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.
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I have heard a lot about the Laramie Project. It did live up to what has been said about it. As a play it was a very easy read. It was my first introduction into Verbatim theatre. I like the power of the style and the way that you could put across so many different perspectives. It was also interesting to talk to a friend who is from that region and was at the University at the same time as Matthew Shepard. She had a different perspective to the storytellers. Powerful piece of Theatre which could be used dynamically with an IB Theatre class.
Just finished reading Barry Grantham's Commedia Plays. It was well written and it is good for students to have a format they can refer to in the beginning to help their devising process. There was a list of lazzi - I felt this was already covered by reading through the scripts. I did enjoy the link to the great physical comedies of the silent film era. Good book - must read his other one - Playing Commedia.
Well .. yes it has been a long time since I posted and I will try to be back on a little more. Just read a great book: The Physical Actor by Annie Loui. It spoke to me through the physical theatre aspect and she introduced me to the concept of Contact Improvisation. It is an areas I am going to investigate a little more. At moment I am teaching 5-8 Drama and 7/8 Dance. I used some of the ideas with some warm ups with my 7/8 Drama class in terms of stretching and using language and movement to vamp up the rehearsals a little more. I did more extensive work with my Dance class - only because I have the flexibility of not running a traditional style dance class. The main chapters are: Warm Up and Alignment; Space; Mime; Partnering; contact Improvisation and Active Imagination- Performance Composition.So I have moved into the position of MS Dance and Drama this year. My Dance classes have expanded to include a Dance Revolutions and then a group that took Dance last year - Dance Remix. Looking forward to being back in the Drama mould. Hoping to do some exciting stuff with Bunraku puppetry as well as introducing Physical Theatre to the Gr 7/8s.
Using 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/ 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.
PART 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? How 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 Working 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.) |
Catherine Rankin
Drama/Theatre/Dance teacher for 30 years; Currently teaching at International School Manila. Archives
November 2021
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