Tue, 31 Jan 2012 18:01:32 -0800WeeblyTue, 15 Nov 2011 20:12:17 -0800http://www.crankinblackbox.com/1/post/2011/11/technology.htmlUsing technology to see a presentation - here is the link to my unit assigment.  I used Green screen and imovies.  i have started using the idea with my students as a way of presenting.

http://catherinesune.weebly.com/
]]>Tue, 15 Nov 2011 20:10:25 -0800http://www.crankinblackbox.com/1/post/2011/11/technology-and-drama.htmlI 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.


]]>Mon, 24 Oct 2011 23:20:50 -0800http://www.crankinblackbox.com/1/post/2011/10/bambi-betts-teams.htmlPART 1: THE RATIONALE FOR TEAMS IN A SCHOOL
1. Why do we need teams in schools?
2. What does an effective team look like?
PART 2: YOUR ROLE AS A TEAM MEMBER
3. What are the characteristics of an effective team member?
4. How skilled am I at being an effective team member?
5. How can understanding and contributing to team processes influence student
learning?
PART 3: THE WORK OF SCHOOL TEAMS
6. How can we best use our team structure to contribute to student learning?
7. When our team is really making a difference to learning, what will it look like on a
day to day’ basis?
]]>Sun, 23 Oct 2011 20:23:34 -0800http://www.crankinblackbox.com/1/post/2011/10/bambi-betts-assessment-and-learning.htmlHow do we create a comprehensive assessment plan that is designed to improve student
learning?
1. Establish a common definition of assessment
2. Reaffirm the notion that effective assessment begins with a clear idea of WHAT we
intend students to learn
3. Refresh our understanding of the tools used to collect evidence of learning
4. Practice with the evaluation tools that will provide the most accurate evidence of
learning
5. Examine recording practices that enhance data analysis
]]>Sat, 22 Oct 2011 20:40:45 -0800http://www.crankinblackbox.com/1/post/2011/10/bambi-betts-leadership-tools-for-team-leaders.htmlWorking with Bambi Betts - here are the key points we are looking at :
ROLE OF TEAMS IN A LEARNING ORGANIZATION
 Your beliefs about teaming
 What we mean by a ‘team’
 Why we need teams and why they can fail
 Characteristics of effective teams
 Stages of development of teams
 Why some resist teams
YOU AS A LEADER
 What it means to ‘lead’
 Characteristics of effective leaders
 Establishing your vision – where are you taking us?
 Understanding change
 Building relationships
 Essential communication skills
YOUR SPECIFIC ROLE
 Defining your day-to-day work
 Curriculum Leadership Skills:
Developing, Implementing, Monitoring
LEADING TEAM PROCESSES
Practice specific leadership strategies including:
 Creating and monitoring ‘norms’
 Setting learning goals
 Symbolic Leadership strategies
 Decision-making models
 Using collaborative time effectively (meetings, agendas, timing, etc.)
]]>Wed, 21 Sep 2011 04:59:08 -0800http://www.crankinblackbox.com/1/post/2011/09/what-is-theatre.html  The Theatre I create is:

A human experience.
An act.
A collaborative experience.
A visual language that transcends time, space and culture and relies not just on words but the visual, movement and symbols, to create meaning. 
An exploration of what makes us who we are.
The power to hold the audience in the palm of our hands and make them feel, think and question.
An energy  - a power, a force, an action of doing.
A transformation – of time, space, concepts, objects and people
A process.
An education – of a craft, interpersonal skills, word theatre, ideas, cultures and so much more.
A celebration of life in a visual form.
It uses the most powerful word in the English language “ what If’ and the most important muscle in your body – the brain.

It creates
Moments that take you breath away.
Individual and communal understanding
A conception of what theatre is
Images that leave acid imprints
Connections between all those involved in the production.

It allows me to change the world, one person at a time.

]]>Wed, 31 Aug 2011 06:28:00 -0800http://www.crankinblackbox.com/1/post/2011/08/using-web-20-tools-to-build-character-ning-facebook.htmlSo 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/ ]]>Sat, 20 Aug 2011 07:55:18 -0800http://www.crankinblackbox.com/1/post/2011/08/arts-education-and-creativity.htmlArts 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)
]]>Wed, 10 Aug 2011 07:06:06 -0800http://www.crankinblackbox.com/1/post/2011/08/kafka-on-stage-dissertaion.htmlSo I have started my dissertation.  This is my dissertation proposal.

The area of scholarly interest for this dissertation is Kafka on Stage, with a particular focus on the creation of a Kafkaesque world through Kafka’s short story The Trial.

The literary review of Kafka indicates the academic focus has been primarily the creation of a Kafkaesque world through literature not theatrical performance. There has been limited academic research in regards to Kafka and how his work can be transformed onto the stage.  The scarce writing that has been undertaken examines how Kafka’s Metamorphorsis has been portrayed.  This writing has not been from an academic standpoint, merely as post performance reflection.

The Trial provides a strong platform to explore how can Kafka’s concepts and themes can be translated by a director on to the stage. The word Kafkaesque encapsulates an unsettled and disorientating world which is also menacing and This study would provide a valuable insight into the techniques utlised by directors to produce this effect.  The research question is: What techniques can directors use to create a Kafkaesque world on stage.

The research and data for this study will occur through a variety of sources. Analysis of productions The Trial by Steven Berkoff, Malthouse Theatre and the Young Vic coupled with director’s notes and director’s commentaries will assist in the compilation of research. Academic writing on Steven Berkoff will also assist the assemblage of data.  My project which focuses on how to explore the creation of a Kafkaesque world on stage with young adults, will provide substantial data collection.  Through an analysis of the research the dissertation will provide a significant insight to how directors explore Kafka on Stage.       

 



]]>Wed, 10 Aug 2011 07:00:47 -0800http://www.crankinblackbox.com/1/post/2011/08/why-study-the-arts.htmlThis 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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