Drama Resource

Drama Resource Logo [Online Image]. Retrieved from dramaresource.com

Another great site that I discovered is called Drama Resource. This website provides a variety of drama games and strategies with clear descriptions and supplementary videos. I also really appreciate how this site provides cross-curricular ideas and even supplies lesson plans and ideas.

Elements of Effective Assessment

There are three forms of assessment that all important to include, which are assessment for, as, and of learning. Assessment for learning is assessment that informs your plans and direction as an educator. Assessment as learning is when the assessment itself is used as a learning tool and is often in the form of self-assessment. Lastly, assessment of learning is an assessment that evaluates how well the student understands the lesson and is often in the form of a summative assessment. In class, we broke off into groups and shared specific examples of what assessment for, as, and of learning can look like in the drama classroom. The following are the examples shared in class: 

	Assessment for Learning	Assessment as learning	Assessment of learning
Activity	Connection web to see students’ initial thoughts and understandings	Position mapping to see how students understand a concept during/after a lesson with a written reflective piece	Writing in role
Assessment Tool	Checklist for concepts, video recording, and anecdotal notes	Anecdotal notes and photos of class	Rubric

Universal Design for Learning (Mace, 1997)

This week we discussed Mace's (1997) "universal design for learning" theory. This was a new theory for me and I find it very interesting. This theory essentially outlines the essential components for making a safe and effective learning space and claims that a space should not segregate people, should be appealing to everyone, and it should be usable and efficient. The seven characteristics described by this theory are equitable use, flexibility, intuitive, perceptible information, tolerance for error, low physical effort, and appropriate use. The following list provides a more in-depth look at examples of how we can achieve each of these characteristics in creating an effective learning environment.

1. Equitable Use
1. Accessible for all abilities
2. Safe environment for all
3. Equitable opportunities for all
2. Flexibility (Accommodating Individual preferences and abilities)
1. Access to tech
2. Different presentation centres
3. Different seating set-up
3. Intuitive
1. Legend (descriptors)
2. Symbols in class
3. Layout of class
4. Perceptible Information
1. Screen/projector (zoom)
2. Audio (mic, audio version of story/sounds)
3. Allow devices/technology (text on computers, ipads)
5. Tolerance for Error:
1. Classroom arrangement to minimize hazards and ensure there is enough open space for students to maneuver
2. Provide warnings about safety hazards and setting guidelines and expectations before participating in an activity
3. Set proactive safety procedures in the case of accident or injury
6. Low Physical Effort
1. Avoid eye strain by using large font, natural lighting, and minimal reading
2. Give opportunities for both rest and movement
3. Create an accommodating space based on students' abilities
7. Appropriate Use
1. Large, open stage
2. A variety of props (different sizes, weights, etc.)
3. Lighting

The following is a video describing how universal design can be achieved in a classroom.

Drama and Language Arts

Derek Munson (2000). Enemy Pie [Picture Book]. Retrieved from
https://www.goodreads.com/book/show/103814.Enemy_Pie

My peers presented a series of really great strategies this week regarding how we can incorporate drama and language arts. They used the picture book "Enemy Pie", which I think is an incredibly great and effective book in helping students think critically about how they treat those that they consider their enemies. Although my peers shared some really great activities, the activities that resonated with me the most were the flash forward and flash back activities because I really feel like they are very strong and effective activities to integrate with language arts. These activities require students to utilize comprehension strategies of making predictions, reading between the lines, and questioning, but they provide a fun and engaging way for students to make such connections. This book and these strategies are definitely something that I can see myself implementing into my future classrooms.

Another activity that we did in class this week was a role play activity, where we were grouped into different roles and we were tasked with creating a budget plan for how to solve an issue with polar bears in role of our characters. This activity required us to research polar bears by reading books and I found the role play to be an effective way to give meaning to our research and to promote motivation. I believe that students will be more likely to engage with learning and reading if it is given purpose and meaning and this activity does such that. In addition, I appreciate how this activity incorporates not only drama and language arts, but also math, social studies, and science. Integrated lessons like this can be a great way for students to learn the various subjects and understand how they interact with one another.

Polar Bear [Clipart]. Retrieved from http://www.nextreflexdc.com/polar-bear-
clip-art/polar-bear-clip-art-art-polar-bear-clipart-clipart-kid-clipartix-templates/

Maslow's Hierarchy of Needs

Maslow's theory of Hierarchy of Needs states that some needs take precedence over others. The below pyramid represents the different levels of the hierarchy of needs, where our basic needs are at the base, then our psychological needs, and then our self-fulfillment needs are at the top. This does not devalue self-fulfillment needs, but it highlights how our basic needs need to be met in order to create a base for the rest of our needs to be achieved. This is an important theory to consider as teachers because we can use it to pinpoint the root cause of our students' behaviours in class. If students are tired, disengaged, lethargic, or defiant, it is important to determine whether the needs of the following chart of being met. If a student's basic needs are not being met, then it will influence their behaviour and their ability to succeed in the classroom. 

In regards to drama, we need to consider all of the following needs of our students in the drama class. Drama often requires physical activity, thus their psychological needs are particularly essential for success in drama to make sure that students are not too weak or tired. Regarding safety needs, we need to make sure that we create a physically safe environment with no safety hazards and take all necessary safety precautions. Regarding psychological needs, the drama classroom needs to be a place that is emotionally safe, open, and welcoming so that students fell comfortable to participate openly. Lastly, we need to allow students the opportunities to be creative in the drama classroom in order to promote self-fulfillment as well as make sure that we encourage students, so that they do not get discouraged and be afraid of participating in drama or other areas.

Saul McLeod (2017). Maslow's Hierarchy of Needs (Online Image).
 [Retrieved from https://www.simplypsychology.org/maslow.html]

Elements of Movement

Although the following elements are technically considered the "elements of dance" in the Arts curriculum, movement is also an important element of drama, thus these elements of movement are also important considerations in the drama classroom as well.

Body: body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, body bases, symmetry versus asymmetry, geometric versus organic shape, angular versus curved shape
Space: Levels, pathways, directions, pattern, positive versus negative space, various group formations, proximity of dancers to one another
Time: Tempo, rhythm (e.g., regular, irregular), pause, stillness, with music, without music, duration
Energy: Effort, force, quality (e.g., slash, press, shrink, open)
Relationship: Meet/part, follow/lead, emotional connections between dancers, groupings

ELEMENT	EXAMPLES
BODY (PARTS OF BODY/SHAPES/SYMMETRY)	Upper	Lower	Torso
ENERGY (QUALITY/FORCE)	Sustained	Pause	Sudden
RELATIONSHIP (TO OTHERS/TO PROP/TO SELF)	Solo	Small Group	Ensemble
SPACE (PATHWAYS, SIZE, LEVLES, DIRECTION)	High	Medium	Slow
TIME (ACCENT/TEMPO/DURATION/PAUSES)	Fast	Medium	Slow

Ontario Ministry of Education (2009). Ontario Arts Curriculum. P. 110.

Drama and Health

Natalie McMillan (February 13, 2018). Peer Pressure Slow motion [Photograph] 

In class this week the focus was on the integration of drama in the health curriculum. An activity that resonated with me this week was the "what if?" activity in relation to peer pressures. This activity was presented by my peers and I felt like it was a really effective way to encourage students to research and consider the different perspectives and outcomes of responding to peer pressure. When if comes to discussing situations relating to bullying, alcohol, smoking and drugs, it is most effective to allow students the opportunity to consider the different outcomes that may happen if they choose to engage in such activities. Another activity presented by my peers was the use of slow motion to giver certain characters the opportunities to share their inner thoughts during different social situations, such as bullying and peer pressure, which was another great way for students to engage with the situations and issues on a deeper and more personal level.

We also did a role playing activity this week, where we each took on the role of a different component of a mannequin making company. This activity required us to consider the role of advertisement and media can play in how people see themselves and their self-esteem. It also had us considering how we, as a marketing company, could make mannequins that are more relatable to our customers. Role playing is a great way to have students engage in issues and to think of other perspectives, which is a necessary strategy when thinking about self efficacy and body image issues. I can see how an activity like this can be used to encourage students to think critically about what they could do if they had the power to make changes such as this. Not only does this build their critical thinking skills, but is also empowers them to think about how they can make a difference in the world.

José Alonso (2017). Do Mannequins have Anorexia? [Online Image]. Retrieved from
 https://mappingignorance.org/2017/05/31/do-mannequins-have-anorexia/

Critical Analysis Process

In class this week we discussed the critical analysis process which is outlines in the Ontario Arts curriculum. This is a process for students to follow in order to respond in an intelligent and informed way to drama and other art forms. The process involves four core steps: initial reflection,  description, analysis and interpretation, and expression of aesthetic judgement and then there is the stage of considering cultural context which is ongoing throughout the process. In class we did a jigsaw activity to define each of the processes and our definitions were as follows:

Initial Reaction: A person's first impression (there are no right/wrong answers)

Description: Simply describing what they see or hear without any further analysis

Analysis and Interpretation: Includes analyzing and interpreting the work and reflecting on the work. In order to make connections to other works, strategies, and themselves.

Expression: Students reflect on their analysis, compare it to their own lives and other works and consider whether they have learned anything that they can apply to their own works.

Consideration of Cultural Context: Considering how a person's worldview and contextual perspective affects their interpretation and creation in the arts.

The Ontario Ministry of Education (2009). The Critical Analysis Process (Diagram). Retrieved from http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf

Critical Positioning Theory

In class this week, we discussed Davies' and Harré's (1990) theory of critical positioning. This was my first time learning about this theory, which essentially states that there are different levels of identities and contexts that influence who we are and our critical perspectives. There are stable identities, such as our age, sex, nationalities, culture, and family and there are flexible identities such as our interests, jobs, relationships, and our style/fashion, which are all influenced by current contexts and vice versa. In discussing this theory in relation to drama, we discussed how drama is one of the only experiences we are able to escape our stable identities to consider the identities, experiences, and perspectives of others by taking on roles.

Natalie McMillan (2018). Critical Positioning Theory (Photograph) 

Drama and Social Studies

In this week's session, we participated in a lot of great activities and strategies that incorporate both drama and social studies. The following strategies are the ones that stood out the most to me as effective and enjoyable.

Hot Seat: 

Kari-Lynn Winters (2012). Gift Days (Picture Book).

While reading the story Gift Days by Kari-Lynn Winters, we used the strategy "Hot seat", where at certain parts of the story, someone would sit in the middle of circle acting in the role of one of the characters. The rest of the class asks the student questions as they try to answer the questions in role. This activity can really help students to learn perspective taking, especially because it goes beyond just thinking about what the character did in the story, but it requires them to consider other scenarios and think critically to answer them as they think the character would. My only hesitation regarding this activity is how it puts students on the spot. This is definitely an activity where the right to pass needs to be available because there are definitely some students who may be uncomfortable with such an activity. Another option would be to do this activity in smaller groups, so that the activity is less risky and overwhelming for students.

Overheard Conversations

Can you hear me (clipart). Retrieved from
http://laoblogger.com/heard-clipart.html

This was a strategy presented by my peers in class. For this strategy, groups were given different situations and two people were required to discuss the topic, where the other two people have to "overhear" and react to that conversation. This was a very interesting strategy and it was really effective at making us think critically about things and to consider other perspectives. I think that an activity like this could really benefit from allowing students the chance to research their topic in order to inform their presentation. 

Multiple Intelligences

Gardner's (1983) theory of multiple intelligences states that people have a tendency and preference to learn in different ways and that everyone is intelligence in different ways. This is crucial for teachers to understand because it highlights the needs for differentiated learning and because it is essential that we recognize that all students can be intelligence, even if they struggle academically. The following image represents eight intelligences included in Garnder's theory, which are as follows: verbal/linguistic, logical/mathematical, naturalist, bodily/kinesthetic, musical/rhythmic, inter-personal/social, intra-personal/introspective, visual/spatial.

chudecka_dorota (n.d.). What is multiple intelligences (Online Image).
Retrieved from https://www.google.ca/search?q=multiple+intelligences&source=lnms&tbm=
isch&sa=X&ved=0ahUKEwiYoqiHwbrZAhUNiIMKHUzXAB4Q_AUICigB&biw
=1242&bih=569#imgrc=4YqBIoAZZt-HbM:

In class, we discussed the different subjects that relate closely with each other intelligences (pictured below). Within our discussions, we concluded that drama best relates to bodily/kinesthetic and verbal/linguistic, although it is also important to realize that a successfully differentiated class would involve each of the eight intelligences

Elements of Choral Work

This week, when discussing curriculum, we discussed the elements of choral work. The Ontario Arts Curriculum (2009) defines choral work as "The reading or reciting of a text by a group. Preparation for a performance may involve interpretation of the text; experimentation with language, rhythm, volume, pace, and different numbers of voices; and rehearsal" (p. 166). The elements of choral work, that we discussed in class are pitch, volume, pace, and timbre. Pitch refers to the highness or lowness of the speakers' voices, whether it is high or deep/low. Volume refers to how loud or soft the speakers' voices are. Pace refers to the speed of which the speakers speak. Lastly, timbre refers to the quality of sound, which can refer to the texture of the speakers' voices or it can also refer to the amount of voices that are being heard at once. The following chart shares some examples of each of the elements of choral work.

ELEMENTS OF CHORAL WORK	Examples
Pitch	High	Neutral	Low
Volume	Loud	Medium	Quiet
Pace	Fast	Medium	Slow
Timbre	Booming	Soft	Squealy

Drama & Science Lesson Plan

For my drama presentation, my group and I focused on incorporating drama into a science lesson. We focused our series of lessons on the digestive system (which is a grade 5 strand of science per the Ontario Science Curriculum). I believe that in the teaching community, sharing is caring, thus I wanted to share our lesson ideas here on my blog for others to incorporate into their classrooms if they so choose. For our lesson, we used the strategies of connection web, guided visualization, choral reading, machine, and news reporter. To learn more about those strategies and how you can incorporate them into the science curriculum, feel free to explore the following document.

Drama-Based Instruction

When doing research for our drama presentation, my group came across this site, which I think is a very valuable resource. Drama-based instruction is a site that offers a multitude of teaching strategies for incorporating drama into your ever day classroom, including lesson plans, video examples, and clear descriptions of a variety of drama strategies. I found this site useful because it helped my group understand the drama strategies that we chose to use for our demonstration, but I think it will also be useful beyond that because there is such an extensive list of strategies. The site describes 150+ strategies and the teaching-strategies section is separated into four sub-sections: activating dialogue strategies, image work strategies, role work strategies, and theatre games. You can even find strategies based on your class size, available space, and other context-specific requirements. In addition to the list of strategies, there is also 150+ lesson plans that incorporate drama into other subjects. This site is extremely easy to navigate and it is incredibly helpful, thus if you are a teacher looking for some inspiration for how you can use drama in your classroom, I highly suggest pursuing through this site.

Drama and Science

Godkin, Celia (1993). Ladybug Garden (Picture Book). 

This week, we learned about and participated in strategies for combining drama and science. This week was my presentation day and I shared some specifics about my presentation on a different post. One of the activities that we did in class, that I found extremely useful, was the "Insect Garden" activity. This activity incorporated the strategies of choral reading and soundscapes. For choral reading, each group was given a different insect and a paragraph that correlates with our insect. Then, as we read "Lady Bug Garden", we would each read our paragraph using the elements of choral reading to create a dramatic reading of our paragraph. In addition, we also incorporated soundscapes, where we made insect sounds to supplement the story. This was a unique and interactive way to learn about different insects and the story really provided a great perspective on how all insects have a role to play in the ecosystem. As a university, I learned a lot with this activity and I had a lot of fun participating in it, thus I am sure that students would enjoy it as well.

Dwyer's Learning Theory

This week was our first session of drama and we discussed Dwyer's (1996)  Learning Theory. This theory highlights how, on average, students remember a different percentage of information when they engage with that information in different ways. It states that students remember 10% of what they hear, 20% of what they see, 30% of what they read, 50% of what they write, 70% of what they say/discuss, 80% of what they do, and 90% of what they teach. This theory highlights the importance of differentiating our teaching and learning experiences so that students have the opportunity to engage with information in different ways and it promotes the importance of rich learning experiences, where students have opportunities to discuss, actively participate, and teach, in order to activate a higher percentage of their memory.

The Learning Pyramic [Online Image]. Retrieved from
https://www.lifehack.org/399140/how-to-remember-90-of-everything-you-learn

Elements of Tableaux

Regarding curriculum this week, we discussed the elements of tableaux, which are character, space, gestures, and level. In the Ontario Arts curriculum (2009), tableaux is defined as "A group of silent, motionless figures used to represent a scene, theme, or abstract idea (e.g., peace, joy), or an important moment in a narrative. Tableaux may be presented as stand-alone images to communicate one specific message or may be used to achieve particular effects in a longer drama work" (p. 172). In class, we separated into groups to define the features of tableaux and provide examples of each. The following chart describes various examples of each element. Character refers to the character being portrayed in the tableaux: their personality, feelings, thoughts, perspective, voice, and role. Space refers to the space your body takes up during tableaux, which can include the space above, around, between, in front, and behind you. Gestures refers to how you form your body in a tableaux to portray a theme, scene, or meaning and it refers to your use of body, hands, and face. Lastly, levels refers to the vertical space that is being used: whether you place yourself in a low, medium, or high position.

Elements of Tableaux	Examples
Character	Perspective	Voice	Feelings
Space	Above	In front	Behind
Gestures	Hands	Facial Expressions	Body
Level	High	Medium	Low

Drama and Math

This week, we participated in a few activities that incorporated drama and math. One activity from this week that I particularly enjoyed was the "living shapes" activity, where we used our bodies to form different shapes and then also had to show movements like rotations, reflections, and slides with our bodies. This was a great way to learn about different shapes in a way that was interactive and cooperative and it really requires students to think more deeply about what each movement word means and how they can represent it with their bodies. I can see students really enjoying this activity because it allows them to move around and be active, which they may not often get the chance to do in a subject like math, especially for students who are kinesthetic learners.

Position Mapping

Position Mapping is a simple activity where students position themselves in proximity to a chair (or other item) in correspondence with how comfortable they feel with a certain topic and then additionally, students create a tableaux to represent how they feel about that concept. In our class, we did this activity relating to how we feel about teaching drama. It was very interesting to see the variety of feelings and confidence levels present in our class. Some people (like myself) were close to the chair and excited, whereas others were almost out the door. I think an activity like this could be extremely beneficial as a diagnostic activity for any subject because it provides a quick visual of where your students stand before even beginning a lesson/unit. It could also be interesting to do this activity both before and after a lesson/unit to see how students' positions change. When participating in this activity, I really appreciated how we were asked whether we were comfortable to share and that we were given a heads up before being asked to share. I think this is incredibly important because we want our students to feel safe and comfortable in our class, so given them the right to pass if they are uncomfortable with something is essential.

[January 23, 2018] Position Mapping [Photograph]