Image Attribution: Honoré Daumier [Public domain], via Wikimedia Commons
The assessment task basically requires the students to read an excerpt from a melodrama script, write up a beginning and an ending for that excerpt, create a mask to represent their character in that excerpt, apply character-analysis and rehearsal techniques to rehearse their scene, perform their scene in front of the class, give and receive feedback to and from their peers, and then reflect on & evaluate the whole process. The students have to demonstrate evidence of every step of the process, as the unit of work’s significant concept is: The process is just as important as the product. Additionally, I will be assessing the students throughout every step of the process, as I walk around with my Evernote notebook and write anecdotes and fill-in quick checklists.
We have already been working on this task for two weeks, and the students have brainstormed in their story maps, and started writing up their beginning and ending. It has been rather challenging for students to decode the scripts’ meaning as they were given only a few pages right from the middle of the chosen scripts. I did have to intervene and scaffold them slightly, maybe next semester I will find easier and simpler script excerpts.
An example of student work – story map and script-writing
An example of student work – story map
This week we will move into the art room and get artistic with the mask decoration. We have blank white half-masks, feathers, beads, glue, coloured tissue-paper, sequins and scatters. I’m very excited!
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)
To sum up this unit of work, and to allow for summative assessment of MYP Criterion B (Application), the class will have the opportunity to create their own horror radio plays (as inspired by Orson Welles’ War of the Worlds). The task’s learning objective is to apply the skills, techniques and processes used to create a radio drama performance. This task was planned to span over two weeks (one double-period per week). Last week, I posted about the first week of the task, where the students wrote their stories and brainstormed possible sound effects and background music to accompany the narration.
This week, we moved on to the next part of the drama process: to apply rehearsal strategies and to reflect on and evaluate our artwork (process and product). The warmup for the lesson was a radio drama rehearsal game that I always enjoy: the students move into their groups and rehearse their radio plays five different times, each time with a different focus: once in normal speed, once in super slow motion (to force them to clearly pronouncing each vowel and consonant), once in fast forward (a very fun and tongue-twisting articulation and enunciation exercise), once as a comedy (to get them to think about tone and emotions in voice), and once as a musical (to help them warmup their voices and think about tone and emotions in voice). The students were encouraged to record their rehearsals using their iPods, listen to them and reflect on their characterisation, enunciation and voice projection. This warmup exercise achieves several objectives: to help students warmup, to rehearse for their performances, and to become more confident and ready for performing in front of the audience. The debriefing that followed the warmup was designed to ensure that the students take meaning out of this exercise (other than it just being ‘fun’) and reflect on it.
After the warmup and debriefing, the students sat in front of the performance space and formed an audience. Each group subsequently hid behind a curtain set up for the task, and delivered their horror radio play. The audience would then be asked to think like critics and give feedback (positive comments or useful suggestions) for the performers. Each radio play was recorded using my iPad. After all performances, the students were asked to bring out their task sheet and rubric from their drama folders (handed out to them last week). We then heard all the recorded performances through the class projector to help each student reflect on and evaluate his/her performance. Each student listened to his/her group’s performance, used the self-assessment checklist in the task sheet to self-assess, and then gave themselves a mark out of ten using the rubric attached to the task-sheet (in the ‘student’s self assessment’ column).
It was a very busy lesson, with lots to do! However, I believe the task as a whole was a huge success and the students seemed very engaged with it. I believe this task can also be adapted and used in a non-drama classroom: English/ESL, LOTE, even Humanities classrooms where students create radio plays about social issues.
Below are embedded clips of the best three performances, as well as screenshots of the self-assessment checklist, the adapted MYP rubric used, and the whiteboard.
This week we moved on to step three of the drama process: rehearsal. The lesson started with a quick warmup called Status Pictures, where the students form still-images depicting situations involving characters of different status. This warm-up was chosen to get students thinking about status relationships and how they are used in slapstick comedy to create humour. After the warmup and debriefing session that followed, I recapped on the theoretical part of the unit which was written on the whiteboard (pictured below); then the students moved into their groups (or ‘theatre companies’) and were each given a rehearsal handout (A4 size) and an A3 size Rehearsal Log. I circulated around each group to check their progress and to recap over the rehearsal process: what is its importance and how can it be used effectively?
The students spread around the drama room (some groups moved outside into the courtyard) and they each rehearsed a few times. The groups were told to choose a different focus for every rehearsal (e.g. body language, or blocking, or voice etc…), to fill out the rehearsal log after every rehearsal to reflect on it, and to document their rehearsals with photos and some video footage (using smart-phones/iPods for year 8s, or iPads for the year 7s). The students were also told to keep evidence of their rehearsal in their portfolios: e.g. annotated pictures from rehearsal (printed from classroom printer) and the rehearsal log. For the year 7 students, who all have iPads, this evidence was just added to their shared Evernote notebook which they used as their group portfolio.
The rehearsal process seemed to go rather efficiently, and everyone had a meaningful role as each student was either acting out in rehearsal, or taking photos/shooting video, or filling out the rehearsal log. The groups also seemed much more committed to the rehearsal process due to of having a different focus for every rehearsal. Below are some snapshots of the rehearsal logs of a couple of ‘theatre companies’, a snapshot of the whiteboard, and a screenshot of an Evernote portfolio from one of the year 7 groups.
Next week, we move into the final two steps of the drama process: performance, followed by reflection and evaluation. Stay tuned ladies and gentlemen!
To sum up this unit of work, and to allow for summative assessment of MYP Criterion B (Application), the class will have the opportunity to create their own horror radio plays (as inspired by Orson Welles’ War of the Worlds). The lesson’s learning objective is to apply the skills, techniques and processes used to create a radio drama performance. This task will span over two double-periods (one double-period per week).
To start off the lesson, we did a quick ‘one-sentence story with sound-effects’ warmup, where students sit in a circle and each of them contributes a sentence to build a horror story. I asked students to use their voices and their bodies to create sound effects and background music to set the mood/scene and to accompany each sentence contributed to the story. We then debriefed on the warmup and quickly reviewed the theoretical material we learned throughout this unit of work (which is all written on this snapshot of the whiteboard).
The students were then asked to move into groups of 3-4 students and they had to use this story outline and the sound-effects table to brainstorm and prepare their horror radio play. We read over the task sheet as a class and discussed the rubric and task expectations. The students then spent the rest of the double-period writing their horror stories and deciding on the sound effects and background music that will accompany the radio play. You can find snapshots of the students’ work below.
This task can also be adapted to use in an English/ESL class after exploring radio plays and story structures. Next week, the students will rehearse their radio plays, and then perform it in front of their classmates to receive feedback, then reflect on and evaluate their performances. It will be a very busy lesson. Stay tuned!
So, over the past few weeks, the year 7s and year 8s were exploring humor in general and then moved on to defining slapstick comedy. This week’s lesson was an introduction to the slapstick techniques that they can incorporate in their performance: the trip, the slip, the collide, the stuck, the double-take, and lazzi (comic accidents). We discussed each of these techniques and we got a chance to apply them. We also highlighted the importance of slow motion to add dramatic effect and for the actors to stay safe.
The warm-up for the lesson was a One-Sentence-Story with the title “The Worst Day of My Life”. We all sat in a circle and every student had to add one sentence to the story. This warm-up was chosen to get them to think about accidents and mishaps, which is what slapstick is mostly about, and as a preparation for the assessment task to follow. The students then moved into groups and were told that we will start the first step of the drama process this week to prepare a slapstick comedy performance titled “The Worst Day of My Life”. They had to decide on who is going to be the group’s writer and who will be the director for this performance. The students are aware that the first step of the drama process is to brainstorm, and I used this story-map graphic organizer from Education Oasis to get them to think about their performance. Here is a snap-shot of one of the groups’ story-maps.
During the course of the coming few weeks we will move into the remaining steps of the drama process, which is to prepare a script and a storyboard for their performance, followed by the third step, to rehearse and polish their performance, then to perform in front of an audience and receive feedback, then to reflect & evaluate. Each of these steps will require certain evidence being documented in the group’s portfolio for this task. The year 7 students are also doing the same task but they are using their iPads to prepare their portfolio.
Stay tuned for next week’s lesson, where we move on to scripting and story-boarding the performance (some groups already started this step because they were so excited)! We will also focus on the role of costumes, personality traits, and status in slapstick comedy to help the students create slapstick characters when writing up their performances!