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Project aesop


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Brian Kapustik's project for the Kiski School's PBL Workshop

Brian Kapustik's project for the Kiski School's PBL Workshop

Published in: Education

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  • 1. Project AesopA PBL opportunity for Introduction to theatre students.
  • 2. What Do You Want Your Students To Learn?
    Students should gain an understanding and appreciation of the tools and techniques used in the art of theatre. (and hopefully a desire to pursue more)
    Theatre History – Elements and practices of Greek Theatre
    Script Skills – How to read and write in play script format
    Characterization – Tools for physically/vocally expressing character
    Performance Skills – Understand and use the performance process.
  • 3. What Are Some Interdisciplinary Connections?
    After the students generate their fables, they will consult with Andy Scott’s art class, so that performance masks can be made.
    As a possible part of Andy’s exhibition, students may be required to use their performance skills to model masks fro still photography, “in the wild”
    A connection could be made with Digital Media, so that the performances could be recorded and turned into films.
    Some connections could be made to Earth Science in regards to what animal choices might suit the Kiski area.
  • 4. What Possible Community Connections Are There?
    A variety of performance venues could be found, including but not limited to elementary schools or children’s hospitals.
    A public performance in a park somewhere could be arranged.
  • 5. What Will The Students Produce?
    Final Product - Student groups will put on a public performance of a series of Aesop style plays.
    Intermediate Deliverables – Rough Draft , Final Script, Character Study, Self/Peer Critique.
  • 6. How Might Technology Be Integrated?
    The Theatre History portion of the project will be taught using Internet Scavenger hunts.
    The Character Folios could be generated in a digital format, accompanied by physical presentation of skills
    Performances could be recorded, possibly edited into a film.
  • 7. What Is the Projected Timeline/Calendar?
    Week One = Theatre History Testing at end.
    Week two = Script work. Rough draft due at end. Animals submitted to art class.
    Week Three – Four = Characterization & Performance Skills Character folios due at end.
    Week Five = Revision & Rehearsal Skills Final script due at end.
    Week Six – Seven = Rehearsal Process Final Performance due at end.
    Final Days = Self & Peer Reviews.
  • 8. What Are the Opportunities For Draft Critique and Revision?
    The script writing will require revision, and possible peer critique.
    Presentation of the character folios could be peer critiqued.
    The rehearsal process is rife with chances for revision and reflection.
    The final performance will be peer and self critiqued.
  • 9. What Opportunities Are There for Student Reflection?
    The characterization process will offer chances to look back at the script work.
    The rehearsal process will offer chances for “game film” self critique.
    The final performance will be peer and self critiqued.
  • 10. How Will the Students Be Assessed?
    The final performance will be judged by a performance rubric, the elements of which will be covered during the class. A self/peer critique element will be included.
    History portion will be assessed by traditional testing
    Script will be assessed on story structure and format. Peer critique will be introduced.
    Character folio will be assessed according to content and rubric, with bonus points from a peer critique rubric.
  • 11. What Might Exhibition Look Like?
    A performance, in the Greek style, of all of the group’s plays.
    The outdoor classroom area would be especially suited for this project. (open to the school but not mandatory)
    There is a possibility for performance for elementary schools.
    Video of the performances could be posted on line in You Tube or other digital venue.