Drama
How do you feel about Drama?
Activity: Students place themselves the distance they feel connected to drama. The closer to the chair the more they are connected ( excited and love drama) and the farther away the less they are connected (know nothing about drama nor like it).
Reasoning to use this activity: This is a great baseline indicator to display how your students feel about drama. As an educator you can use this activity to determine prior knowledge or experience students have with drama.
Extension activity: Give students a moment to think about a tableaux they can demonstrate to show the class how they feel about drama. Have each student showcase their tableaux and share with the class an explanation of why they chose their pose
Strategy:
Tableaux: A group of silent, motionless figures used to represent a scene, theme, or abstract idea, or an important moment in a narrative( Arts Curriculum, 2009 p. 172).
Learning Theory is used during this activity by learning how to make a tableaux, showing it and seeing others preform theirs in relation to the chair ( see main page for more information)
Accommodations / Modifications:
- Classroom space (Ensure that the classroom space is large enough for all students to access to space and will accommodate wheelchairs.)
- Sequence students in a specific order to share (Provide students that have restrictive and repetitive behaviours with the opportunity to share at the end to minimize said behaviours)
- Pec cards ( for students that require support in communication)
Self reflection: Below I am wearing a white shirt and jean shorts, as you can see my facial expression displays a concern look. My overall Tableaux displays contemplation of my idea of Drama, my hand on my face is me thinking and wondering how can I educate students about drama when I have no experience or knowledge of it....
Looking at my proximity to the chair is relatively close, my distance is like this because I feel that even though I am inexperienced I am open to learning different strategies to teach my future students.
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| How do you feel about Drama Tableaux Drama or Theatre?
Activity: Two objects are placed at a distance from each other on the floor, one object will represent drama and the other theatre. The teacher shares a scenario with students that uses their knowledge to determine if a scenario is either Drama or Theatre.
Reasoning to use this Activity: This strategy is used to analyze and compare the difference between drama and theatre. It meets the needs of different learning styles by providing a Kinestetic and visual learning opportunities for students. This strategy can be used for minds on activity or consolidation to gather what knowledge has been learned throughout a lesson.
Extension: An extension to this strategy could be to have students become the scenario builder and get them to explain to the class why said scenario would be either drama or theatre.
Strategy: Graphic/Visual organizers are used assist students understanding and representation of relationships. They are used to record, organize, compare, analyse, and synthesize information and ideas. (The Arts Curriculum, 2009, pg. 42)
Accommodations/Modifications:
Self-Reflection:
Throughout this activity it was apparent that I could not distinguish the difference between Drama and Theatre. I was double guessing which side to go to on the Venn Diagram |
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Living Venn-Diagram
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Our Community is the Best!
Activity: Before the teacher introduces the activity they share that the classroom is a safe space and if they do not feel comfortable being approached and sharing they can safely pass. The classroom teacher starts the activity by taking on the role of a talk show host. They than go around the classroom and use questions that prompts the class to think about why their community is the best. The host than goes around the classroom and asks students to share. As a teacher in role, you would build upon students answers and create a small community that students are connected too.
The extension: To have students act out them being apart of a story created during the teacher in role host show. You can put students into groups and they can share what happened in the city that was Tragic.
Example: In a perfect community, a flower was stepped on and it was tragic. The local news station reported a breaking news section on this damaged flower.
Television talk-show: Our Community is the Best.
Teacher-in-role as talk show host asks, “What makes your community the best? Why did you choose to live in this community?”
Strategy: 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(Ontario Ministry of Education (2009).The Ontario curriculum grades 1‐8: The arts, pg. 172 ).
Guided Imagery Is a major part of this activity. Guided Imagery is a convention used to help a group visualize the setting for a drama. The teacher or a student uses descriptive language to create a word picture of the physical setting and/or historical context in which the action takes place (Ontario Ministry of Education. (2009). The Ontario curriculum grades 1‐8: The arts, pg. 169 ).
Theory:
Gardeners theory of Multiple Intelligences (see home page for description)
Reason for using this activity:
I would use this strategy in my classroom because put a teacher in a role builds student rapport, helps with student engagement, and can act as a demonstration for the class. ( success criteria )
With the specific activity of a television talk show, I would use this activity because it gets students to think outside the box and visualize a city without being anywhere else. It also creates scaffolding of learning.
Accommodations/ Modifications:
- Classroom space (Ensure that the classroom space is large enough for all students to access to space and will accommodate wheelchairs.)
- Set rules that students are aware that they can pass if they feel uncomfortable
- Have students in pairs, to help students who are shy or need support with communication
- Explain to students that there is no direct order in which the spokes person will come to a towns person, if students in the class have repetitive behaviours arrange for them to share near the end of the activity.
Reflection:
I throughly enjoyed participating in this activity, we started the class in a large group and introduced each person of the town. This had everyone included and provided an opportunity for students to create their own story. This activity continued to build on different elements of drama, once the class had talked through our roles, stories were created. I liked how as a class we weren't just sitting down the whole time we were able to act out riding a bike, looking across the road, and smelling fresh pie being baked.
Corridor of Voices
Activity:
Have students pair up with a partner (or pre determine partners), have students stand opposite of one another facing each other. To create the corridor, have students stand an arms length apart from one another with their arms up and touching (see video below for reference).
Students will repeat a sentence to encourage or respond to a character or action that occurred. Each person will have their turn to go through the corridor of voices and hear/experience the different opinions and compliments of their peers. Each persons turn occurs when they reach the front of the line, the line continues to shuffle until everyone has a turn to go through the corridor.
Strategy: Corridor of Voices
Used to explore the inner life of a character in drama. The character moves along the "corridor" between two lines of students who voice feelings, thoughts, or moral concerns the character might be likely to have. The convention can also be used to explore the thoughts of a character who is facing a difficult task or decision. In this case, the voices would give advice and warnings. (Ontario Ministry of Education. (2009). The Ontario curriculum grades 1‐8: The arts, pg. 167 )
Reason why I would use this:
Corridor of voices provides student an opportunity to share their thoughts and comments with peers in their class. This activity can be a good debrief in an activity or ice breaker before starting a full lesson.
Theory:
Learning theory is a guiding theory in this activity. The students that is going through the corridor is experiencing the variety of voices to hear in the class.
This activity provides an experience for the
Accommodations/ modifications:
- Make the spacing between the two partners farther apart to accommodate students in wheelchairs, behavioural students, repetitive behaviours (stimulating behaviours, ie. swaying or gross motor movements)
- Instead of students raising their arms have students stand or sitting holding hands with their peers beside them
- Plan partners out prior to lesson to support students with behaviours and comfortability.
Reflection:
I like this activity because each person has a role in the overall success of this activity. Throughout the six weeks this activity was one of my favourites because I felt a strong connection to the activity. When going through the corridor in the video below I felt the emotions that people were sharing. For example, when working through "our community is the best" we reflected upon our thoughts about the incident that the flowers were destroyed in the community. Each community member shared their thoughts on this matter, when going through this corridor I felt the emotions and disappointment from other community members.
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Physical Education, Health, and Drama
How do you feel today?
Activity:
Start off with students walking around the classroom and use the strategy Move like you are.
(Move like you are sad, move like you are happy. )
In this strategy students can move in different directions using different pathways. The classroom teacher can use music to set the tone of the classroom and influence the speed of student movement.
The teacher can debrief this activity by having a think, pair, share with an elbow partner to discuss how it felt to be moving in a variety of ways to emotions.
Following this the book The Cloud by Hannah Cumming can be read aloud to the class, students will than be put into groups and asked to create a role play using a page from the book. See role play below
An extension for this activity is to have students mirror each others emotions, the teacher or volunteer an read aloud emotions and the leader of the mirror can move along to these words.
To choose the emotions read aloud, using the snowball technique have students write how they are feeling on a piece of paper a throw it across the room. The leader of this activity can go pick up the paper and read it aloud.( see main page for bigger description)
For classroom management, DPA, or focusing a class:
The breathing ball can be used at the beginning or throughout the lesson. This activity is used to relieve student stress, student focus, and classroom management.
How to do: the teacher or volunteer will stand at the front of the class, using their own space the students will watch the ball and hear the teachers voice, when the teacher opens the ball the students breath in and when the ball closes the students breath out. ( see picture below of the ball)
Example: As the ball opens fill your lungs and breath in.... I am closing the ball and breathing out.. 4,3,2,1.. the ball is empty.
Another technique to help with student stress and mindfulness is to have the class participate in yoga. This activity can be done following the role playing strategy. The Video below is a video that goes along with a book.
Drama strategies that can be used with this activity: Role in play, tableaux, flocking, narration, Mirroring, Caption making
Strategy:
Role in play: An instructional technique in which a student and or teacher acts the part of a character in an imagined situation, usually in order to explore the characters thoughts, feelings, and values (Ontario Ministry of Education. (2009). The Ontario curriculum grades 1‐8: The arts, pg. 171 ).
Narration: A convention in which a speaker describes the action that is occurring in a drama (Ontario Ministry of Education. (2009). The Ontario curriculum grades 1‐8: The arts, pg. 166 ).
Mirroring: a spontaneous improvisational drama structure used to help students explore characters, themes, issues, or ideas through movement. Students stand face to face and move their bodies to follow their partners movements(Ontario Ministry of Education. (2009). The Ontario curriculum grades 1‐8: The arts, pg. 170 ).
Caption making: Convention used in groups to devise slogans, titles, newspaper headlines, or chapter headings that convey in words the intended message of tableaux or pictures. The captions may be shared orally from a group or read out loud (Ontario Ministry of Education. (2009). The Ontario curriculum grades 1‐8: The arts, pg. 166 ).
Theory: Laban's theory of movement
Curriculum link:
Movement A1:Creating and Presenting: design and demonstrate compositions of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas;
Accommodation/ Modification:
- Make the spacing between the two partners farther apart to accommodate students in wheelchairs, behavioural students, repetitive behaviours (stimulating behaviours, ie. swaying or gross motor movements)
- Plan partners out prior to lesson to support students with behaviours and comfortability.
- Ensure students know that they do not have to participate if they feel uncomfortable, they can say pass. Additionally, make sure students know they are in a safe space and can share what they are thinking.
Reflection:
As a future teacher I really liked the lessons taught this week, I believe that mental health and student connection to emotion is an important factor in the classroom. Using a variety of techniques that are cross curricular is a great way to make a wholistic approach to learning.
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| Tableaux With Caption Making |
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| Breathing Ball |
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