Slapstick Comedy: wrapping up the drama process!

This term, the year 7 and 8 classes studied a unit of work on ‘Slapstick Comedy’. I have posted previously about how we explored the concept of humour in general, and how we defined slapstick comedy. Three weeks ago, we kick-started the drama process and began brainstorming for our performances, and we had the opportunity to write up the scripts and draw up the storyboards for the performances. We also had the opportunity to rehearse for our performances
Last week, we finally had the opportunity to wrap up this process and move into the final two steps: ‘performance’ and ‘reflection & evaluation’. The lesson’s warmup was a quick physical and vocal warmup followed by a final run-through rehearsal outside in the courtyard. After that, the students formed an audience and we watched every performance. The audience were asked to give feedback to each group of performers in the form of positive comments or useful suggestions for improvement. Each performance was recorded using the iPad for documentation purposes, and also to help the performers themselves reflect on and evaluate their own performance skills (as it is much more meaningful to see yourself acting in order to spot your strengths and weaknesses, and hence reflect on them). 
After all performances were presented, the students were given a chance to view their short slapstick scenes, and then use the reflection help-sheet to write their four-sentence reflections and the task-sheet evaluation checklist to evaluate the process as well as the final product. For the year 7 classes (who have iPads), I allowed them to record their reflections orally and attach them to their Evernote group-portfolios/shared-notebooks. After the lesson, I looked through all group-portfolios and I attached my written and oral feedback, and final assessment. 
Overall, I think the task was very engaging for the students. This was the first task where I agreed to allow some students to just be writers and directors for their group’s performance, as many students did not really seem to enjoy performing or were too self-conscious. I believe these students were a lot more engaged with the task.
Below you will find a video-tour of one of my year 7 portfolios for this task, followed by some screenshots of evidence attached to the some group portfolios to document every stage in the drama process: brainstorming, preparation (script-writing/story-boarding), rehearsal, performance, reflection & evaluation.
And this, ladies and gentlemen, concludes our year in the drama classroom! Summer here we come!

A screenshot of the final portfolio
A written outline/brainstorm for the performance
A visual brainstorm for another performance
The script writing-phase
A storyboard (shared as a PDF file with the students and they used an app called Type on PDF to annotate over it)
Another storyboard – these students preferred hand-drawings and then inserting them into the storyboard through Type on PDF
Blocking the main actions/movements in the scene
Adding evidence of rehearsal using a rehearsal log and some pictures
Evidence of performance – video uploaded on class YouTube channel and hyperlinked in portfolio + adding screenshots of parts of the video
Video of performance on YouTube (set on private or unlisted depending on parent permissions)

Oral reflections and evaluations by group members

Written and oral feedback given by teacher

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