Volume 2 Number 6


Hi Folks,

Kim's Drama Blog  

Where do the weeks go.   This week I signed my contract to lecture at university, and faced the realisation that my decision to do so has cost me about $12,000 per annum.   I've never been one to make my choices based solely on the income potential... life might be easier if I did!  But this situation does raise questions about the state of our Tertiary institutions here in Australia (and I daresay there are similar circumstances around the world)...  I know a few years ago a colleague in Melbourne took a half salary in an effort to stimulate the growth of the faculty (again Drama Education)... there are tales circulating that a recent tenured position at a prominent university here in WA had only one applicant.   So, what's going on?  Why are universities relying on the goodwill of professionals to ensure that new generations are given adequate opportunities to engage in a meaningful university education?  Why are we paid only for contact time and still required to plan, assess, feedback and report for the same income level?  This is not intended as a whinge, but rather a curious exploration of where our education systems are headed.   

Are we really expecting that university education will improve under such conditions, or are we on some rocky road to perdition as we pander to our "income units"?  The notion of mastery seems to be vanishing from our educational lexicon.  I have accepted the position for a range of reasons, one of which is to have some influence on the attitudes and values of new Drama teachers... I am not a value-free lecturer... I firmly believe that we need teachers entering schools who see it as a vocation, who want to contribute to the lives of their students, who see that schooling is a hinge pin in health of our communities.  And yet, the circumstances that appear to exist in relation to staffing in universities seem to have less emphasis on educational quality than they do on economic rationalism.  I will continue for as long as I can afford to... 

I've also been asked this week to review "Yes Let's" by Angela and Michael Sanderson-Green, a book aimed at teachers so they can more effectively utilise TheatreSports™ in schools.  My first impressions are positive and I intend to test some of the activities and ideas in my classes.  I think it a text worth examining and I'm sure the folk at PaperCut Media will love to sell you a copy!

My disappointment this week is the discovery that I will not be able to attend the UK National Drama conference in Canterbury (see Professional Development listings below)  - I was really keen to get there but now that I am teaching at university I need to be back in Perth on the morning of April 19... the conference concludes April 17 - there just isn't enough time to fit in a 24 hour flight (plus transit waiting times) and the 8 hour time difference and still manage to get home.  I am really disappointed and am sad to be missing out on seeing old and new colleagues...  I am determined that I will NOT befall the same fate when it comes to the IDEA World Congress.  But I do encourage you all to consider getting to the National Drama conference - especially those of you in Western Australia - it fits wonderfully with school holidays (if not university) and ND have always managed to turn on the best conferences.  I have very fond memories of York!! 

This week I've also been invited to keynote an upcoming educational computing weekend - a SIGFest - and oh joy, I've been asked to stir the pot!  One of my favourite pastimes!  I suppose someone has to rattle the cage and throw the prickles into teachers' comfort zones!  I'm looking forward to making suggestions about new directions and new ways of thinking about how technology can integrate with the Arts and other faculties to provide challenging and engaging learning opportunities... to bring back some risk-taking to schools... 

Black Swan Theatre is in the final throes of preparation for its latest production "Live Acts on Stage", as a member of the education group I have contributed to the education pack that will be offered to schools.  I'm wondering how many teachers will brave the production... I think many should, but whether they will remains to be seen.  

One minor thing before I kick off this weeks material...  I am running a small web design business.  If you have any queries or need any assistance with building, maintaining or hosting a website, then I am happy to talk.  I have already provided some advice to a couple of list members, and one has even allowed me to design their website.  I actually like the design process - it is quite different from teaching and gives me a chance to utilise skills that are used infrequently in school.  So I invite you to visit my other website (after all, its what's paying for this weekly missive and the Drama-Education website.

LESSON/ACTIVITY IDEA

ORIENTATION:

You are a theatre-in-education group assigned the task of presenting a piece of theatre to an audience of junior students. 

Your given topic is: Bullies & Bullying 

Your aim is to teach, inform as well as entertain. You must present to the students information about bullying and ways in which they may deal with bullies in a non-violent manner. 

This piece may take them of a short play, or single scene or be more abstract -- but you must use it to convey information in a positive way that instructs or teaches something. 

You may use songs, poems, short scenes, repetition of key phrases, percussion instruments, mime, illustrated lectures etc.... to get your message across. 

Each member of the group must take an active part in the development & performance of the script !!! 

TASK 

  1. Write a play about bullying that shows junior students how to cope with bullying in a non-violent manner. 
  2. Perform this play to an audience of Yr7 & 8 students
  3. Keep a log book of notes, research, script ideas, planning and a journal of the process you take.

STEPS 

  1. Organise yourself into groups of 4 to 6. 
  2. Brainstorm all your ideas on this theme. eg people, concepts, scenarios, style of presenation etc..... 
  3. Research/interview people the topic – use the internet, the booklet provided and any other resources you may find ( songs, poems, pictures, stories, music etc... that relate to bullying) 
  4. Make notes about possible scenes, and lines you may use. 
  5. Improvise possible scenes -- script pieces. (2 Lessons + HWK) 
  6. Begin to format (structure) the piece – beginning, middle, end, turning point, climax, conflict etc…. 
  7. Rehearse & refine. 
  8. Perform to Yr7 & 8 

HINTS: 

Resources 
USE THE WEBSITES LISTED TO ANSWER THE FOCUS QUESTIONS 

DEFINITION 

1) What is bullying? Identify the different type of bullying. 

TYPES OF PEOPLE 

1) Who bullies ? What sort of person bullies? How & why? What are their characteristics? 

3) Who are the victims ? What affect can it have on them? 

SOLUTIONS 

1) What are the suggested ways of dealing with bullies? 

2) How can schools help? 

CONSIDER: 

How does this information affect the way you play a character???? 

IE: IF YOU WERE TO PLAY A BULLY, VICTIM OF BULLYING, WHAT PHYSICAL CHARACTERISTICS MIGHT YOU USE TO SHOW THE SORT OF CHARACTER YOU MAY BE? 

WEBSITES: 

BULLY NO WAY http://www.bullyingnoway.com.au/ 

Addressing Bullying behaviour - a Vic. Site http://www.eduweb.vic.gov.au/bullying/index.htm 

Kids Help Line -- http://www.kidshelp.com.au/INFO7/contents.htm 

What Should Parents and Teachers Know about Bullying?
http://npin.org/library/1999/n00130/n00130.html 

Bullying in Schools. ERIC Digest. 
http://npin.org/library/pre1998/n00416/n00416.html 
Advice http://www.bullying.co.uk/children/pupil_advice.htm 
Bullying prevention http://www.cary-memorial.lib.me.us/bullyweb/powerpoint/ 
Bully Online http://www.bullyonline.org/schoolbully/index.htm 
Resources: http://www.bullying.org/public/frameset.cfm?w=b 

  ASSESSMENTS

 

 2 4 6 8 10
1. Performance skills appropriate to the style or form 
  • Vocal: projection, clarity, tone, pitch, pace, dynamics
  • Movement: control, energy, spatial awareness, dynamics
  • Timing: control of delivery, responses to cues, awareness of rhythms.
          
2. Sustaining and developing role/character
  • Belief/Conviction/Energy
  • Complexity/Dimension 
  • Interaction with other characters or roles 
  • Focus.
          
3. Structure and dramatic coherence
  • Performance as part of an ensemble 
  • Effective use of dramatic elements and theatrical conventions 
  • Establishing and maintaining a clear intention and an appropriate relationship with the audience in the context of the performance space 
  • Demonstration of innovation, flair and integrity in the dramatic work
  • Effective use of the space in the context of the performance style.
          
 

Reflection

A final entry in your logbook will be made analysing the work you have done and the the final product of all class members

RECOMMENDED WEBSITES

This is a software application for lighting control.  Looks very effective and they'll let you play with it free for the next few months.

> The final beta version of LightFactory is now available for free
> download;
> http://www.lifact.com/prod_download.html
>
> LightFactory a unique PC based lighting controller that combines the
> best of traditional lighting control with advanced features only
> available with the power of a PC.
> * 2000 logical channels with support for up to 5000 dimmers
> * Efficient use of screen real-estate, with full multi monitor support
> * Unique effects engine
> * Intelligent fixture control never compromises traditional lighting
> * Designed for any situation from museums to stage shows
> * Plug in any DMX lighting desk to provide up to 1000 submasters
>
> For more information;
> http://www.lifact.com
>
> I welcome any and all feedback on this product. The final release is
> expected before the end of April.

I had a chance to play with the UpStage people and their system on Monday last week.  It looks like an interesting environment and may promote some new thinking about the nature of Drama.   It allows for realtime manipulation of performance elements and can utilise web cams, voices and other devices.  We had a few technical glitches but that is part and parcel of the game.

Sherron Burns, the North Battleford Comprehensive High School Drama teacher, approached a group of grade twelve Drama students with a proposal for a Collective Creation based on the theme of "Kites". The process would also include students from Music and Visual Art.  They agreed, and so began a project spanning 7 months.

Burns created a document which explains the Collective process in detail and can be found at the Special Initiatives page within the National Symposium for Arts Education web site.

PROFESSIONAL NEWS

PLEASE ADVISE OF ANY UPCOMING PROFESSIONAL EVENTS AND ACTIVITIES AND I WILL LIST THEM HERE

13th - 17th April 2004
University of Canterbury

This innovative, international Conference sets out to provide an important forum for drama educators, researchers and practitioners to come together and consider drama practice in relation to recent brain research and thinking for learning. This Conference will be of interest to not only drama educators but to all educators with an interest in actively developing a pedagogical and aesthetic understanding of drama.

RECOMMENDED RESOURCES

Bodied Spaces: Phenomenology & Performance in Contemporary Drama
Garner, Stanton ··· Softcover ··· Qty Avail: 1
Our Price: $3.49 ··· You Save: $13.46 (80%)
Ibsen's Drama: Right Action and Tragic Joy
Theoharis, Theoharis C. ··· Softcover ··· Qty Avail: 1
Our Price: $5.99 ··· You Save: $15.96 (73%)
Japanese No Dramas
Tyler, Royall ··· Softcover ··· Qty Avail: 1
Our Price: $6.99 ··· You Save: $7.96 (54%)
Modern Theories of Drama

Brandt, George W. (Edt) ··· Hardcover ··· Qty Avail: 3
Our Price: $39.99 ··· You Save: $50.01 (56%)

Teaching Drama in Primary and Secondary Schools : An Integrated Approach
by Michael Fleming

This book will be of major interest to student teachers, teachers, lecturers and researchers. It provides, a case for an integrated approach to the teaching of drama in primary and secondary schools which will help practitioners develop a theoretical rationale for their work, practical examples of lesson plans, and schemes of work designed to give pupils a broad and balanced experience of drama.

These are presented within a framework which argues for an integration of content and form, means and ends, internal and external experience.

Whereas the author's previous work argued for an inclusive approach that reconciled polarized views about performance drama and improvisation, this book shows how those activities can be related to each other in practice in an integrated curriculum.

 

Teaching Integrated Arts in the Primary School: Dance, Drama, Music and the Visual Arts
by Anne Bloomfield, John Childs

 

 

 

 

Into the Enchanted Forest: Language, Drama and Science in Primary Schools
by Avril Brock (Editor)

 

 

 

 

Creative Drama in the Classroom and Beyond (7th Edition)
by Nellie McCaslin (Author)

 

 

 

Kim Flintoff

Copyright © September, 2004