05.17.07

WEEK 11 - TEACHING ROUNDS week #3

Posted in Uncategorized at 3:53 am by tubs

Week 3 has come and gone so quickly.  My classes are all going fine, however the behaviour issues are out of control.  The year 9 students are ‘too cool for school’ and are carrying around major attitude problems.  It’s such a shame when you have half the class working really hard and the other half doing all they can to distract and interrupt the class.  I guess that’s all part of teaching and that I will need to work on my classroom management skills.  With that out of the way, I’m really starting to see results in most of the students.  I have introduced a lot of new activities to each class and I can see that each student is taking on all these preliminary skills and using them in their own drama performances.  It’s so interesting to see as a teacher how important and useful warm up games can be.  I have found them to be extremely good in getting the students to think creatively and come up with ideas and concepts without wasting time.  It just such a shame that you come and go so quickly over a three week period and your not sure what’s to come of them when you leave.Lets hope there’s a positive outcome for all.  

Posted in Uncategorized at 3:52 am by tubs

So I’ve just finished week 2 of my three week teaching round.  I have to say, I’m quite happy with the way things have turned out.  I came into these classrooms with a very different approach to what they are used to.  These students haven’t had much variety in their lessons, so for me to come in with something different was a breath of fresh air for them.  Much to my surprise I was able to engage most classes for the duration of the lesson. I mentioned previously that these students were not good at improvisation.  I was correct – It was like clutching at straws.  To over come this I used a lot of hot seating methods to get the students thinking on their feet and engaging in dialogue that arose from the first thing that came to their mind.  I brought in pieces of material that defined groups and characters, and created an atmosphere where thinking outside the square became an enjoyable option.  The year 7’s were very excited by these new activities and were able to use them as a stepping stone for building their own performances.  The year 9’s were still trying to overcome self embarrassment, however attempted all tasks given.  The year 11 and 12’s were very open to these new ideas of thinking and working, however due to a real lack of improvisational skills, found it extremely hard to change their way of working. I was extremely happy with the way most of my classes went, however there is always one or two behaviour issues that I find hard to deal with.  I guess it’s a matter of practice for me.  I feel very comfortable in a drama class, and confident I’m well equipped with the knowledge and experience needed for this level of teaching.  I found myself using methods, activities and classroom practices from a variety of sources – uni drama classes, my acting experience and previous classroom teaching.  It’s interesting when you compare a primary school classroom to a secondary classroom teaching only your methods.  Primary teaching offers variety, secondary became a little too mundane for me.  When you teach four classes of year 7’s and four classes of year 9’s you are essentially teaching only 2 classes repeated four times.  It’s also especially mundane when you have 3 year 7 classes in one day…….. That’s the same lesson taught three times in a row.  The only benefit was that if it didn’t work the first time, you were able to improve it for the second class.    So bring on week 3.  I’m excited and extremely ready for the challenge.  Here is a copy of a couple of my lesson plans I used throughout the week –  

Drama Lesson -Year 7
VEL
STRAND – Level 4
TIME OF LESSON – 75mins                                          CLASS SIZE – 24
Student Learning Objectives and relevant VEL outcomes – Learning in the Arts allows students to communicate their perceptions, observations and understanding of structures, functions and concepts drawn from other areas of the curriculum. The Arts are a vehicle for confronting and exploring new ideas. Students explore experiences, ideas, feelings and understandings through making, interpreting, performing, creating and presenting. Creating and making performing art works involves imagination and experimentation.  In Drama, students role play situations and events whilst sustaining a role or character throughout.  They explore elements of storytelling, improvisation, spontaneous dramatic play, enactment and ensemble work. 
Teacher Focus- Students are able to work co-operatively in small groups and not get carried away with the activity. - Students can take elements of this lesson away and use their skills and ideas in other areas of their learning- Students feel comfortable performing in front of their own classmates.  - Whilst performing, students are focused and on task.   
Resources and Materials

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Classroom OrganisationsGossip Circle – Whole classQuestion circle – Whole classQuick impro’s – Groups of 2 or 3

Aim-          For students to become creative thinkers and use dramatic art as a learning process.-          For students to work coherently as a group, share ideas and bond together to create a piece of work.-          For students to have fun exploring different activities. -          For students to be able to think on their feet and improvise their characters and situations immediately  
Activities The series of activities below are stimulus for the year 7’s to continue with their current “Robbery in the Bank Scene”.  These activities can run over a series of 3 or 4 lessons 
Activity #

1 – Gossip Circle

To continue on from previous lessons, the teacher tells the story of a robbery that has occurred in their local town.  No one in town knows exactly what has happened; they’ve only heard circulating rumours.  In a circle, students improvise a character (any character) based on someone that lives in the town.  Each student must introduce their character and their role within the community.   Each student tells the rest of the circle what they have heard happened before, during or after the robbery.  The gossip can come from any perspective.  They may have inside knowledge or their story may have been exaggerated through several sources.  Some examples of characters the students could explore are, the lady at the coffee shop next door, the parish priest, the bank tellers sister, the town police officer etc.   
Activity #

2 – Question Circle

Students pass a ball of energy around the circle (much the same as the game ZIP) Students can stop this energy at any time and ask any student in the circle a question.  Students do not have to answer the question truthfully; however they must answer the question within 2 seconds.  The student who has just successfully answered the question continues the ball of energy around the circle until another student stops to ask a question.  Some example questions students might have are;-          What’s you favourite colour?-          What’s your mum’s name?-          What did you have for breakfast?-          What are you doing after school? 
Activity #3 – Quick ImprovisationsStudent are paired into groups of two or three and given a line to start their improvisation on.  Student are given no time to work out a storyline, or to define characters between the group.  The students objective is to stay focus and in the scene the whole time.  The improvisations are only expected to go for approx 1 minute each.  The teacher calls out the line which then starts the scene.  Example lines might be: --          Oh no, I’ve forgotten the…………………?-          Is this your’s, it looks scary………………?-          So what was it, and how did it blow up……………….?-          Well, I heard she was……………………..?-          From the moment I saw it, I freaked out………………? 
Activity #4 – Robbery SceneStudents continue with their bank scenes by developing the scene where the robbery takes place.  Student must consider certain drama elements and conventions during their scenes.   

Drama Lesson -Year 9
VEL
STRAND – Level 5
TIME OF LESSON – 75mins                                          CLASS SIZE – 24
Student Learning Objectives and relevant VEL outcomes – Learning in the Arts allows students to communicate their perceptions, observations and understanding of structures, functions and concepts drawn from other areas of the curriculum. The Arts are a vehicle for confronting and exploring new ideas. Students explore experiences, ideas, feelings and understandings through making, interpreting, performing, creating and presenting. Creating and making performing art works involves imagination and experimentation.  In Drama, students role play situations and events whilst sustaining a role or character throughout.  They explore elements of storytelling, improvisation, spontaneous dramatic play, enactment and ensemble work. 
Teacher Focus- Students are able to work co-operatively in small groups and not get carried away with the activity. - Students can take elements of this lesson away and use their skills and ideas in other areas of their learning- Students feel comfortable performing in front of their own classmates.  - Whilst performing, students are focused and on task.   
Resources and Materials

  • Strips of material in 4 different colours
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Classroom OrganisationsDeveloping a gang – Whole class and small groupInteraction between gangs – Whole class and small groupsIndividual interactions  - Whole class and individualScene building – Small groups 

Aim-          For students to become creative thinkers and use dramatic art as a learning process.-          For students to work coherently as a group, share ideas and bond together to create a piece of work.-          For students to have fun exploring different activities. -          For students to be able to think on their feet and improvise their characters and situations immediately -          For students to be able to use these activities as a stimulus for their own Romeo and Juliet pieces.  This class is based on a place building process that can examine the different types of gangs and situations from different points of view.  Students can choose to use these types of activities as a stepping stone for creating and writing their own scripts.  
Activities The series of activities below are stimulus for the year 9’s to continue with their current “Romeo and Juliet Scenes”.  These activities can run over a series of 3 or 4 lessons 
Activity #1 – Developing a gang The Class is divided up into 4 groups.  This is done by handing out different coloured pieces of material as colour identification.  Each of the 4 groups becomes a gang.  The group have no time to discuss exactly what type of group they are.  The group is then hot seated in front of the rest of the class.  They are asked a series of questions of which they must instantly answer without discussion or clarification from the rest of the group.  If one member answers the question, the rest of the group must accept what they have said, and go along with their offers.  Here is an example of the questions that the gang must answer.-          What is your gang’s name?-          Do you have a tag? / Where do you wear your scarf?-          How are you identified?-          Where do you hang out?Then ask the group to display a still photo of what the gang looks like in action.    Teacher notes:  If the first couple of gangs are exactly the same you can give each group a key word or situation that is the key to defining what type of gang they are.  They don’t all have to be street wise thuds.  You can give the students ideas such as-          Chess-          Prom King / Queen-          Surfers 
Activity #2 – Interaction between gangsAfter each gang is established, choose two groups at a time to come together and interact, just as if they have bumped into each other on the street.  Without physically touching anyone students must improvise what happens between the gangs.  Is there a leader?  Is there built up tension between the two?  Are they familiar with one another?  As in the previous activity, the gangs must stick together and learn and develop their gang as you go along. Each member must accept all offers that are put forward. 
Activity #3 – Individual interactionsStudents walk around the room in the character established from their gang (students are still wearing their coloured scarf).  Students must try and make eye contact with as many people as possible; however they need to react according to their character. Students are then given task to complete whist walking around the room.  These may include: - -          Introduce your self to someone-          Ask for directions to the nearest bus station -          Ask someone for the time 
Activity #4 – Scene buildingIn small groups, students can continue working on their Romeo and Juliet scenes.  Students need to establish their characters and plot and progress the drama sequentially.   Students are working on a scene by scene basis and should therefore be able to perform certain piece to the class at the end of each lesson.    

Drama Lesson -Year 11/12
VCE – Ensemble Performance
TIME OF LESSON – 75mins                                          CLASS SIZE – 24
Student Learning Objectives and relevant VEL outcomes – Learning in the Arts allows students to communicate their perceptions, observations and understanding of structures, functions and concepts drawn from other areas of the curriculum. The Arts are a vehicle for confronting and exploring new ideas. Students explore experiences, ideas, feelings and understandings through making, interpreting, performing, creating and presenting. Creating and making performing art works involves imagination and experimentation.  In Drama, students role play situations and events whilst sustaining a role or character throughout.  They explore elements of storytelling, improvisation, spontaneous dramatic play, enactment and ensemble work. 
Teacher Focus- Students are able to work co-operatively in small groups and not get carried away with the activity. - Students can take elements of this lesson away and use their skills and ideas in other areas of their learning- Students feel comfortable performing in front of their own classmates.  - Whilst performing, students are focused and on task.  - Students are able to discuss and explore ideas as a class and use these ideas for their own performance.  
Resources and Materials

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Classroom OrganisationsAll activities are done in front of the whole class.  All activities require class discussions and input at the completion of the task.   

Aim-          For students to become creative thinkers and use dramatic art as a learning process.-          For students to work coherently as a group, share ideas and bond together to create a piece of work.-          For students to have fun exploring different activities. -          For students to be able to think on their feet and improvise their characters and situations immediately -          For student to be able to use the warm up activities as a springboard for creating a dramatic scene within their own performance 
Activities These activities are for student to use as ideas and inspiration when they are developing their own ensemble performances.  Students are all familiar with the topic and have done previous research into certain aspects of Brocks life. 
Activity #1 – Thought ProcessOne student sits on a seat a role plays Peter Brock driving in a car.  Behind this, one student represents the positive thought processes going through Brocks head.  This can be set at any stage in Brocks life ie, just before he died, just after his first marriage break up, just after a win at Bathurst. The positive thoughts can be structured around anything.  They are just a series of words or sentences that are based on the positive stages of Brock’s life.Next, a student is added into the thought process as the negative force of Brock’s brain.  Again, they begin to express internal thoughts, all with a negative slant.  At this stage there is no interaction between the positive and negative sides of the brain.A third person is then added in which displaces an indecisive thought process.  Again, works, situations or scenarios are explored without any interaction from the others.The last stage is for the three parts of the thought process to engage in a conversation together which explicitly displays the three different characteristics of Brocks brain.  Afterwards, student can discuss the validity of a something like this in their own pieces and the themes and issues a task like this can display.   
Activity #2 – Random MeetingStudents explore and improvise a random meeting between Brock’s ex wife and his current wife.  Students are given a motive or objective that they want to get from the opposite person.   This could be a piece of information, or just a reaction of some degree.   
Activity #3 – Parts of the CarStudents explore the idea of becoming a part of a car rather than a person or human figure.  Students establish their role within the car and relate that to their role in the conversation.  Students can use this as a vehicle to expressing or exploring certain stages in Brock’s life, or relationships he’s had with various people or objects.        

WEEK 9 - TEACHING ROUNDS week #1

Posted in Uncategorized at 3:49 am by tubs

So this is my first week of my first lot of teaching rounds for Secondary School. I hate to say it, but everything I feared about my rounds are correct and are still of great concern to me. The school does not have an overly high standard of academic results and has, what I would say, a problem with behaviour. The students seem very unmotivated, which is proving to be a very big struggle within the drama class. I haven’t yet taught a whole lesson and I’m somewhat fearing the day I do. I’ve got some great ideas up my sleave however I’m just not sure how the students will respond to it. From what I’ve seen, their response so far has not been overly inviting. They are not very good at improvisations, therefore for them to come up with a 2 min piece on something will, in most cases, take them a whole class. To overcome this, my aim is to do a lot of instant work with them as a whole class (ie, groups warm up games, hot seating, teacher in role etc.) and to avoid the students retreating to their small groups where they just sit around and chat, and not actually prepare anything.
I guess, that when I look back at some of the fantastic activities we’ve done in class 98% of the time they’ve ran really smoothly. This is probably due to a number of factors. One, is that we have great teacher, who always seems to be prepared, two is that us (the students) are very accepting of each task and embrace each activity fully, and three, is that we have chosen to be there, and therefore are aiming to learn something from the lesson. When you transport these activities into a Secondary school classroom, factors two and three are often not valid. This is where I, as the teacher, need to find different ways of motivating and grabbing the students attention so they find some validity in what they are learning. I have to tap into their interest and lives, and connect as much of my lesson to their way of living and learning. Somewhat simple in theory, however challenging in practice.
I’m never one to shy away from a challenge………. I’ll be trying my hardest in the next couple of weeks to successfully run a drama class that students are engaged in for 99% of the time. I’ll let you know how I go!!!