Reflection 4 Drama

My fourth reflection is in connection with our drama class from week 2. My reflection is based on the presentation that was conducted by peers from our class. This presentation integrated drama with the science curriculum. I really enjoyed learning about how to combine and further connect various curriculum models throughout our drama classes.

This reflection is based on the presentation that connected the Grade 3, Understanding Life Systems-Growth and Changes in Plants with the drama conventions of tableaux and flash forward. During this activity, we were give nature scenario to perform a tableaux/group sculpture with. The scenario mentioned different plants and animals that were present in nature. After we completed our tableaux then we were told to create a flash forward tableau in response to changes in the habitat due to human activities like construction. I really liked seeing the connection between the drama strategies and the science curriculum expectations.

Science and Technology Curriculum

Arts Curriculum

Arts Curriculum

Thinking in terms of my future classroom, I feel that I would want to create lessons and units that are cross-curricular since I feel that not only does it make the learning for the students more fun and interesting but also allows for teachers to be more creative and make their programming and planning interconnect and easier to arrange. Through connecting the arts with the sciences, we will enable students to step into role, experience, express and further understand the world around them.

Reflecting back to the activity that we engaged in during this drama lesson, our group further went into explaining how we felt before and after the changes occurred in the environment. We were able to get into role and teach each other how the construction impacted us based on the roles we took on (trees, water, animals etc).

Furthermore, I feel that this activity connects with one of the important theories that we learnt in our drama program at Brock University called Learners Theory, created by Dwyer (1996).

  

          Learners Theory connected with the activity we participated in, as I felt that I learned more through actively participating in the lesson and through teaching my peers about how I felt based on the role that I played in the scenario.This theory as well as the workshop we engaged in, helped me understand the importance of standing back and letting students take on the role of teaching one another. Through allowing students to take on the role of being the teacher, not only will I help students build their confidence but also foster responsibility through actively engaging them in their own learning.

Scenario 1: Natural Habitat

Scenario 2: Construction Impact on Natural Habitat

Special Education Focus:          
This activity would be adapted and differentiated for students with differing abilities by incorporating both written scenarios as well as visual depictions of the scenarios. Students can have the choice of being a narrator and direct students through reading the scenario as the tableaux is created. If a student is blind then they can be paired with a partner who can guide them as the tableaux and positions are created or they can take on the role of the narrator.