I have had some amazing electronic Developmental workbook from my students this semester.  My Gr 10's and I were trialling using electronic means to document the process and do reflections.  The students had a choice of using PAGES; MICROSOFT WORD; KEYNOTE/POWERPOINT or their WIKIS.  I have had some amazing results.  The ability to embed media such as videos of their rehearsal process and photos has added to the quality.  I was unsure but have been really impressed.  After I get permission I will see if I can embed some examples.


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So I am about to " boldly venture into unknown territory"  - the use of Ning to build characters.  The idea was brought to my attention by Dr. Jennifer Hartley, when I was in her Theatre versus Oppression workshops ( which were brilliant).  She talked about how she used Facebook with her actors to create characters and build connections.  It was bringing the tools of our students use in their everyday life to the classroom or in Jennifer's case to the actors studio.  I thought it would be a great idea.  Facebook is something I am a bit weary of in regards to students.  I wanted something I could control and monitor. 
I used the Facebook idea with my Grade 8 Drama class in building a character.  They are all familiar with FB and its structure.  I showed them an examplar and then asked them to create a "fake" facebook page either in their books or on a pages/word document on their computer.  It was a great exercise.  They ran with it and the results where fun and good at building their ideas about their character.

So I want I wanted to build on that with the Musical I am doing - BUGSY MALONE.  I have set up a ning and will get the students to join as their characters.  There is an opportunity to build a profile, add pictures and have conversations with other characters.  We will see how it goes.  If you would like to see how it is going click on this link  http://crankinblackbox.ning.com/
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Arts education provides a platform to develop and apply creativity. The
importance of creativity and creative thinking in education cannot be denied.
David Skorton (2009:para 2) states that the arts are “disciplines [which] nurture our
creative instincts”. Creativity requires divergent and convergent thinking. (Bronson
& Merryman: 2010: Para 2; Sternberg: 2006:87) These are the basic processes of the
creation of arts. Through creative activities, students transform ideas and combine
them to create new pieces of artistic work. An example from this International
School is in Grade Four, where small groups of students take a poem and transform
it into a piece of instrumental music that demonstrates mood.
Researchers (Craft: 2002 and Elliot: 1971 cited in Craft: 2003:118; Robinson: 2009:
57) view imagination and creativity as separate concepts. Robinson (Ibid) believes
imagination is an internal process and that underpins every unique human
achievement. It is this internal process which allows us to create. When observing
a Kindergarten class in ‘free play’ in kitchen space at school, the children exhibited
both imaginative and creative play. This relates to Egan’s theory, that we can only
construct worlds we already know. (quoted in Bergmann: 1998: 270) This is also
demonstrated in the role playing of children in Drama with Grade Five students
who,
created an entire ‘news’ show based on their learning about weather and
the body system. There was a funny weather segment, an interview, a
nutrition specialist, commercial with healthy snacks that the students had
created. They role played the different parts.
(M. Ostiguy: Interview: 2010)
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This is part of a paper I have written:
“The arts are not mere diversions from the important business of education; they are essential resources.” (Eisner quoted in PYP: 2007:128). The Arts provide the skill base and are an integral resource, which allows students to developing both imagination and creativity. Arts education provides a platform to develop these skills, which are a key component of 21st century development. (Pink: 2005; Robinson: 2009) Imagination and creativity within the arts are interlinked with the artistic process. This artistic process provides students with an opportunity to explore, transform and utilise higher order thinking skills. This discussion paper will examine the literature and the importance of the arts for young children within the context of the International Baccalaureate Primary Years Program in an international school.
Numerous scholars perceive the arts to be beneficial in developing young children’s’ creativity and imagination.    With the revision of Bloom’s taxonomy (Anderson and Krathwohl: 2001), creation now features as the highest order thinking skill. The ability to create a new product or point of view is an inherent aspect of the arts. The theory of multiple intelligences (Gardner & Hatch: 1989) also impacts creativity in the arts in terms of its cultural manifestation.    Studies (Burton, Horowitz & Abeles: 1999: 91; Kennedy: 2006: Para 2; Saubern: 2009: 12 & 13; Smith: 2009: Para 2; Smithrim & Upitis: 2005:120) indicate that students immersed in the arts achieved highly in terms of creativity, imagination and originality.
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I don’t teach English—yet literature is at the heart of my discipline.

I don’t teach History—although I encourage students to investigate the

social and historical implications of events and how they affect those with

whom we live.

I don’t teach Science—but introduce the analysis of human behavior,

society, and the natural world.

I don’t teach Math—yet evaluating structure, space, and change is a skill

constantly being developed.

I don’t teach the Visual Arts—although calling on the elements of form,

line, shape, color, texture, space, and value is commonplace.

I don’t teach a Foreign Language—but my students learn to decode and

encode dialogue in scripts and plays.

I don’t teach Music—yet rely on the elements of pitch, melody, harmony,

rhythm, dynamics, timbre, texture, and articulation to share this craft.

I don’t teach Technology—but foster the use of tools to control and adapt

to the work we do.

I don’t teach Physical Education— although working as part of a team

while making connections between cognitive functions and physical

movement is a major benefit of this process.

What do I teach at BISS?

I teach Drama.

Adapted from a poem by Tim Reagan

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