- Connect with audience
- Always say yes
- Stay in clown
- Clown cycle - yes mode - risk - failure - vulnerability - yes mode
|The Black Box||
The art of Clowning by Eli Simon
This is a good book to introduce students to some of the key principles of clowning. Gives a basic over - very simple terms. Could be accessed by Secondary students easily. Good outline of activities and theory behind aspects of clowning.
Why is that so funny? I found to be a very good resource. It has a good mix of theoretical ideas with discussions on the various types of laughter. There are series of exercises through out the book that can be used to investigate physical comedy. John Wright talks about the distinction in theatrical circles between drama and comedy and how comedy is often not valued as much. It is true through my teacher training - it was more from a Stanislavski point of view. This is a refreshing look at comedy. Also the "games" exercises that John explains are games that can be used in dramatic scenes but allows for a new way of looking at events. John trained with Lecoq and this has influenced his way of working. He gives a strong outline for his version of the States of Tension and I enjoyed the sections looking at Clowning - Parody, Satire, Pastiche, Caricature, Burlesque and Buffoon. I have already used these exercises with my classes to some success. What really surprised me was how well come of the complicity games worked with my Grade 5 and 6s. It is a good book for any IB student who needs some ideas or theoretical underpinning.
Just finished reading -Devising Theatre - a practical and theoretical guide by Alison Oddey. It was an interesting read. She comes from the British system and what I most enjoyed was the insight into the way different groups devise. Good book for students researching devising and might be useful for the IBDP theatre course in the Collaborative theatre project when students need to look at different ways of devising. Also a nice section on practical ideas and suggestions. It is funny when you read these and people mention the theory behind the exercises and as a drama teacher I already had so much in my repertoire already.
I have just finished reading Boal, Bausch, Lecoq and Meyerhold editions in the Routledge Performance Practitioners series. Four different books. I think they are brilliant resources for the teacher and also any IBDP theatre student looking to be introduced to their ideas as well as simple exercises. They give a good overview to the context of for each practitioner and simple exercises that you could apply to your classroom. FIVE star from me.
Why study the Arts
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.
Drama/Theatre/Dance teacher for 30 years; Currently teaching at International School Manila.