By Kristin Fontichiaro
Opposite to the rage to get rid of arts schooling as an pointless cost in colleges attempting to enhance pupil try out rankings, this booklet promotes and explains the price of built-in arts guideline in furthering the accomplishment of curricular targets and fostering pupil fulfillment. complete library media professional and humanities teacher Kristin Fontichiaro discusses how drama, shadow puppetry, and podcasting can be utilized as instruments to fulfill curriculum goals within the K-8 media heart. via focusing on the method of making a section of drama or puppetry or a podcast, in preference to the objective of functionality, and by means of infusing the humanities with curriculum pursuits in tale or study, those strategies can accentuate a kid's studying and supply context for lecture room curriculum ambitions. A dialogue of the affective and educational advantages of this process-based paintings in addition to pattern classes are integrated. pictures and examples of pupil paintings illustrate the oechniques. Grades K-8.
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Opposite to the rage to cast off arts schooling as an pointless cost in faculties attempting to develop scholar try out rankings, this booklet promotes and explains the price of built-in arts guideline in furthering the accomplishment of curricular ambitions and fostering scholar success. comprehensive library media expert and humanities teacher Kristin Fontichiaro discusses how drama, shadow puppetry, and podcasting can be utilized as instruments to satisfy curriculum goals within the K-8 media middle.
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Additional info for Active Learning Through Drama, Podcasting, and Puppetry
However, if assessment is required or preferred, keep in mind that it can be difficult for an instructor to both lead this improvisational activity and simultaneously score it. If working alone, consider taking Kelner and Flynn’s advice (2006) and evaluating only a handful of students during each class. This will make more in-depth observation possible. A running record checklist, like the sheet on page 39, can help instructors track each student’s progress. Because each student’s progress is marked on the same sheet, instructors can also identify classwide areas of strength or weakness and adjust warm-up and main lesson activities accordingly.
Watch students carefully to be sure the game remains fun and effective. “Mirrors”: To Build Teamwork and Concentration (Grades K–12) “Mirrors” is another classic dramatic warm-up that has been used by countless drama practitioners and writers. Ask students to choose a partner (the instructor can also pair up students, but that tends to take longer than the activity itself). ” The game begins with Person A acting as the mirror for Person B. Person B begins by moving his or her body slowly and deliberately, stretching out tall or wide, standing or kneeling or squatting, and A must try to mimic B’s every move.
The transition should have a theatrical feel rather than being merely a “get from Point A to Point B” feeling. ” Allow students to quietly discuss the most effective means of moving their bodies from position to position. Repeat this until there is a transition between each. Ask each group to “perform” for the other. Given the more complex level of this activity, allow approximately 20 minutes. Recommended for grades 4 and up. 28 Part I: Drama Extension: Sequencing. For a main lesson activity, repeat the transitions extension above, but this time ask the groups to sequence each of the items on the list in an order that has meaning for them.
Active Learning Through Drama, Podcasting, and Puppetry by Kristin Fontichiaro