Dramatic Vocab

For my first blog, I am going to focus on a learning experience created for my new Dramatic Arts elective course.  Although I understand that creating new curriculum and dynamic lessons for learning is an everyday part of teaching, being thoughtful (and mindful) of what I have learned in my M. Ed. Experience is a constant help. 

Motivation is one of the big ideas that I continue to focus because I teach in blocks (88 minutes per class), and keeping energy high is not always an easy task where learning is concerned.  The situation arose in the need to learn new vocabulary for the course.  I believe that there is a place for rote memory in specific instances, but I avoid memorization and regurgitation whenever possible.  The lesson included introduction of new vocabulary which defined spaces and directions in a theater and on stage.  In the past, I have employed more interesting delivery methods (power points with images, scavenger hunts, partner discovery, etc.) for vocab lists.  This time I felt I needed something more motivating for the students to gain understanding.  Not all student have the same learning styles, but after a quick learning styles survey, it was clear that I have a lot of tactile/kinesthetic learners in this course (not surprisingly). 

After considering what would get students up and moving, and what could help them with acquiring the new terms, I decided to reserve a space in our building called the “Little Theater” with a plan in mind.  We started class in our desks.  I uploaded a blank template of a generic theater space diagram to the class Schoology page for the students to access.  The introduction was something like, “regardless of your role in a successful scene – actor, director, lighting tech, etc – everyone uses the script.  In the script and while creating a scene, everyone needs to know common stage direction.”  At which point, we started identifying parts of the theater including the stage, the house, control booth, orchestra pit, back stage, proscenium line, apron, etc.  We also started defining directions within the space including stage right, stage left, up stage, down stage, center stage, house right, house left, crossover, etc.  Once we successfully labeled the new vocab on the once-blank diagram, we made our move toward understanding by trekking to the Little Theater.

Once in the Little Theater, we were joined by our new principal… hmmm, I hoped this idea was good…

I had students start on the stage with their ipads and completed diagrams.  Then came the directions…  “All students, move stage right…  stage left… back to center stage.  Put a foot on the control booth, sit on the lip of the apron, hide in the right wings.”  Students were feverishly rushing around the room with each new command; all with smiles and urgency.  The principal asked to join in.  She gave new commands and started to split the group, “boys to back stage, girls to back house right.  Last names A-L to the crossover, Last names M-Z to the apron.”  Now the principal was smiling and enjoying the learning, too!

After considering the big idea of Motivation and the awareness of Learning Styles (and information that can work accordingly), I believe I have found a fantastic way for students in this situation to have gained the understanding of these vocab concepts. 

*** After assessing for understanding, students averaged 98% on these terms.