This year has been a very different experience in both the learning and teaching world. Being on online is like a love-hate relationship. I love the fact that I can complete many courses from the comfort of my own home without having to travel. Although many times with technology comes the complications of tech failures and having to learn how to navigate through a new world of learning. Currently I am taking a course on how to teach Drama to Junior and Intermediate students. I will be sharing in this blog throughout the course theories, activities and tools that can be used to teach Drama. I will also share ways in which these tools can be adapted for online learning.
ALL ABOUT ME
I am a Brock student in my final year of Concurrent Education J/I with teachables in History and Geography. On my free time you will often find me exploring the outdoors. I love the outdoors and being able to be in a country where I can go hiking, swimming, kayaking and cross-country skiing often. I want to bring my passion for the outdoors and integrate it into the way I teach some of my lessons to my students.
The Ontario Curriculum, The Arts, Grades 1-8 (2009)
Fundamental Concepts
- Elements:
Role/Character: Presenting an imitation of a character; portraying their voice, facial expressions, body language, mannerisms, attitude and feelings.
Relationship: Thinking and reflecting on the connection between the people, events they have experienced and circumstances they may face.
Time and Place: The setting of a story consists of descriptors that can set the time in history it takes place (season, weather, time of day, particular important historical date). Also, it is important to provide descriptors of the environment in which a story takes place.
Tension: The fluctuating change of the emotional state in the story.
Focus and Emphasis: Particular part of the story that is being portrayed to the audience (theme, characters, setting, place, time, events).
The Creative Process
Students will use both their own creative ideas and research to develop different forms of art
Students will use different tools to organize the brainstorm of their ideas
Students will use a range of the drama elements when creating dramatical pieces
Students will make sure that the meaning behind their work is clear for the audience
Students will use peer feedback and make revisions before finalizing their work
Students will clearly identify the audience for their work
Students will make reflections on their work and the next steps they need to make in their learning
The Critical Analysis Process
Students will be able to respond to their own work and others
Students will make connections between their own arts experiences, others arts experiences from all around the world
Students will be able to describe the meaning of the different elements of art
Students will understand the importance of the arts
Students will become audience members of the different art forms
Overall Expectations
- B1. Creating and Presenting: apply the creative process to dramatic play and process
drama, using the elements and conventions of drama to communicate feelings, ideas, and stories (p. 102).
- B2. Reflecting, Responding, and Analysing: apply the critical analysis process to
communicate feelings, ideas, and understandings in response to a variety of drama works and
experiences (p. 102).
- B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama
and theatre forms, traditions, and styles from the past and present, and their sociocultural and
historical contexts (p. 102).
- Ronald Mace (1997) set out 7 principles to create learning environments that are accessible and enjoyable for all. Mace (1997) saw that when a space is accessible for all everyone will benefit. It is important to implement Universal Design for Learning into the classroom when designing lessons especially in Drama. Implementing this theory ensures that all lessons are accommodating and accessible for all students to fully participate. In the Drama Arts Notes (2020) describes the 7 principles in creating a learning environment for all:
Equitable Use- All students will thrive in an environment that is fair and equal.
Flexibility- All students' individual needs and preferences should be accommodated for.
Intuitive Use- The students within the classroom should all know the purpose of the learning space and how it will be used.
Perceptible Information- Providing different modes of learning to relay information.
Tolerance for Error- Minimizing consequences for unintentional behaviours or mistakes.
Low Physical Effort- All people can participate no matter their abilities making sure that low amounts of energy is used.
Appropriate Use—The physical environment is designed to accommodate, be accessible and comfortable for all users no matter their abilities.
Multimodal Authorship
- Kress and Van Leeuwen (2001) suggest that “ meaning making” occurs throughout various modes: communication, body movement and facial expressions. Though Winter (2012) argues that there is also social and critical dimensions that play a role in meaning making. In the Drama Arts notes it states:
Design: The organization and planning of ideas
Negotiation: Analysing the different choices when planning
Production: The producing of an idea
Dissemination: The way an idea will be shared
Backwards Design
- This theory is adapted from Wiggins & McTighe (1998). When designing a unit it focuses on keeping the end in mind. Educators should start with what the purpose of the unit is and what the culminating task of the unit will be. There are 3 stages in backwards design they consist of (Drama Arts Notes):
1. Identify the Desired Results: What outcomes students should learn
2. Designing An Action Plan: The activities and lessons that will teach students the concepts they need to learn to meet the end goals.
3. Implementing the Activities: The way the activities will be taught and modifications used as every student learns differently.
Learning Theory
- Dwyer (1996) describes the best ways for learners to absorb information. This is important in understanding how educators need to structure and teach lessons in order for students to learn the information in the best way possible. The Drama Arts Notes state that students retain:
- 20% of what they hear
- 30% of what they see
- 50% of what they write/draw
- 70% of what they discuss
- 80% of what they do/experience
- 90% of what they teach
Multiple Intelligence
- Howard Gardner (2006), states that every person possesses different intelligences. Each person is better at learning in a certain way compared to others. People are not born with all the intelligences but develop them overtime. This theory is important to help educators understand the need to teach incorporating the different multiple intelligences. It is also important for teachers to help students develop the other intelligences that they do not posses. The intelligences are: Naturalist,Musical, Logical-Mathematical,Existential, Interpersonal,Bodily-Kinesthetic, Linguistic, Inter-personal and Intra-personal.
-The ELL students will be required to have literacy development program support in all subject areas
- Many students who are English Language Learners will be not only be trying to learn a new language but also are learning about a new culture as many come from distinct culture backgrounds
- Students who are ELL may seem to be shy but have a hard time understanding the instructions or what is going on in the class. As a result, many students who are ELL will feel alienated from the class as they are not participating much as they do not understand what is happening
- It is important to provide images with instruction to help the student understand
- Also the student to respond using gestures or pictures to activities
Physical Exceptionalities
- Individuals may not be able to move in the same way as other students
- Individuals may feel excluded especially during physical activities within the class
- Important to provide alternative ways to complete activities like using voice, partner activities or letting them use other body movements like the arms/hands or facial expressions
Autistic Spectrum Disorder (ASD)
- Every person who has ASD is unique and all have different symptoms
- Individuals may face problems with communicating their thoughts and ideas
- Also may have trouble with social interactions
- Individuals may repeat certain behaviours
- Allow student to respond by using different modes like pictures, technology, gestures or facial expressions
Behavioural Exceptionalities
- Inability to build interpersonal relationships
- Anxiety
- A tendency to have compulsive reactions
- Inability to learn that is not traced back to any health, intellectual or sensory factors
- Checklists provide a great way to break down steps for student so they do not get overwhelmed
- Reinforce positive behaviours
- Speak to student in private to avoid an audience
Universal Design for Learning (UDL)
- Design lessons that are designed with every student in your class in mind
- Make sure that lesson and activities take in the individual needs of every student
- Make sure that there are always multiple ways for students to participate in an activity
- The Drama Arts Notes describes role play as being either spontaneous or rehearsed. It involves taking on a role in an imagined situation. In the role exploring a character's thoughts, feelings and values. Listed below are strategies that can be incorporated to explore role playing.
A. Remote Control: The character pretends to just like they would with a remote for a TV pause, fast forward or rewind a scene while role playing.
B. Hot Seating: A character is put in the hot seat and has different questions asked from others about their character.
(Example of Hot Seating By dayonelimited-2018)
C. Alter Ego: This is when a character's different opposing personalities are shown. This shows the opposing decisions a character is contemplating choosing.
2. Tableaux
- The Drama Arts Notes describes tableaux as a still image. Features of tableaux include: character, levels, expression, gesture and space. Listed below are strategies that can be incorporated to explore tableaux.
(YouTube video by SRT-2020)
A. Still Image: Communicating meaning through a frozen picture. Even though the characters are frozen they can still communicate to the audience by the pose they hold still, their facial expression they are holding and the space they use when they freeze in the scene.
B. Tap in/ Voices in the head: When the scene is frozen. Another person will come in and voice a character's inner thoughts.
C. Thought Mapping/ Positioning: How the characters are positioned in the frozen scene and the space their body takes up communicates meaning without moving.
3. Voice and Sound
-The Drama Arts Notes describes voice and sound
A. Corridor of voices: Exploring a character's inner thoughts/ decision making process. Two groups are on each side of the character and will express thoughts, advice and emotions as the character walks through them.
B. Gibberish: The character will make silly sounds to communicate their thought and another character will translate what they are saying.
(YouTube Game #9 Gibberish by Jenny Sauer- Klein- 2015)
C. Choral Reading: Everyone is reading in unison.
4. Movement
A. Machine: Use repetitive body motions to represent an idea.
B. Slow Motion: Characters will do their movements or say their lines in a slow pace. The scene will seem like time is moving slowly.
C. Voice over Narration: A person is describing the scene/ telling the story that is happening in the scene.
5. Scene Work/ Forms
A. Puppets/Props: Using puppets or props to add to the scene's setting, characters' movements or the meaning behind the scene.
B. What if ...: Performing possible outcomes, solutions and scenarios to the problem in the scene.
C. Forum Theater: Performing scenarios that have happened in real life.
This was the first week of my Drama class. I was very nervous as I do not have much experience in the subject of Drama. Throughout Elementary school, my teachers never taught Drama often. I may have participated in one or two classes each year. Likewise, I do not have any experience teaching Drama as my associate teacher never incorporated Drama into the class when I was completing my placement. Drama has been quite a foreign and scary concept for me to have to teach. I am both nervous and excited to learn through this course activities that I can use to incorporate in teaching Drama. One of the strategies used this week was position mapping. Dr. Winters had us position ourselves in the room and use facial expressions to represent how we felt about teaching Drama. My position was far away from the screen and I was hugging myself. This represents how much I do not like Drama and how uncomfortable I feel having to teach this subject at this point. I hope in the next couple of weeks that my position will change and I will become more comfortable and familiar with the Drama curriculum.
Today we also did a lesson on using drama strategies to teach Language Arts. One of the activities was the book Gift Days by Kari Lynn Winters was read to the class. To help students gain a deeper knowledge of the book was the drama strategy of tableaux. While the teacher reads the book, stop while reading and have students pause to display what they think the character feels in that moment and the actions the character is doing. The video below shows me holding a tableaux and me explaining my feelings as the character after hearing that the character is working hard and all she wants to do is learn to read.
Week 2:
This was the second week of my Drama class and I am starting to come out of my comfort zone more and become comfortable with the Drama curriculum. Today we focused on the area of using Drama strategies to teach Math. One of the activities that stood out to me this week was the thank-you activity. This activity, students came on the screen and without saying the amount of money they gave would use their facial expressions and actions to pretend to pass money to someone else on the screen. The other person would then use a facial expression and actions to demonstrate the amount of money they got. They would show excitement if they got a lot of money or a not so excited face if they pretend to not get a lot. Then the student would say thank-you for giving them what amount they are portraying they received. In my Math course last year, we also participated in this activity. It helps the students to understand the monetary value of money from the facial expressions and sound effects of their peers. I found that I will definitely use this activity to not only engage students in math but also help especially the younger students understand the value of money. This past year in placement, I had a student in grade 6 who was never taught the value of money. She ended up stealing from her mom $100 and then giving her friend the $100 to pay for a couple of snacks she got from the corner store. The student did not understand the amount she gave the student was a lot of money to buy snacks with. The student also had trouble staying focused in class. I find that this activity would be a good way to help this student pay attention in class but also learn the monetary value of money.
Week 3:
In week 3, I started to become an expert in learning how to incorporate Drama into the classroom. This week, Dr. Winters taught how to incorporate Drama into a Science Lesson. I love Science and this is a subject that I would love to add on as a teachable. I love how there are so many hands-on experiences that you can have in Science. One of the activities that stood out to me this week was the guided visualization activity, This activity Dr. Winters had everyone close their eyes and she read a descriptive piece on the bee. Next while she read the piece again, we drew all at the same time a bee from the descriptions that she read to us. I am an audio and visual learner so it helped me to understand the different parts of the bee and the importance of them. Last year, I was placed in a grade 6 class that was very rowdy. They had a hard time sitting still so it was vital to make sure that they were always learning through a hands-on approach. One of the units they did was on Flight for Science. Many of the students had trouble learning the different concepts in the unit. This activity would be a great way to help the students visualize better how the different parts of flight worked. It would also help them stay engaged.
Week 4:
For this weeks lesson I was very excited. Social studies is my teachable so I felt more prepared this week to learn as I am quite familiar with the social studies curriculum. I have often incorporated other subjects to teach the social studies curriculum like Language Arts but I have never used Drama. Last year, in my Language Arts class I learned about using picture books to teach social studies. One activity that stood out to me this week was the role on the wall. Our class was learning about Churchill Manitoba and used Google Jamboard to write as if we were a polar bear. This helped me to visualize the physical land features of Churchill. When becoming the polar bear it helped to understand the climate and food sources that a polar bear would need to survive. Last year, I taught a lesson for social studies on an Indigenous girl's experience in the Residential School system. An activity, like this would help the students understand and visualize better what life was like in the Northern communities in Canada.
This week our class prepared presentations each group highlighting the different Drama strategies. I loved that not only did everyone get experience with presenting the strategies but also with being an active audience member. Everyone not only participated in other group member's presentations but also provided groups with critical feedback. My group choose to prepare an activity for health class. This was to use the drama strategies to teach on healthy relationships with peers. I liked how we completed this activity in groups as it helped to collaborate and discuss what each of us thought would be important to do in the lesson. Likewise, participating in other group's presentations helped me to also have some other lesson plan ideas of how I can incorporate Drama into other subjects. This helped me to feel more confident in developing lessons for drama. Also, I liked the aspect of giving critical feedback to other groups. This helped me build on my skill of evaluation and providing critical feedback to students. Since I have little experience, with teaching Drama it was nice to also have the experience of providing feedback. Providing feedback and assessing students is a critical part in their learning process. Attached is the strategy's my group used in their lesson.
This week we participated in a virtual fieldtrip. The fieldtrip took us virtually over to a grade 8 class at a local Elementary School in Niagara. For the fieldtrip, the students in the grade 8 class would be participating in a cross-curricular class of Health and Drama. This class used Drama strategies to teach students about Influenza and how the virus is contracted and spreads. Students also learned how they can protect themselves from contracting the virus. The students where taught by an instructor that was in a virtual location. This week stood out to me the most from the other weeks in the course. Being able to see what Drama looks like being taught in an actual class helped to visualize how I want to teach Drama in my future class and what it potentially might look like. For example, I find that learning about health I would often zone out and not pay attention myself throughout school. When Dr. Winters got the students to write like they were in the role as the virus (example of my own letter below). Dr. Winters had them write to their host of what they did right in order to have the virus come into their body. This not only was a fun activity, but students who had trouble paying attention to the class before seemed to become engaged. The students even seemed excited to share their letter with the class. From the start of this course, I mentioned how nervous I was to teach Drama. Now I can say that I am excited to incorporate Drama into my future classes!!!
