World Theatre Day!

March 27th is World Theatre Day (WTD). This year, I received a message from a teacher from the United States on Twitter, Nick Cusumano. He approached a number of drama teachers in the Twitterverse, and suggested we do a collaborative video showing our students reading ‘All The World’s A Stage’ monologue from Shakespeare’s ‘As You Like It’.

We all got super-pumped and excited and got right on it. I asked five of my drama club students to read different parts of the monologue: Attila, Hana, Hameed, Amine and Furkan! I am very proud of them and their performances in the video! Enjoy šŸ™‚

10 reasons I love using Edmodo in my iPad classroom…

edmodo post

I can not describe how much easier Edmodo has made my teaching! At the beginning of this academic year, and in my capacity as an eLearning leader, I was involved in a whole-school effort to rollout Edmodo. The eLearning leaders at school gathered all teachers and showed them a few videos highlighting the benefits of Edmodo, then we divided all staff between us and went on to smaller workshops to help them set up their own accounts and classes. It caught like wildfire! I had staff approaching me everyday wanting to learn more and find out ways to use it better.

In my school, we have three year levels using the iPads (years 6, 7 and 8), and two year levels using laptops (years 9 and 10). Every student in those five year levels has a personal learning device, whether it’s a laptop or iPad. I generally teach the earlier middle years, and I am in charge of the school’s iPad program. Therefore my focus is usually on the iPad as a personal learning device. Edmodo now offers a fantastic iPad app, especially after recent updates just before Christmas 2012. I will try to list the many ways I use Edmodo, and why I love it so much:

  • It is now very easy to share a worksheet or handout with my students on Edmodo. If I prepare a worksheet on Pages or have a worksheet in my Dropbox, all I need to do is ‘open in another app’ and select Edmodo. I prefer to share worksheets and handouts as a PDF, because that preserves the formatting of the document and it’s very easy for students to download an app that allows them to annotate PDFs (like Notability or TypeOnPDF).
  • Students can easily download a document from Edmodo, use it in another app (like a PDF annotation app) and then upload it again onto Edmodo to submit it as an ‘assignment’. This solves the whole ‘work-flow’ problem that many teachers faced upon the introduction of iPads into the classroom. Worksheets, handouts, task sheets, graphic organizers, anything you want the students to work on, just upload it into your library, add it to a folder that you share with the students or attach it to a post, then they access it and open it in another app. Once they have finished, they need to upload it into their ‘backpacks’ and then submit it as an attachment to an ‘assignment’ that you posted.
  • Edmodo’s ‘assignment’ feature allows me to post an assignment with a due date and a task sheet, see who submitted it and when, mark it using a PDF annotation tool, grade/assess it and give feedback all in one neat place. It really is hassle-free! While the desktop version of Edmodo allows better assignment-marking features than the iPad app, I can still mark simple assignments on-the-go from my iPad.
  • Edmodo’s ‘quiz’ featureĀ allows me to create really quick and simple quizzes to use in class. Creating the quiz is really simple, and I can use multiple-choice, fill-in-the-blanks, matching, or even short answer questions. It also shows you some really cool statistics about the students’ answers.
  • Edmodo’s ‘poll’ feature allows me create quick survey polls in class and can be a very valuable formative assessment tool. It has been very useful in my Humanities class to help me decide what students may need to focus on more for the coming lessons, or what sort of format would they prefer to submit their assignment as, among many more polls.
  • Edmodo’s ‘note’ feature has been a great help in creating exit slips for the students. Right before the lesson ends, the students are asked to write ‘one thing I learned today is…’ or ‘one thing that surprised me today was…’ or ‘one thing I’d like to find out more about is…’. After posting their exit slips, they can all see what the others have posted and maybe comment on each others’ posts and respond.
  • Edmodo’s ‘members’ feature allows me to manage my students in each class/group. This has been very handy in reminding a student of their username in case they forgot it while logging in again, or resetting their password if they can’t remember it, or even changing a student’s member-status to ‘read-only’ if they have been posting too much irrelevant content and abusing the posting feature. I can also use this feature to award ‘badges’ to my students, which is a great incentive for many of them.
  • Edmodo’s ‘small groups’ feature makes group-work a lot easier to manage and assess. In my drama classroom, students are arranged in small groups or ‘theatre companies’, and a lot of their brainstorming is done on Edmodo, or even simply documenting group-work in a virtual group-work log.
  • Edmodo’s ‘folders’ featureĀ makes it very easy to organize documents in a folder and share that folder with my classes. Standard templates like reflection help-sheets or rubrics can be placed in these folders so students can have access to them anytime.
  • Edmodo has made it much easier to teach ‘digital citizenship’ skillsĀ in a safer and more-controlled environment. Having a strong social-networking aspect to it, Edmodo allows the teacher to model appropriate online behaviour and etiquette, and gives the students the opportunity to practice those skills in a teacher-controlled environment.

I would seriously recommend Edmodo to any teacher out there. I would also refer any of them to the Edmodo Help-Centre which has a great collection of how-tos (with screenshots and clear steps)Ā and tips for using Edmodo.

End-of-unit Commedia Dell’Arte Assessment Task…

To wrap up our unit of work on Commedia Dell’Arte, I have designed a summative assessment task to assess Criteria B and C of the MYP Arts Assessment Criteria. We have already introduced Commedia Dell’Arte and researched its elements (to assess Criterion A), we have explored status relationships and their importance in Commedia Dell’Arte, and also had a look at the stock characters, lazzi, the use of masks and physicality in acting.

The end-of-unit assessment task is planned to run over three weeks, and is a task where the students build a portfolio (using their iPads) to demonstrate evidence of every stage of the drama process: planning, preparation, rehearsal, performance, and ongoing reflection and evaluation (the acronym I use is PPRPORE). The first four stages (PPRP = planning + preparation + rehearsal + performance) are used to assess Criterion B (Application of ideas, conventions, skills, techniques and processes), while the last stage (ORE = ongoing reflection and evaluation), which is actually intertwined with all the other stages, is used to assess Criterion C (Reflection and Evaluation). Here are the task sheets given to the students: Criterion B task sheet and Criterion C task sheet.

During the first week of the task, the students move into groups of four or five (one writer + one director + 2-3 actors) and have to demonstrate evidence of planning and preparation. To help the students, or give them some sort of structure, I gave them this ‘Story Map‘ graphic organizer, and I hung up a list of lazzi scenarios and a poster showing brief descriptions of ten of the main stock characters in Commedia Dell’Arte. The students were obviously given the opportunity to demonstrate evidence of planning in other formats they may prefer such as a mind-map or a bullet-point brainstorm, and were also given room to create their own lazzi to incorporate them into their performance. All group members, regardless of their roles, are asked to keep the same evidence of planning in their portfolio.

Once the planning phase is finished, the group members are then assigned a different task based on their roles in the group: actors have to start their character analysis based on the stock character they’re playing and using this ‘Character Map‘, while the writers start turning their planned performance into a written script. Once the script is finished, the directors and their teams cooperate to storyboard the performance and block it using this handout: Storyboard and Set/Blocking. The actors are instructed to keep evidence of their character analysis in their portfolios, the writers are instructed to keep their scripts as their evidence of preparation, while the directors are told to keep evidence of their storyboarding and blocking. This concludes the preparation phase, and is often finished by the end of the first week.

The second week of the task kicks off the third stage of the drama process: rehearsal. The students are spread around the room, and some groups are given space outside in the courtyard. The groups are then asked to rehearse and document their rehearsals using photos and videos, and also using this ‘Rehearsal Log‘, which achieves both documenting rehearsals and reflecting on them at the same time. I also often give the directors certain rehearsal strategies that they can use to help with different aspects of their direction: such as getting the actors to rehearse the scene as a ‘silent movie’ if they want to bring out more expressive body language and facial expressions from the actors, or rehearse the scene in ‘fast-forward’ if they just want the actors to focus on the blocking and movement in the scene etc… Rehearsals are often very fun, and I enjoy circulating around the groups and jotting down some anecdotal records to help me with my final assessment. Sometimes, I also use checklists of observed behaviors to guide my observations.

The third and final week of this task involves the actors performing the scenes in front of the class, while the writers and directors take video footage of the performance and photos to add to their portfolios. After every scene is performed, the audience are asked to give feedback to the group members (positive comments or useful suggestions only!). After all performances are finished the groups are then instructed to spread around the room and watch their performances on their iPads (to help with their reflection), then write their four-sentence reflection, written self-evaluation and use the self-assessment checklist and rubric to reflect on and evaluate their performance (using this Criterion C task sheet).

All students are then given some time to collect all the evidence in their portfolios (using Evernote notebooks on their iPads). After the portfolios are finalized, I call each student up to my desk, give them a few minutes to demonstrate their portfolio to me. I then ask them to refer to the Criterion B task sheet, and use the checklist in the task sheet to self-assess the whole process, give themselves a mark out of ten in the student-self-assessment column of the rubric, and then justify that mark to me in a few sentences. To conclude the conference with the student, I then assign them my mark for each criterion and give them some oral feedback.

I believe it is a rather big end-of-unit assessment task, and may be quite overwhelming for some students. However, I do try my best to offer sufficient scaffolding through every stage, which is why I give so many handouts. Additionally, while it is a group-task, each student is assessed individually. To help me with this individual assessment, and to encourage ongoing reflection and evaluation, I give all group members a copy of this Group-work Log at the beginning of the task, where they record their progress and concerns at the end of every stage of the process.

Overall, I think it is a carefully designed assessment task that engages the students in all stages of the drama process, and allows them to demonstrate evidence of their skills, techniques, processes, reflection and evaluation.

A lesson on status relationships in Commedia Dell’Arte!

Over the past two weeks, the year 8 and 9 groups were expected to demonstrate their “knowledge & understanding” (Criterion A of the MYP arts assessment criteria) of Commedia Dell’Arte. They did so through a research & oral presentation task.

This week we started the practical aspect of the unit of work. The learning objective for this week’s lesson was “to identify and apply some elements of Commedia Dell’Arte” (Criterion B – Application) and “to practice reflection and evaluation in drama” (Criterion C – Reflection & Evaluation). The focus for this week was on status relationships and the role they played in Commedia Dell’Arte performances.

The lesson started with a warmup called ‘Status Conversations’, where the class was divided into pairs; each pair starts improvising a conversation as equals, and somewhere during the conversation one of them has to regain a higher status. Once a student achieves a higher status, they must stand up while the other student sits down. At any point during the conversation, the one with the lower status can regain the higher status and thus stand up while the other sits down. It was pretty interesting seeing how often the status shifted between the student pairs.

After the warmup, we had a whole class debriefing about this warmup exercise and ultimately linked it to the lesson’s learning objective. I then went on to explain the importance of status in Commedia Dell’Arte and how characters were either Masters (highest status), Lovers (middle status), or Servants (lowest status). I also gave examples of each type. I told the students that we’ll put aside Commedia for this week, and just focus on status relationships for the performance exercise to follow.

The students were then divided into groups of four, and each group was given a list of characters in decreasing order of status (e.g. ‘Principal, Head of Department, Teacher, Assistant Teacher’ or ‘Sheriff, Sergeant, Detective, Cop’ or ‘Manager, Agent, Secretary, Cleaner’ etc…) They were asked to prepare a one-minute scene to show and exaggerate these status relationships. The students were given ten minutes to quickly prepare and rehearse their scenes.

During the performances, the students filled a peer-evaluation Google Form that was sent to them through our Edmodo class-page. These peer evaluations helped give meaningful feedback to the performers after their scene. Here is a screenshot of the Google Form used:

After all groups finished their performances and received audience feedback, the students were then asked to individually write their four-sentence reflections using the reflection help-sheet. The students had to write these on paper (not on their iPads). Each student received my initials on their reflection after I read it (this helps with my formative assessment).

To conclude the lesson, the students accessed their Edmodo group through their iPads and had to complete an exit-slip as a comment on my post. Here is a screenshot of the exit-slip prompt I used:

Overall, I think it was a very busy but successful lesson which had a performance aspect, a reflection aspect, and a peer-evaluation aspect. Thus the students practiced three essential drama ATLs (approaches to learning): peer evaluation, self-reflection, and performance. The students seemed very engaged with the warmup and performance exercises, and the peer evaluation forms seemed to really focus the feedback the performers were given and make it more specific. However, I have yet to devise an efficient way to distribute the peer-evaluations back to the students being evaluated.

Next week, we move on to other elements of Commedia Dell’Arte: stock characters, use of half-masks and lazzi. I’m looking forward to it!