I returned to Cabot to workshop *Choosing Sides* today. The students were super sweet and receptive. The story centers on bullying between two friends incited by the introduction of a class t-shirt contest. My observation of the students during free drawing time served as the inspiration, and the storyline seemed to resonate with them today. Big Kudos to actors/teachers/puppeteers Dylan Clifford and Dariane Mull whose willingness to experiment made today a success. Here are some quick glows and grows to consider in the revising process:
Glows:
1) We gave students individualized booklets like we did in our middle school program. Even though I designed them instead of a graphic designer this time, the booklets were very successful in facilitating students' careful reflection on the scenes.
2) Students were engaged in the story and facilitation.
Grows:
1) Our partnering teacher, Mrs. Thompson, suggested presenting the play each day for no longer than 30 minutes. 30 minutes felt like no time at all today. I wonder what she would think about extending the time now that she is more familiar with the theatre-in-education format.
2) Right now, we're doing 30 minute segments for 4 classes over 3 days, and all 3 days involve the same story. If Mrs. Thompson felt we could hold students' attention longer, I would want to add/vary the settings. Perhaps the t-shirt contest is still the pinnacle, but I'd like to see them interact with each other beyond their desks....perhaps a playground or lunchroom scene?
3) Originally, I thought of this as a pre-k through 1st grade program. I am now considering this more as an Early Elementary program for 1st and 2nd grades. I'm not sure if pre-k students could handle the writing in the booklets, and the storyline just feels very 1st and 2nd grade. I want to get teachers' input on this.
4) We recorded a soundscape that served to underscore the middle school program. It worked really well to establish a school environment and even give the illusion of additional characters. In the finished product, we must have a soundscape for this one.
5) We need a set, and I think there will be a floor component to this set. We will paint portions of the floor with chalkboard paint, and the students will actually draw with the characters during scenes as if they are part of our imaginary classroom.
6) Hire a graphic designer for the booklets. Yes, my simple prototype works, but you can't do many visually interesting things with Microsoft Word.
Glows:
1) We gave students individualized booklets like we did in our middle school program. Even though I designed them instead of a graphic designer this time, the booklets were very successful in facilitating students' careful reflection on the scenes.
2) Students were engaged in the story and facilitation.
Grows:
1) Our partnering teacher, Mrs. Thompson, suggested presenting the play each day for no longer than 30 minutes. 30 minutes felt like no time at all today. I wonder what she would think about extending the time now that she is more familiar with the theatre-in-education format.
2) Right now, we're doing 30 minute segments for 4 classes over 3 days, and all 3 days involve the same story. If Mrs. Thompson felt we could hold students' attention longer, I would want to add/vary the settings. Perhaps the t-shirt contest is still the pinnacle, but I'd like to see them interact with each other beyond their desks....perhaps a playground or lunchroom scene?
3) Originally, I thought of this as a pre-k through 1st grade program. I am now considering this more as an Early Elementary program for 1st and 2nd grades. I'm not sure if pre-k students could handle the writing in the booklets, and the storyline just feels very 1st and 2nd grade. I want to get teachers' input on this.
4) We recorded a soundscape that served to underscore the middle school program. It worked really well to establish a school environment and even give the illusion of additional characters. In the finished product, we must have a soundscape for this one.
5) We need a set, and I think there will be a floor component to this set. We will paint portions of the floor with chalkboard paint, and the students will actually draw with the characters during scenes as if they are part of our imaginary classroom.
6) Hire a graphic designer for the booklets. Yes, my simple prototype works, but you can't do many visually interesting things with Microsoft Word.
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