03.21.07

WEEK 4 – PROCESS DRAMA

Posted in Uncategorized at 2:44 am by tubs

This week’s class had a really different feel to it. We were able to just sit around and share ideas rather than place ourselves in the traditional classroom setting. It was a great collaborative learning experience where the five of us could focus together to achieve the same outcome – A lesson plan for a grade 6 class centred around the print media.
Ideas were thrown every which way - from the life cycle of the newspaper, to stereotypical journalist movements, to newsworthy stories to animal cruelty. It’s amazing to reflex on a lesson such as this and realise just how important and valuable brainstorming can be. It’s one of those things that can lead you to places that you just wouldn’t be able to get to.
I really enjoyed listening to other people, collaborating ideas and working through problematic situations as a team. You always have a vision of the end result, however at the time, you’re just not sure how you’re going to get there. That’s the beauty of process drama.
So here’s what we came up with:-

Students Role
Students play the role of cadet journalist who need to investigate a particular story. Before they set out on their way, they are briefed by two very different newspaper Editors. One is very straight down the line, the other a very excentric editor who will do anything to sell a story…..

News Story
Word comes in that a wild snake as been let lose in the local primary school. It was spotted in the morning by several students, and then captured by the school care taker ready to be handed over the appropriate animal authorities. Whilst waiting for the authorities to arrive, the snake somehow escapes and is running wild around the school……….. What happen? Did someone let the snake out of the bag? Who was it?

Suspects
Student # 1 – Jason.
A problematic students who is always getting himself and others in to trouble.

Student # 2 – Gemima
An intelligent students whom seems to know a little too much about snakes

Teacher
A animal activist teacher who sometimes seems to care more about animals than her students

Care Taker
He was last seen capturing the snake – was he negligent in his job?

Parent
A distressed parent who is always trying to blame the school for everything

Task
Students must interview each of the suspects (played by Deakin students) and in pairs write a report based on what they think happened to the snake. They can either choose to write an informative piece which incorporates viewpoints from all involved, or a colourful piece that may embellish the truth somewhat.

This is the lesson in a nutshell, however as this is a topic that relies on the students input, things may change along the way, which is something that we as teachers will allow and follow. I’m really excited to see how this task works, and the kind of response we’ll get from the students. The more engaged they are, the easier it will be for us to carry out our part of the lesson. This is also a great opportunity for us to build on our improvisation stills, and perform in front of an audience that have the ability to change our direction.

Keep posted for news on how the class goes………

I found a useful website that looks at process drama and gives several examples. It connects wonderfully with what we’ve been discussing in class and can prove to be a useful reasource for when we’re in the big bad world of teaching

http://www.readwritethink.org/lessons/lesson_view_printer_friendly.asp?id=269

Enjoy

03.12.07

WEEK 3 - “DRAMATHINKING”

Posted in Uncategorized at 10:04 pm by tubs

Animals                             Spears                     European Settlement 
Hunting                             Weapons                  White Australians  
Food
 
                                                Government              Stolen Generation                   Plants
                                                                                                                                                                 Sorry 

          Land             Landrights                Geographic Boundaries 

          Bush                        

                                                            Generations                        Grandparents / Elders

          Lifestyle                                                                  
                                                                                                           Parents                                                                                                            Children          

                                                INDIGINOUS AUSTRALIANS
 
Adventures                                                                                                                              Family
  History                                                                  Traditions                         Dance  Explorers                                                                                                          Make Up

                                                                            
                                              Language                                                                          

                                                                                                                                     Song
Culture                   Tribes                                                                                                                         Drawings/Paintings
  
                                                         Dreamtime                                                       Storytelling

Ahhhh….. none of the connecting Lines came out on my mind map…… hopefully you can get the idea!!!!

Example ideas for Indigenous Australians

  • Have an Indigenous Grandfather tell a story of when the first white settlers came into Australians…… Ask the class to ask questions on how he felt about the changing conditions of Australian

 

  • Pair up the students – One is Indigenous, one white settlers.  Allow them to converse either with a positive or negative view on their situations
  • Act out a current day parliament setting with the topic of the day being either Landrights or the Stolen Generation (Sorry debate)

Teacher as the role of the mediator. 

 

WEEK 2 - MULTIPLE INTELLIGENCES

Posted in Uncategorized at 9:10 pm by tubs

I find the study of Multiple Intelligences very interesting and something that I can really relate to. This study somehow allows differences in peoples learning to be recognised and in a way celebrated. I was always the student who struggled to sit and write, or learn through reading and comprehension. Allow me to visualise or present the information and I’d be flying. I always knew where my strengths lie, however I’m not quite sure all my teachers knew. I love that these MI’s are more widely recognised in schools nowadays so all student get to explore all their strengths and weaknesses.

If I were to predict my MI test, I honestly think it would have been exactly the same as my final results. As a teacher I would love for my students to also know where they stand in terms of MI. This allows student to work on their weaknesses but also celebrate and embrace their strengths and be proud of the type of learner they are. I think it’s also good for students to know they are not the only one who isn’t mathematically inclined, or musically based. Within my own strengths as a teacher, I can also lead the class in ways that many other teachers may not be comfortable in doing.

If you were to look at Drama on its own, not across the curriculum, you would assume it is filled with only right brain activities - And for the most part I think that’s true. But what inspired me, were the amount of examples and activities that were listed and suggested in the readings that catered for both Left and Right Brain students. I think Drama brings an exciting element to the curriculum by allowing several of the MI’s to be at work during the one task. Take for example some of the environmental issues we were discussing in class. When Jo asked if someone could explain how states of matters work, one student was able to give a brief lecture on the in’s and out’s of liquids turning into solids and so on. For some, this explanation was enough. Through words and text, they were able to comprehend what was being taught. For someone like myself – a Right Brainer – that information kinda went over my head. However, when it was explained again using our bodies, we were given another way of explaining the content which was perhaps more suited to our MI’s and learning styles.

Seeing these teaching styles back to back really excited me. I would probably have never thought to explain scientific information in a dramatic way. It’s not something I’ve seen a lot of, however I definitely want to explore it further as my teaching career develops. Had I only have thought of doing something like this last year when I was stuck in a science lab with grade 6 students studying plant structures!!!!

I would just like to finish by adding….I have sat at my computer for about 6 hours today trying to write two blogs. There have been welcomed distractions, a lot of procrastination, and not much motivation. This is most probably because I find it extremely hard for me to sit and write! If we had the option to present this blog as a visual diary of some description I think I would have done it in a second! It’s interesting that at a university level they often teach us about “different ways of teaching and learning” however whenever they put it into practice, there’s only one option!
Just some food for thought!

WEEK 1 – DRAMA AND PLAY

Posted in Uncategorized at 9:10 pm by tubs

There were quite poignant differences between the teaching styles of Chris and Derek. Chris was able to drive the drama (without students knowing) which allowed the story or theme to keep on track within realistic confines. Derek’s class, on the other hand, were not led by him therefore the drama drifted into “magical solutions” rather than the students analysing and debating the complex issues that were put forward to them.

I guess one of the real positives of Chris’ class is that everyone was able to establish some kind of emotional connection to the situation. Whether the situation affects your character 1st hand is irrelevant. It’s whether you’re presented with people it does effect and whether you can directly become apart of that shift in emotion.

After taking part inexactly the same activity as Chris’ class, I think it gives you an added level of complexity to the drama. After being told to choose absolutely anyone in the workplace scenario, I chose to play an office worker, mainly dealing in customer service and sales. My main motive for choosing this character was that it’s a job description that I’m somewhat familiar with from experience. I then realised that by choosing a character in the administration position, it allowed me to take a different slant on the situation. I was not directly in the warehouse, nor did I have any personal contact with the underlying problems. Having a slight distance from the problem, I was able to steer the situation in slightly different directions to the other role players in the class. I was able to shift blame, claim it’s not my responsibility, play devils advocate, or be the voice of a third party customer.

I feel that in these role playing situations it is far more beneficial to have people forming both sides of the argument, regardless of who may be morally right or wrong. Therefore the likelihood of cognitive reorganisation or moral and educational discussions and debates are enhanced.

If everyone in the class all agrees, or are in the same position, I think the activity is more likely going to move along the same path as Derek’s class. His class resulted in all students taking the role of the ‘solution maker’ rather than exploring the different people affected by the situation and the moral dilemma’s effecting them.

Moving on………..

Knowledge Based
- The severity of Chemicals in the sea
- The effects chemicals have on the muscles
- The warehouse disposals were going directly into the sea

Skills Based
- The different workers that make up the Fertilizing company
- The hierarchy of employers
- Who does what jobs
- Comparisons between them and the muscle farmers
- Changing of roles / ideas / protocol over a large period of time

Cognitive development
- Who is to blame
- Do you speak out about the problem
- An issue for one can be a gain for another
- Losing your job compared with someone else losing their job

I would have to say that most of these learning outcomes were incidentals to the students. Had they have made a prediction after the first scenario was given, I don’t think the list would be quite as comprehensive. I also say this from my experiences in the situation. During the activity I tend to get so caught up in ‘acting the part’ that I often forget what underlying learning is happening. It’s only really on reflection that these outcomes become apparent. I guess this is the reason for the teacher stopping the role play every so often to discuss what has happened and reflect on where the drama is going.

Imaginative Play
There has been so much research into the benefits of imaginative and developmental play, but the thing I find most interesting is that it is one of those activities where children are learning so much without even realising. And I think this might even be a hurdle that a lot of adults and teachers need to overcome. The positive effects it can have on a child’s learning are endless.

According to Bruce (1991) there are four main types of play – constructive play, role governed play, functional play and socio dramatic play. Each have their own benefits and can grow and achieve according to a child’s maturity level (Kitson, Spiby, 1997). Even in adult life, games with rules and socio dramatic play is still poignant. I guess one of the real joys for me in drama and theatre, is the chance to take on a different role or character and experience life as someone other than yourself. Just as kids play dress ups, I too put on a costume and play the role.

A lot of my childhood memories are centred round games with rules, rather than functional or constructive play. Maybe I just can’t remember back that far. But I guess I do remember the positive effects it had on me through achievement, social interaction, confidence and self esteem.

Sara Smilansky has an impressive list of the benefits socio dramatic play has on students, which I can see a relationship to one of the activities we did in class. When we came up with our own imaginative play situations, (ie. Doctors and Nurses) the structure of the activity, along with the materials and dramatic situations all encouraged and displayed several, if not all, the benefits on Smilansky’s list.

Group Work
As a teacher I think there is great skill in determining when students should be working in groups and how the groups are established. Great benefit can come from students of different abilities working together and collaborating ideas. In these situations, students can be teaching one another as well as themselves. Likewise, grouping students according to ability is also beneficial in their quest for growth and the way they are pushed to reach their own potential.

Establishing a need for both is essential in allowing different students to grow from groups collaborations. As a student myself, I am perhaps not as responsive to group work as what I should be. I do understand its benefits from a teaching perspective, however as a student I think I need to be more open to the idea and fully embrace it’s positive elements and enjoyment.

That gives me something to work on in the next couple of weeks!

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Posted in Uncategorized at 9:00 pm by tubs

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