- The performance in front of the entire secondary twos (2 NTs, 2 NAs, 1 express)
- The different approaches of each group. How they devise their play. How they work and re-strategise their plan according to factors such as schedule, time, absentees, props, etc.
- How Drama as a learning tool not only in itself but also in other subjects such as English, Literature, History or even Math, which Cheryl is doing. Especially in this Speak Good English Movement.
- How we as facilitators are doing multiple roles (Facilitator, Friend, teacher, etc.) Which is the first priority? why?
- How our group act as a director while doing blocking, while still maintaining that freedom of expression and imagination. How they think or feel that their character should stand, position themselves, stance, actions, etc.
- Very important to come as a group before performance and after performance. To brief and de-brief. To do warm-up exercises to prepare and release stress and tension in their bodies.
The whole process of this Theater for Young People module is really difficult and tedious. Alot of troubleshooting, replanning, strategizing, coordination and teamwork. It is really what Osterman & Kottkamp (1993) describe 'experiential learning theory... learning is dialectic and cyclical process consisting of four stages: experience, observation and reflection, abstract reconceptualization and exprimentation' (as cited in koib, 1984, Pg 3) When we find out our problems and issues, do we just say it is because the students are not smart enough and therefore my theory is still faultless? Or do we go back to our theories to reconceptualise, replan, readjust in order to cater to their learning needs? How can we make the learning process more effective? Is this workable? Sometimes we may not find what we expect until we experiment them in class and it is totally fine because the teaching process is also a learning process for us teachers. When we go back to our strategies, we are not only relooking and developing them but also recapping our minds the subject and objectives.
But at the end of the day, our hardwork pays off. I really felt a workload off my shoulder and it felt really good because we see our results and they were successful! The feeling of watching students perform and having those smiling and victorious faces. I was glad that not only I benefitted from this but also my teammates, students and even for Dr Jane, Cheryl, Library and Miss Angela (literally everyone).
Our 'Job' and roles
Because we do not come to school with a role of a teacher, our default role in this project is a facilitator. I don't really like the sentence where 'we come in to offer something to the kids that could benefit their lives' I absolutely disagree with the fact that we come to offer something that we can gain material or fame selfishly. It is also not a 'take it or leave it' matter. However, I think that it is not accidental that we are placed in this project because we are here to impact their lives. It is because WE WANT TO and not because WE HAVE TO. It must be our heart's desire that we want a life transformation in their lives and to have this desire in our hearts, we must have empathy in their life situation. It is our duty then to bring about revival in hope and faith to press on towards their dreams and goals in life.
We play multiple roles according to the situations that the students are facing, not just being a facilitator. How we react and respond plays a huge part in their search of answers in life. First and foremost, we are their faciltators, where we encourage, motivate, guide and smoothen out their learning journey. We are their teachers because we teach, show and explain techniques and drama conventions. We are their counselor, quick to remind, warn, give alternatives and explanations to help them understand and make right decisions. We are their comforter because we provide a rest for them from all the conflicts in life. We also have the role of reviving their childhood experiences and memories, which may be dead or lost in their library of memories.
Drama as a medium for teaching language
How the Nian was constructed with his body gestures
We came up with two approaches in teaching language using drama.
Performative language
- Because they are kinesthetic learners, performance is not just textual but has the involvement of actions.
- Actions, body movements and positions help them to memorize their lines better. They are able to take cues better. Eg. When the Nian jumps, he will say 'I AM HERE!' or when the Old man stands up, all of us are suppose to stand up as well.
- We also use descriptions to help them with their movements. For example, 'Nian' is described as ferocious, how then can we make it ferocious with their gestures and facial expressions.
- Increase their performative vocabulary with words such as stage left/right/center. Audience and stage.
- We audify their actions by making 'overacting'. Each time they do an action, we make the action louder and bigger.
Instructional language
- When we do blocking and devising, we instruct them how to move, express their words and actions.
- They learn to take cues and listen to instructions.
Process = Product?
We suddenly came to a realisation that process is very much important to the product, which is the performance. Process and product are interdependent on each other. Though learning outcomes of both process and product are different on their own but they contribute to holistic learning. Without drama processes, the product would not be as good as it is, because it is only in the process that students gain skills, such as performance skills and drama skills, to be able to apply them on stage. We believe that they need to attain a certain level of skills to have an effective product. Through questioning and dialogue, we use reflective questions to probe and scaffold their thinking during the devising of our play. It then allows us students and also us to gauge their performance level and skills. For example, we would ask them 'Would it be better if we stand in a semi-circle or a line? Where should our homes be? It is only through process can they explore and experiment how effective their methods are.
In the process, we are also learning where there is the process of negotiation amongst facilitators. We constantly get together to discuss how to prepare ourselves before each rehearsals. We did blocking in three parts, where each one of us will take one part to do blocking with the students. We helped each other. Sometimes we intervene but it is all part of the collaboration process.
In the process, games are the best to relate to because through games, students are in their freest form to explore and experiment without fear. It helps students understand the dramatic elements portrayed with the use of the body, facial expressions and gestures. For example, constructing Nian's body similar to Hen and Chicken game, where all the chicks line up behind the chicken.
Product is important because it is where their spirit, teamwork and confidence level is being tested. We all have a common goal to work towards. We learn to support each other, give and take cues from one another, rely and work with one another. They also learn to perform to the audience and not only to themselves.
Therefore, we believe in our group that product is the reflection of our process.
Difficulties that we face
The group dynamics are different compared to the Arts group. No doubt we have drama major students to our advantage but it was quite difficult to work together because they are independent learners. I really admire and am inspired by the work that they do because there are so much that I can learn from them. They opened up my perspectives of having ideas and doing drama in classrooms. Ahmad really helped me and Joanne in group work because he constantly gave us questions that will help us in our essays and also in teaching 2T2.
However, it was quite difficult to come to an agreement at times because some are not willing to compromise. We then have to empathise with each other and understand what each of the group member is going through. We have to compromise and give in what we can do. What I learn is if I have to do the extra work, so be it because I gain something out of it and I treat it as doing something for the students.
Bibliography
But at the end of the day, our hardwork pays off. I really felt a workload off my shoulder and it felt really good because we see our results and they were successful! The feeling of watching students perform and having those smiling and victorious faces. I was glad that not only I benefitted from this but also my teammates, students and even for Dr Jane, Cheryl, Library and Miss Angela (literally everyone).
Our 'Job' and roles
Because we do not come to school with a role of a teacher, our default role in this project is a facilitator. I don't really like the sentence where 'we come in to offer something to the kids that could benefit their lives' I absolutely disagree with the fact that we come to offer something that we can gain material or fame selfishly. It is also not a 'take it or leave it' matter. However, I think that it is not accidental that we are placed in this project because we are here to impact their lives. It is because WE WANT TO and not because WE HAVE TO. It must be our heart's desire that we want a life transformation in their lives and to have this desire in our hearts, we must have empathy in their life situation. It is our duty then to bring about revival in hope and faith to press on towards their dreams and goals in life.
We play multiple roles according to the situations that the students are facing, not just being a facilitator. How we react and respond plays a huge part in their search of answers in life. First and foremost, we are their faciltators, where we encourage, motivate, guide and smoothen out their learning journey. We are their teachers because we teach, show and explain techniques and drama conventions. We are their counselor, quick to remind, warn, give alternatives and explanations to help them understand and make right decisions. We are their comforter because we provide a rest for them from all the conflicts in life. We also have the role of reviving their childhood experiences and memories, which may be dead or lost in their library of memories.
Drama as a medium for teaching language
We came up with two approaches in teaching language using drama.
Performative language
- Because they are kinesthetic learners, performance is not just textual but has the involvement of actions.
- Actions, body movements and positions help them to memorize their lines better. They are able to take cues better. Eg. When the Nian jumps, he will say 'I AM HERE!' or when the Old man stands up, all of us are suppose to stand up as well.
- We also use descriptions to help them with their movements. For example, 'Nian' is described as ferocious, how then can we make it ferocious with their gestures and facial expressions.
- Increase their performative vocabulary with words such as stage left/right/center. Audience and stage.
- We audify their actions by making 'overacting'. Each time they do an action, we make the action louder and bigger.
Instructional language
- When we do blocking and devising, we instruct them how to move, express their words and actions.
- They learn to take cues and listen to instructions.
Process = Product?
We suddenly came to a realisation that process is very much important to the product, which is the performance. Process and product are interdependent on each other. Though learning outcomes of both process and product are different on their own but they contribute to holistic learning. Without drama processes, the product would not be as good as it is, because it is only in the process that students gain skills, such as performance skills and drama skills, to be able to apply them on stage. We believe that they need to attain a certain level of skills to have an effective product. Through questioning and dialogue, we use reflective questions to probe and scaffold their thinking during the devising of our play. It then allows us students and also us to gauge their performance level and skills. For example, we would ask them 'Would it be better if we stand in a semi-circle or a line? Where should our homes be? It is only through process can they explore and experiment how effective their methods are.
In the process, we are also learning where there is the process of negotiation amongst facilitators. We constantly get together to discuss how to prepare ourselves before each rehearsals. We did blocking in three parts, where each one of us will take one part to do blocking with the students. We helped each other. Sometimes we intervene but it is all part of the collaboration process.
In the process, games are the best to relate to because through games, students are in their freest form to explore and experiment without fear. It helps students understand the dramatic elements portrayed with the use of the body, facial expressions and gestures. For example, constructing Nian's body similar to Hen and Chicken game, where all the chicks line up behind the chicken.
Product is important because it is where their spirit, teamwork and confidence level is being tested. We all have a common goal to work towards. We learn to support each other, give and take cues from one another, rely and work with one another. They also learn to perform to the audience and not only to themselves.
Therefore, we believe in our group that product is the reflection of our process.
Difficulties that we face
The group dynamics are different compared to the Arts group. No doubt we have drama major students to our advantage but it was quite difficult to work together because they are independent learners. I really admire and am inspired by the work that they do because there are so much that I can learn from them. They opened up my perspectives of having ideas and doing drama in classrooms. Ahmad really helped me and Joanne in group work because he constantly gave us questions that will help us in our essays and also in teaching 2T2.
However, it was quite difficult to come to an agreement at times because some are not willing to compromise. We then have to empathise with each other and understand what each of the group member is going through. We have to compromise and give in what we can do. What I learn is if I have to do the extra work, so be it because I gain something out of it and I treat it as doing something for the students.
Bibliography
Osterman, K. & Kottkamp, R. (1993) Reflective Practice for Educators: Improving
Schooling Through Professional Development. Newbury Park, California:
Corwin Press
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