Portfolio of Artefacts

Hi all,

Attached are five artefacts as part of a Portfolio that show my progression in my Education Degree.Artefact 1 is a created assessment piece and accompanying task and criteria sheet. Artefact 2 is a learning plan involving differentiation. Artefact 3 is a created letter to parents about an excursion. Artefact 4 includes posts on forums about education. Finally, Artefact 5 is my personal philosophy of teaching and English teaching.

Ella.

artefact-1-assessment-task-sheet

artefact-2-differentiation-of-learning

artefact-3-communication-with-parent

artefact-4-discussion-forum-posts

artefact-5-personal-philosophy

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OER Multimedia Resource

 

Hi everyone,

Here is my multimedia resource, the drama and dance performance used was filmed on my own devices and I therefore give permission to myself to use it.

In the attached file is the transcript for the resource: multimedia resource

Ella.

Creative Commons License
OER Multimedia Resource by Ella Henderson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Based on a work at https://ellajhenderson.wordpress.com/.

The 5 CC’s by SA for Drama Studies

  1. ‘8 Minute Madness- Creative Started Activities’ https://www.tes.com/teaching-resource/8-minute-madness-creative-starter-activities-6044857

This resource documents different activities, or games if you will, that can be played in groups or individually in the classroom. The questions asked in the game ask the student to either act out their answers, give their answer as a discussion or write their answer; the questions asks the students to complete various different activities. It states that it is used for English classes however it could be very well used in high school drama classes.

Studying drama often requires ‘warm-up’ activities of the teacher’s choice that the students engage in, a way to get them ready and focused for class; this resource could be used as a ‘warm-up’ activity. The activities ask the students to think creatively and answer abstract questions in a way that requires them to develop ideas; this is a critical skill in drama as students have to think creatively in situations that are foreign to them to create a piece of work that is made up of their contributing ideas. The questions where students have to act out their answers will furthermore contribute to their skills in drama as acting and performing plays and understanding how acting contributes to the plays Dramatic Meaning is a feature in high school drama.

This was taken from the ‘Tes’ website and the resource itself was uploaded from ‘Queens’ and is a Share Alike resource appropriating it with the CC by SA license.

  1. ‘Exiting the Clonter OperaTheatre Grounds’ http://www.geograph.org.uk/photo/2848071

This resource is an image of the dirt road outside of the Clonter Opera Theatre in Great Britain. This image looks quite mystical and has the potential of invoking extraordinary and magical thoughts in students’ minds.

Imagery can be quite influential in drama and can raise many thoughts and feelings from students; this resource could be used in a drama class to appeal to these thoughts and feelings. Students in a drama class could be placed in groups and then all shown this image, as a group the students would discuss their thoughts and feelings towards the image, using their in-class iPads or computers to create a mind map of each group members ideas; from this the students can create their own theme of the image. Using this theme the students could create and perform a play where the theme they have developed will be the central theme of the performance and will link to Elements of Drama and Conventions that the students see to be relevant; this theme will also help them in establishing their Dramatic Meaning, all from the image on this resource. Upon completion of this activity and looking at the ideas of magical and mystical, the students will begin to explore varying images and videos of Aboriginal and Torres Strait mystical and magical stories; therefore they can than compare these ideologies to the first activity.

At the commencement of these activities the teacher would need to specify the sensitive nature of these activities and that some students may react differently or feel uncomfortable about the content.

This was taken from the ‘Geograph’ website and the resource was created by Pete Turner using a CC by SA license http://www.geograph.org.uk/help/terms .

  1. ‘Une minute de danse par jour 28 07 2016/ danse 562 (One Minute of Dance a Day)’ https://vimeo.com/176631229

This resource is a video uploaded by Nadia Vadori-Gauthier in which it shows a young woman dancing in a free motion. Resources such as this can be used in drama classes as stimulus for students to create work around.

This resource could be used in a drama class to get the students thinking out side of the box. The students would be placed in groups of approximately 4 people and the class would watch the video, the students would be given a short amount of time to discuss in their groups the emotion they feel to be portrayed in the video. After the discussion the students would be given 5 minutes to use their bodies to create a shape that represents the emotion they felt was depicted in the resource. This would help students in a drama class with the Element of Drama that is symbolism, it would also help students show how their actions and bodies can be used instead of language, ideas carried in Physical Theatre. Each student will then type on their ICT device one key word they feel sums up the activity and their feelings, this will be sent to the teacher who will project it for the class; each student must pick one word to research and come back with an idea of a short play that could be performed on this word.

This resource was on the ‘Vimeo’ website and uploaded by Nadia Vadori-Gauthiere with a CC by SA https://vimeo.com/creativecommons .

  1. ‘William Shakespeare’s Macbeth (a MJC adaptation by Michael Lynch)’ https://vimeo.com/25613198

This resource is a video of a modern performance of ‘Macbeth’. Shakespeare is a prominent playwright in high school drama and adapting plays is an activity or piece of assessment that drama students may be asked to do.

Students could be given an assessment task of adapting Shakespeare’s ‘Macbeth’ in modern times. The students would have read the play and discussed the key themes and ideas that they get from the play. This resource could than be watched to show a visual of what the play looks like. The students would watch this and have an in-depth discussion as a class to break down the video, in the hopes that students completely understand the play ‘Macbeth’. Whilst reading and watching ‘Macbeth’ the students would have their ICT device on hand to research any words or phrases they do not understand. Following this the students would be put into groups of 6 and asked to write a modern day version of ‘Macbeth'(looking at 3-5 scenes), dealing with issues of today’s society whilst also addressing the key themes and ideas in Shakespeare’s ‘Macbeth’.

This resource was on the ‘Vimeo’ website contributed by N Motion, a group in America with a CC by SA https://vimeo.com/creativecommons

  1. ‘Hades- The Greek Underworld’ http://janicekjones.com/hades-the-greek-underworld/

This resource is written by Janice Jones, uploaded onto the ‘ArtsSpace’ website. It details information about Hades, the God of the underworld and the place. In speaking of Hades the underworld is also discussed in a way that speaks of ancient Greek mythical beliefs and traditions. This resource would be beneficial for drama students to read when studying Greek Theatre.

Looking at the concept of death and the underworld may make some students feel uncomfortable, the teacher needs to tell the students at the beginning of the lesson that this may be a sensitivity activity and it is okay if they do not feel comfortable completing it.

This information speaking of Hades and the underworld could be something interesting to look at when drama students in high school are learning about Greek Theatre. The students could read this piece as a class and discuss their thoughts and ideas on the reading. After this discussion, the students could be placed in small groups and create an improvisation performance that surrounds the concept of the underworld and Hades the God. By doing this, the students would gain knowledge of the thoughts of the Ancient Greeks which would be beneficial when studying Greek Theatre texts, when looking at these Greek texts the students would create a glossary on their ICT device to ensure they can update it whenever necessary.

This resources was posted by Janice Jones on the ‘ArtsSpace’ website, this website states that the content is licensed by the CC by SA http://janicekjones.com/ .

Why Teach the Arts?

After looking back at the influence of drama in my time at school I am now contemplating why is it the ‘Arts’, in particular drama, that I want to teach? Reviewing my engagement with drama in high school particularly I established that I had a thoroughly enjoyable experience and I feel it truly did help me shape the person I am today. Therefore I know for myself that drama was very influential and I value the subject, I think it should be a subject all students undertake if just for a little while.

Fran Smith wrote an interesting article in 2009 titled ‘Why Arts Education is Crucial, and Who’s Doing it Best’ and in this she, like myself, places great importance on the study of the arts. In this Smith writes “Years of research show that it’s closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity…  Involvement in the arts is associated with gains in math, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork,” (Smith, 2009). This research conducted by Smith and others shows the academic, emotional and social aspects that studying the arts helps.

For me however, the greatest thing that I believe studying drama does is instil confidence in students. Studying drama means that students have to perform in front of audiences, embrace characters and give their all; this is something that can invoke anxiety. Working through drama classes and workshops helps students with this, they are able to stand in front of crowds and speak and act with little nerves. This, I feel, is so very invaluable to every person’s life.

So ‘Why Teach the Arts’?

My goal as a teacher is to cherish each student and develop them not only academically but emotionally and socially, this is something I can provide students as a drama teacher. I want my students to be confident in the person they are, every person deserves the right to be able to speak in front of people without feeling anxious and I feel drama and the arts offers them this. Drama allows people to explore feelings and actions through another persona which can allow them to portray their beliefs in a way that is non-judgemental, they can share their passions with all, and I as the teacher will be continually learning through teaching drama.

Smith, F. (2009). Why Arts Education is Crucial, and Who’s Doing it Best. Retrieved 25 July, 2016, from http://www.edutopia.org/arts-music-curriculum-child-development

Influences on Teaching the Arts

As a young child I was very shy and in primary school I would often get extremely nervous doing anything related to public speaking, including drama. In about grade 4 I started coming out of my shell and was gaining more and more confidence in myself, therefore when I was in grade 6 and 7 and I started drama workshops in class time I thought it was really enjoyable.

Starting high school and throughout the following 5 years I grew very fondly of the subject drama. Drama in year 8 was a compulsory elective that I did for a quarter of the year and I really enjoyed it so in grade 9 and 10 and chose to do it again. However whilst I was in grade 10 my drama teacher tragically passed away so I chose against doing drama in year 11 as I didn’t know who the teacher was going to be.

Returning for school for year 11 there was a new teacher who was my designated English teacher, she also happened to be the drama teacher and she was one of the most influential teachers in my years of schooling; therefore after semester 1 in year 11 and changed classes to drama and did that for the remainder of my schooling. It was one of my favourite subjects and always enjoyed the fun I would have. A teacher can make all the difference when it comes to the enjoyment and work ethics of a class.

I feel that studying drama in high school gave me the confidence to be the person I am today; I feel it instils confidence in all students who partake in it as they are encouraged to come out of their shell and express who they are. That is why I find it so frustrating that some perceive drama as an ‘easy’ subject, I know friends of mine in high school would call it ‘play group’. Sure we played warm up games but it definitely helped me a lot, not only academically but socially and emotionally.

I feel this thought of drama and the arts will be an implication for me as a teacher as some students may feel that they are above doing drama, or on the other hand they may choose it as a ‘bludge’ subject. It will be my role as a drama teacher to overturn this thought in whatever school I am lucky enough to teach in.

This Is It

So this will probably be my last blog post and I can say I have found them to be so much more valuable than I first thought they would be. The article written by Hanna Shekhter in 2015 outlines the value of blogging in education, the article is titled ‘Why Teachers and Students Should Blog’.

I have found the Learning Paths that we have had to do to be really helpful in completing the work assigned to this class; it gave you a fair understanding of not only content but also how to do assignments and ideas for your blogs. This is the first class I have done that has something like that and I thought it was really good.

As Maggie pointed out in her blog ‘Assignment 3’ the Learning Journals have also been super helpful in knowing what needs improvement and whether you were on the right track.

Good luck to everyone for the rest of their studies,

Ella.

Shekhter, H. (2015). Why Teachers and Students Should Blog. Retrieved 10/06/16 from http://www.edudemic.com/how-and-why-teachers-should-blog/