Bulb Archived: North Grand SCALE 2016-2017: Turbov & Salmon

Due January 27th:

Teacher: Mrs. Turbov

Artist: Mitsu Salmon

School: North Grand High School

Big Idea: To have the students create original work and also choose plays/poem from school that reflect their interests.

Inquiry Question: How can the students create works and perform in pieces that reflect their interests?  Without a formal drama program, how can we find venues for our students’ performances. 

Fall/Winter

Art Content: 

1.  A dramatic performance of “The Raven”  

2. Three Original  Winter/Holiday Themed Scenes 

Non-Art Content: “The Raven” by Edgar Allan Poe, taken from the AP Literature . Self-scripting pieces about student’s school experience and hobbies.

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

1. “The Raven”

The class goals were originally to take what the students were learning in class and to act them out.  Several of the students were in Ms. Turbov’s AP Literature class,, so we dramatized “The Raven ,” a poem we were reading in class.  Students explored how to make a poem into a dramatic performance with multiple performers.  Students learned how to interpret the words poem  in physical action and tone.  Also, developed costumes and scenery to match the tone the poem. Students not generally involved in class showed up to help with the scenery and performance. 

2. . Three Original Winter/Holiday Themed Scenes  

Through the acting warm-up, improvisation we discovered that the students were really funny. They started to create work about their school. For example,  the first scene was looking for an ow(the school mascot and what her office is filled with) l for Ms. Feltes, the principal.  They went to Diagon Alley, from Harry Potter. Then they created a scene about Ms. Feltes through using  A Christmas Carol as the structure. Lastly,  one of the students made a poem about winter and the holidays. These scenes were shown for the CAPE sharing, a holiday  performance for  the school’s administration and Winter Gala.

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

Please type your response here.

Students learned how to more comfortable with an audience, more social in general, and gained a sense of pride in developing their own scenes.  Two students who were fairly reclusive last year have become much more part of the school.   One student  is developing his skills at local poetry slams.  We worked on vocal skills. 

 We have found that students seem more interested in developing their own original works then in performing scenes from works in class.  Student developed scenes from performing in classrooms, in a larger venue in the library, to the school auditorium. 

 Four of our students were able to create and perform in original works. One student has able to do some narration in one of the performances.  One student left to be part of the cheer leading team. 

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals. 

“The Raven”

Students were able to work together and take the poem “the Raven” and have it come to life. They performed it for the 12th grade in various classes.

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These a video of the students performing for the Winter Gala. They were able to have the confidence to present their original scene to a large audience of over a few hundred people.
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How did your teacher/artist collaboration work this semester? Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

We both were really interested in what the students wanted to make and perform.  We  drive  home together and discuss possibilities.  Mostly, we formulate performances with the students.  The whole thing is very collaborative.  Neither of us are very forceful about imposing our  ideas on each other and we are focused on what the students want to do.  We do a lot of braining storming with students. We try scenes and discard what does not work.   For example today students did not want to work on scenes from a play in class  and a spoof on AP classes was not really working, so we scraped both on the suggestion of one of the students and started all over again to come up with a new format for the talent show. 

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

Vicki often suggests ideas to get the ball rolling .  Mitsu has the movement and drama skill to bring the ideas alive.  Mitsu  works on warm -ups and theater skills.  Both us work on polishing the performances with suggestions. 

Please type your response here.

Due May 31st:

Winter/Spring

Art Content:

Non-Art Content:

Describe how the project unfolded. (What were the class learning goals, what were your teaching or artistic explorations, what were your students’ explorations, student reactions, any changes in plans, what worked well and what didn’t work well, unexpected outcomes, how your future project planning was impacted, etc.)

Please type your response here.

Do you think that students made progress toward the learning goals that were set for this semester? Please estimate the percentage of students who made progress toward the learning goals. Please explain the basis of your assessment.

Please type your response here.

Please upload photos and/or videos of student work or classroom artifacts that demonstrate student learning and/or provide evidence that learning goals were or were not achieved. Describe how the artifacts, images or videos illustrate students achieving, partially achieving, or not achieving the learning goals.

Please type your response here.

How did your teacher/artist collaboration work this semester? Describe how you and your partner planned together. How did you compromise when there were conflicts or differences of approaches or ideas? Can you cite a specific example?

Please type your response here.

Describe how you teach together in the classroom. Who does what? How do you understand each other’s roles? Can you cite a specific example?

Please type your response here.