Drama Week 2
This week marks the second week of our foray into the world of teaching Drama. We started the class off with an activity that I thought was really fun, and something that I can see really engaging students in the classroom. The game was called Natural Phenomenon, and it was a spinoff of the classic game Musical Chairs. Melissa gave everyone in the class a name of a natural disaster, and when she called that natural disaster, everyone who was called had to get up and switch chairs; the person who was left without a chair had to call the next disaster. This activity really got the class engaged and I think it would have the same effect in an elementary classroom. You could do this activity with any subject, so I think it is definitely one worth documenting for future use.
This week was also the first week that we had a group lead the class in a drama presentation. The group ran a few different activities that were all cross-curricular, focusing on Grade 8 drama and science (specifically cells[expectation #3]). One activity from the group presentation that I thought was really fun and something that I could see myself using in the classroom was Machine. Machine is an activity where, in groups, students create a 'machine' out of their bodies; representing the different parts of the cell in this case. I didn't manage to get a video of the Machine that we did in my class, however I have provided a hyperlink to a video of the other drama class creating a Machine for the Pancreas.
Video of the other Drama class doing a machine of the Pancreas
In terms of modifications and DI, for students with Autism, a picture with the movement for each machine part movement can be posted if they are having trouble with creating their own. For students with learning disabilities a metronome can be provided to help keep their machine sound and movements to a predictable tempo. And lastly, for students with a vision impairment, a buddy system can be put in place and they can work with their buddy to come up with a unique movement for the machine.
The theory that we covered today was Gardiner's U Curve Theory.
Gardiner studied preschool artwork and discovered that these drawings had the same expressive qualities of adult art. As students became older, they focused more on drawing literally and realistically. Simply stated, Gardiner's U Curve Theory shows that the majority of human beings are most creative in their younger years, and at around the age of 8-11 this uninhibited creativity becomes dulled, and a much fewer number of us remain uninhibited in our creativity.
The Drama element that we focused on today was the Elements Choral Work, which are:
This week was also the first week that we had a group lead the class in a drama presentation. The group ran a few different activities that were all cross-curricular, focusing on Grade 8 drama and science (specifically cells[expectation #3]). One activity from the group presentation that I thought was really fun and something that I could see myself using in the classroom was Machine. Machine is an activity where, in groups, students create a 'machine' out of their bodies; representing the different parts of the cell in this case. I didn't manage to get a video of the Machine that we did in my class, however I have provided a hyperlink to a video of the other drama class creating a Machine for the Pancreas.
Video of the other Drama class doing a machine of the Pancreas
In terms of modifications and DI, for students with Autism, a picture with the movement for each machine part movement can be posted if they are having trouble with creating their own. For students with learning disabilities a metronome can be provided to help keep their machine sound and movements to a predictable tempo. And lastly, for students with a vision impairment, a buddy system can be put in place and they can work with their buddy to come up with a unique movement for the machine.
The theory that we covered today was Gardiner's U Curve Theory.Gardiner studied preschool artwork and discovered that these drawings had the same expressive qualities of adult art. As students became older, they focused more on drawing literally and realistically. Simply stated, Gardiner's U Curve Theory shows that the majority of human beings are most creative in their younger years, and at around the age of 8-11 this uninhibited creativity becomes dulled, and a much fewer number of us remain uninhibited in our creativity.
The Drama element that we focused on today was the Elements Choral Work, which are:
# of Voices
|
Solo (one)
|
Duet,
Trio (some)
|
Unison (all)
|
Tempo (duration)
|
Vivaco
(fast)
|
Moderate
|
Largo
(slow)
|
Dynamics (volume)
|
Pianissimo
(soft)
|
Mezzo
Forte (moderate)
|
Fortissimo
(very loud)
|
Rhythm
|
Isolated
(longer silences)
|
Moderate
|
Repetitive
(shorter silences)
|
Rhyme
|
Similar
|
Slant
|
Dissimilar
|
To demonstrate this element we worked on Choral Reading of a poem. This is an activity that would also work really well in a class, and can be used as a cross-curricular activity with language arts. You could use this activity when studying poetry, or short stories to engage students with the material.
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