #6 – Jan. 28, 10
Minimal instruction --> maximum work by the students
- Kids gap out after long periods
- Go, go, go allows em to always be learning/having fun
- No time for misbehaving/causing a ruckus
- Advantage of little words --> max playtime/learning time
Activities: Tag --> two people “it” tag --> have to say the person’s name when tagged --> freeze tag --> toilet tag --> T.V. tag --> blob tag --> hug tag
Step by step additions to basic tag --> just keep adding variables; everyone knows tag/it’s really easy to pick up
20-30 second instruction time!
Can I get my instruction in 20 seconds? YES! How? Break down instructions whenever possible into chunks --> no “umming” or “aaahing”
Heradling --> A, B, C
A --> 10 year olds
B --> chimpanzee
C -->
Time management is a HUGE part of classroom management
***TRE IMPORTANT!***
Whole group instruction --> whole class gets it (high status); more centralized
Small group instruction --> broken down into smaller groups (low status/laid back); more movement on the teacher’s part
Speech presentation: Relax/tension, “Pass the huh!”, random sound story
For log:
Tag games --> physical warm up, class interaction
- T.V. Tage --> makes student’s think on the spot, requires concentration
- “Tag talk”
- 20 second instruction/classroom management talk
- scenarios --> bad, good (keener), in-between kid, and teacher
-“Beep, beep game” --> into “Teacher beep, beep game”
Assignment:
TPGP --> come up with a min. 2, max. 5 goals, and strategies on how to assess that! (Just email to John)
Class Log #6 – Jan. 28, 10
Minimal instruction --> maximum work by the students
- Kids gap out after long periods
- Go, go, go allows em to always be learning/having fun
- No time for misbehaving/causing a ruckus
- Advantage of little words --> max playtime/learning time
Activities: Tag --> two people “it” tag --> have to say the person’s name when tagged --> freeze tag --> toilet tag --> T.V. tag --> blob tag --> hug tag
Step by step additions to basic tag --> just keep adding variables; everyone knows tag/it’s really easy to pick up
20-30 second instruction time!
Can I get my instruction in 20 seconds? YES! How? Break down instructions whenever possible into chunks --> no “umming” or “aaahing”
Heradling --> A, B, C
A --> 10 year olds
B --> chimpanzee
C -->
Time management is a HUGE part of classroom management
***TRE IMPORTANT!***
Whole group instruction --> whole class gets it (high status); more centralized
Small group instruction --> broken down into smaller groups (low status/laid back); more movement on the teacher’s part
Speech presentation: Relax/tension, “Pass the huh!”, random sound story
For log:
Tag games --> physical warm up, class interaction
- T.V. Tage --> makes student’s think on the spot, requires concentration
- “Tag talk”
- 20 second instruction/classroom management talk
- scenarios --> bad, good (keener), in-between kid, and teacher
-“Beep, beep game” --> into “Teacher beep, beep game”
Assignment:
TPGP --> come up with a min. 2, max. 5 goals, and strategies on how to assess that! (Just email to John)
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