Task 4a
When asking questions, I decided to base them on 'drama instruction' as I have just recently opened my own (first ever) business as a private Speech & Drama/LAMDA tutor and think my business and myself as a teacher could really benefit from focusing my attention on the business's description title- 'drama instruction'.
My questions so far lie within this topic and am hoping that my peers may have some comments or suggestions to add. Please feel free to comment!
- How does script work aid a child's understanding of text, not only in drama & english literature, but in day to day life?
- How can teachers help young adolescents believe that pre 1914 drama is interesting and not boring?
- How can actors use dance to express emotion when performing a drama production? How can professionals incoporate both dance and drama?
- How can a teacher help a student to understand the concept of 'inner monologues'?
- What is the importance of drama/acting in a child's delevelopment?
- What is the importance of personality projection when learning the skills for performing arts? How does this develop a child's skill when performing?
- How can we, as teachers, help a student to understand the importance of homework and bringing relevant material to lesson?
- Should children use method acting to help with character development? If it is used how does this effect the child's academic and emotional development?
- How much should an actor's imagination contribute to actual performance? Will this encourage too much improvisation?
- How does a student's self esteem effect their performance? What can teachers do to help?
- What is the role of a teacher?
- What is the role of an actor?
Rebecca I'm so excited you are back. We are very similar in practice and we could really help each other within our inquiry. I would love to join your SIG and have you on board mine. We could really collaborate ideas and hopefully learn from each other. I couldn't help but throw a few answers to some of your questions...
ReplyDelete1. It's in the playing with the themes within the text that a student can really get to grips with what the message is. Merely reading it isn't enough, get up and play with the scene through impro.
2. Again through play, compare it to modern day. Ask them to place the situation into their life today and watch them react. Then they could grow a passion for the ideas in the play and begin to understand how to perform them.
3. When an actor enters a space a doesn't speak for me it's almost as powerful as the best text ever written. Our body is an amazing tool for communication.
4. Maybe by asking them to keep a journal, they would get into the practice of commenting on life and then speaking about their feelings.
5.I think its the key to every child's development. With life skills such as reflection and consideration...
11. To engage a group of people and inspire them.
12. To engage a group of people and inspire them. - I think I've just realised something very important. Teacher and actor are very strongly liked.
Thank you for this post Rebecca
Thank you for this post.
Hi Rebecca,
ReplyDeleteYou raise some excellent questions. Just wanted to answer a few of them, hope it is of some help to you:
4. One way you may be able to encourage students to look at 'inner monologues could be getting students to work in pairs and small groups. Students could perform and then be hotseated by members of the group so that they gather an understanding of each character and their mindset.
5. Drama/acting can have pastoral as well as educational benefits for those who participate fully. Those who may benefit the most may not necessarily be the strongest or most natural performers, however the developing of confidence and ability to work cohesievly within a group of peers may have just as big an impact on the student's development.
7. Homework needs to be promoted as a tool to further enhance the learning of students. Perhaps varying the tasks that we set as teachers could help engage more of the group in their learning. Also being prepared to potentially firefight difficult circumstancs (tough homelife, students who are not motivated at home) by maybe facilitating a hw club one nigh a week. (Not always possible due to high demand of other work but can be useful)
9. If students are not bringing their own imagination to any improvisation we will soon find ourselves acting more as puppeteers than directors/teachers. I think whether or not this leads to too much improvisation is circumstancial. It depends on the nature of the task at hand, students may need to be guided on levels of appropriacy but hopefully the task will be open enough to encourage imaginative, productive thinking.
10. Teachers can aid self esteem through patience and observing characteristics of their students. If they notice that certain students have a gift for listening and bringing out the best in others they can use this to 'buddy' these students up. Another way may be to create a drama group aimed at bringing out the confidence in students who are identified as reluctant performers. The processes may differ from the conventional drama club but it's outcomes can be equally as rewarding.
Hope my opinions are of some benefit. Let me know what you think. All the best.
John
Hi John
ReplyDeleteThank you for your comment. The drama group to enhance confidence sounds like a fantastic but I don't know how many students would have the guts to turn up? Maybe it is something to pass to the parents?
Homework is always a challenge and so is bringing relevant work to class. They always forget! I am thinking of maybe getting a notice board in the school to remind them of what is going on and when.
Your first answer suggested hotseating in groups. I have tried that in my group sessions and it proved quite successful. However, I also teach privately, one on one. Should I hotseat them? What do you think?
Thanks for your comment!
Rebecca