Student Learning - Narrative

Based on Assessments from the beginning to the end of various Units, my Theater students understand and achieve performance results that are directly tied to NYS and NYC Blueprint Standards for the Arts (these can be seen in my Unit and Lesson Plans). 

The most important thing I try to start with, as I greet all students at the door, is to let them know that I'm happy to see them!  I try to create a warm, welcoming environment, and consider things like lighting and calm music, as ways to help 'set the stage' for how class will go. There are also common practices in Theater instruction, which I use with students across grade levels, to establish routines, increase entry points, and allow for student voice and choice that encourages engagement and enthusiasm in class. 

       All lessons have accompanying smartboard slides and/or wall-chart/white board descriptions that guide students through work and directions. Using graphics along with text, as well as video examples, helps address a variety of learning styles in the classroom and students who sometimes struggle with processing through listening alone. 'Turn and talk’ protocols are often used in the beginning of class, to discuss and recall what was done last week, and when introducing new topics or ideas. Before sharing our thoughts in a full group discussion,  students get to grapple with these questions or ideas, independently and in small groups, allowing  for commiseration with peers, before sharing out. Using these techniques has resulted in a wider variety of students’ voices and addresses the needs of multiple learners. 

For all classes, I have focused on instructional strategies and planned supports for all forms of intelligence. A step-by-step white board chart, that bullet points each activity we'll do that day, helps students who need structure and who want to follow along as we go.  With new ELLs that we welcomed this year, from various countries, I incorporated a translating app + speaker, so that my instructions are explained verbally in both English and Spanish.

A physical and vocal warm up begins most classes and I will sometimes ask for student volunteers to lead certain parts, (such as our Tongue Twisters).  This feeds into my having certain 'jobs' or 'roles' for a few students during each class.  Some of them are: Warmup Leader, Stage Manager, White Board Assistant (writes names on our TONY Awards Board), & Assistant Director.  All of these structures give students a sense of ownership of our class, and helps to create a routine, that becomes familiar over time, allowing for a deep understanding of our work. 

When students collaborate together to organize their thoughts in writing activities, (as in our Puppetry Unit), they feel more confident in their final product.  Peer and self assessment allows them to look at their own work and the work of their peers through a critical lens and revise based on feedback. (Work samples from 2 SWDs are below, with my evidence, showing how they've progressed over time, meeting the criteria of the Performance Rubric.)

There are many challenges for elementary students around learning to make clear physical and vocal choices, while controlling their bodies, when participating in Theater activities. Developmentally, students are at an age where sitting still for any length of time can be difficult, and some are shy and/or fearful of looking foolish in front of their peers, which can limit their willingness to take creative risks. I always model new activities to give students a clearer understanding beyond the written directions, which also helps maintain an atmosphere that encourages light hearted risk taking.  Implementing a group physical and vocal warm up before jumping into other activities creates a unified sense of freedom and levity in the classroom, as students get accustomed to the routine (which involves stretching, tongue twisters, and call and response), they loosen up and ease into the theater classroom environment, which is different from that of other classes they take. After the warm up, we sometimes do other ensemble building activities, like ‘share the rod’, where they work in progressively larger numbers, holding the end of wooden dowels, while moving in the space.  Students move, speak, laugh, and respond together - adding to their sense of camaraderie and openness, which tends to help with any discomfort they might have with ‘performing’ later on. 

Student Learning:  Videos

Final Puppet Show Performance (4th graders)  + Bunraku Puppet Demonstration (2nd graders)

Click through the above Playwriting multi-page sample, (using Google Classroom) to see how Ian, who is a 4th grade student with Autism, built his story.  He  has difficulty with sensory modulation which impacts his social/emotional learning. He has difficulty identifying his feelings, managing his emotions and working cooperatively in groups. His teacher reported that he has difficulty communicating his emotions clearly and in a timely manner.  In this Unit, he has shown his adeptness at responding to feedback for his creative writing.  One of his talents is having an above average writing speed, which he has demonstrated, in the swiftness of his revisions.  I believe Theater Class has provided him a wonderful outlet where his imagination and creativity shine. He has thrived and excelled in my class, always getting top scores, and it's been nice to see his group-work, also improve, when we were in person.

Student Learning  - Classroom Pictures