03.21.07
WEEK 4 – PROCESS DRAMA
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