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Workshop #2


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ideas para la clase de teatro

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Workshop #2

  1. 1. Creative Writing Across the Curriculum through Performing Arts July 12 th - 15 th 2011 textbook: Because Writing Matters
  2. 2. Sequencing <ul><li>3 groups, each creates a picture of a scene taking turns and in sequence: </li></ul><ul><li>For example: Humpty Dumpy….. </li></ul><ul><li>Q#1: what happened before HD felled? </li></ul><ul><li>Q#2: how did the horses and king knew? </li></ul><ul><li>Q#3: what happened next? </li></ul>
  3. 3. MOCA <ul><li>What is your definition of creativity? </li></ul><ul><li>Finding tools to make your idea interesting to others </li></ul><ul><li>Do you include opportunities for creative expression in your course? What kinds? </li></ul><ul><li>Skits, commercials, news casts, Power Points, drawing, dancing, singing, Hispanity fiesta, recording, etc. </li></ul><ul><li>In what ways are you able to use your creativity in your life outside work </li></ul><ul><li>Technology (videos, photos, PP), karaoke, visualizing posters </li></ul>
  4. 4. 4 corners: Be persuasive why your group is the best? different categories to recruit members: example: seasons to be born, foods to eat, places to vacation, types of tests to take, etc. <ul><li>Visual </li></ul><ul><li>Theater </li></ul><ul><li>Dance </li></ul><ul><li>Music </li></ul>
  5. 5. Free write: to be a creative writer <ul><li>Fast </li></ul><ul><li>Furious </li></ul><ul><li>Forthright </li></ul><ul><li>Use your five senses to describe the 3 apples on the table </li></ul>
  6. 6. The Magic Bag <ul><li>Imaginary item comes out of an imaginary bag. Teacher acts to give clues of what the item is. Students that figure out what the item is, raise their hand but do not call out the name of the item until the teacher picks a student. </li></ul><ul><li>PANTOMIME: look inside bag, take item out, show and use it. </li></ul><ul><li>Look, touch, pick up, use, release… </li></ul><ul><li>Everybody: take an apple out of your pocket. Take bite, now pantomime more: another bite# 1: sour, #2 juicy, # 3 has a surprise in it. Look around each time. Some one pick an imaginary trash can and collect trash. </li></ul>
  7. 7. Star five <ul><li>5 people hold hands in the middle </li></ul><ul><li>In a line, each group take a turn for each member to pantomime a part of a story and students try to name from a given list on the board </li></ul><ul><li>Apple: the giving tree, jonnie apple seed, Adam and Eve, hungry caterpillar, snow white, apples apples </li></ul>
  8. 8. Free write: to be a creative writer <ul><li>Fast </li></ul><ul><li>Furious </li></ul><ul><li>Forthright </li></ul><ul><li>describe one or all the objects found in your magic bag for your story </li></ul>
  9. 9. Walk about: you are walking .. Sneaking, don’t wake the baby, midnight kitchen snack, you hear something…ah is the cat… <ul><li>Setting: </li></ul><ul><li>A: attic … you hear something </li></ul><ul><li>B: basement … you smell something </li></ul><ul><li>C: circus … you see something </li></ul><ul><li>D: let students come up with places, change places each day.. </li></ul><ul><li>INSTRUCTIONS: </li></ul><ul><li>1. freeze: when you hear the sound of… </li></ul><ul><li>2. Recover, relax </li></ul>
  10. 10. Free write: to be a creative writer <ul><li>Fast </li></ul><ul><li>Furious </li></ul><ul><li>Forthright </li></ul><ul><li>What do you think with this music. 7 minutes </li></ul><ul><li>Pair share, then choose one and read it slowly as other students pantomime. </li></ul>
  11. 11. TABLEAU Frozen stage: picture that tells a story <ul><li>1. No movement or sound </li></ul><ul><li>three Levels: high (statue of liberty) medium (warrior in china) low (thinker in Europe) </li></ul><ul><li>using expression, action, reaction </li></ul><ul><li>2. Statues: partners standing back to back. </li></ul><ul><li>The scene is told: you are a teacher scolding a kid, </li></ul><ul><li>a parent checking the time, </li></ul><ul><li>a monster and a scared kid… etc </li></ul><ul><li>you decide without planning who is who when you turn and face each other. </li></ul><ul><li>3. SOUND SCAPE: ask one of the members to tell the story and the other one to respond, by “having the talking bubble” on top of that person (like a magic talking wand, tying a balloon to his hand, etc. </li></ul>
  12. 12. Vocabulary flap book <ul><li>Made out of pictures of students pretending to be one of the words of the vocabulary. Example: a bird, a house, etc. </li></ul>
  13. 13. Part of a Whole <ul><li>In groups of 2, then 3 …4… 5, etc </li></ul><ul><li>Become a.. a chair, Cave, boat, a trash collector, etc. </li></ul><ul><li>Be a “specific” thing , other students join the “scene” if they know what it is. </li></ul>
  14. 14. Time Lines or circles of people <ul><li>Pantomime events, science metamorphosis, dancing steps, cooking steps, etc. </li></ul><ul><li>Disco rallado: several students, each has a part and repeats and repeats and the rest walk around and listen and write them down and if the sequence is not organized, they should organize it. </li></ul><ul><li>Music chairs : each chair has something for them to read. </li></ul>
  15. 15. Improvisation Listen, agree, add: <ul><li>A fictional character named…. Each student agrees and adds details to the character, the story, the event, the recipe, etc </li></ul><ul><li>Quick write about that character, add the “secret about that person” </li></ul><ul><li>Imaginary ball that makes people : </li></ul><ul><li>Make a sound before is thrown </li></ul><ul><li>Say a word “ “ </li></ul><ul><li>Say a sentence “ “ </li></ul>
  16. 16. Classes taught by other agencies : <ul><li>Lacma teaches art by sending a teacher </li></ul><ul><li> sends a team to dramatize a time in history </li></ul><ul><li>FIDM sends a representative to </li></ul>
  17. 17. Sequencing <ul><li>1. each group creates the picture of one scene… example Humpty Dumpy </li></ul><ul><li>2. Quick write: </li></ul><ul><li>Q1 what happened before? </li></ul><ul><li>Q2 how did the king knew? </li></ul><ul><li>Q3 what happened after? </li></ul><ul><li>3. with all quick writes, create another version of the story </li></ul><ul><li>4. dramatize the new story using; dialog and/or narration, pantomime, tableau, etc </li></ul>
  18. 18. MY DATA
  19. 19. <ul><li>What is the problem? </li></ul><ul><li>Placement on the wrong class </li></ul><ul><li>Social promotion </li></ul><ul><li>Mix grades 9-12, ages, maturity level </li></ul><ul><li>Proficiency is not even </li></ul><ul><li>Why does this problem exist? </li></ul><ul><li> </li></ul>
  20. 20. ARTIFACT WRITE on the center of the room teacher placed a brass container that looks Egyptian and has engraving on it. Is supposed to be an imaginary family’s item. (not like the apples) <ul><li>How is this artifact important to my fictitious family? Tell the story </li></ul><ul><li>Share in a group, mix the stories, dramatize </li></ul>
  21. 21. Walk about <ul><li>You are pulling an empty suit case, one full, one missing a wheel </li></ul><ul><li>You foot is stacked on mud </li></ul><ul><li>You are walking on a spring day, on a soft sand, carrying a heavy box, etc. </li></ul><ul><li>Then write about it </li></ul>
  22. 22. Two lines: one facing the other, <ul><li>1. What are you doing? (mimic one action, respond that you are doing something else) </li></ul><ul><li>The person that asks, does what the person told her she was doing, but when asked, again she says something else </li></ul><ul><li>2. Crow: one person tells the other a little line to be completed by the other. The second person has no idea what the first person is going to say being forced to improvise. Say something to clarify who you are talking to, make the “offer”. Trying to clarify: </li></ul><ul><li>Character…………… hey mom you are cooking! Hey, …. </li></ul><ul><li>Relationship…………I got this paper from my teacher </li></ul><ul><li>Objective…………… for you to sign </li></ul><ul><li>Where ……………… (daughter, get paper sign, in the kitchen…) </li></ul><ul><li>3. Sequencing words: Taking turns: one kid says one, the other two, then the first one three. Then little by little substitute each number with a sound, a word, etc. Change speed for fun, sloooooow motion or fast like a machine. </li></ul><ul><li>4. mirror: one student move, the second copies the moves. One student start a story, the second adds, etc </li></ul>
  23. 23. One minute to talk <ul><li>2 lines </li></ul><ul><li>One facing the other </li></ul><ul><li>Take turns to speak for one minute, </li></ul><ul><li>example: </li></ul><ul><li>1. talk about your dog running away </li></ul><ul><li>2. talk from the perspective of the dog </li></ul><ul><li>3. talk from the perspective of the mother </li></ul><ul><li>Then write a Narrative with beginning, middle and end about the time the dog run away from the 3 different perspectives… (could be a dialog between the 3, etc) </li></ul>
  24. 24. Machine… (props are great) <ul><li>In groups, students are to mimic the parts of a machine working together. Must have sound, movement, gesture, 3 levels high, low and medium. A time line machine Example: the translating machine, a science process, a math process, etc </li></ul><ul><li>The Homework Machine by Shel Silverstein </li></ul><ul><li>The Homework Machine, oh the Homework Machine, Most perfect contraption that's ever been seen. Just put in your homework, then drop in a dime, Snap on the switch, and in ten seconds' time, Your homework comes out, quick and clean as can be. Here it is--&quot;nine plus four?&quot; and the answer is &quot;three.&quot; Three? O h me . . . I guess it's not as perfect  As I thought it would be. </li></ul>
  25. 25. Time in history <ul><li>Frozen Picture: characters: trees, rocks, people, etc </li></ul><ul><li>Take turns after every one guesses what the picture is to have each character tell what he/she sees </li></ul>
  26. 26. <ul><li>One person in the center </li></ul><ul><li>Narrative of an experience using all the descriptive and sensory details possible </li></ul><ul><li>What did you hear, smell, see, feel, think, etc. </li></ul><ul><li>What, who was around you </li></ul><ul><li>Whether… etc </li></ul>Seeing the word with site coaching
  27. 27. <ul><li>Say “where are the cherries” pretending to be a character… </li></ul><ul><li>Nerd, jock, hoochie, diva, gangsta, type a, hippie, slacker, drama queen, rocker, hill billy, valley girl, chola, soccer mom…etc. </li></ul><ul><li>Tell the story changing characters </li></ul>Circle time
  28. 28. One word story <ul><li>… that can become 2, 3 words, etc. </li></ul><ul><li>One student says a word and the others go adding one at a time </li></ul><ul><li>Start with a story every one knows like the 3 little pigs </li></ul><ul><li>Then move on to a new story no one knows </li></ul>
  29. 29. Find the associations how can: a professor, a hair dresser, a grandma, etc… be represented by… What does this wears Item used by Movement relate, soundtrack! represents Looks like color Costume Prop Rhythm Image Animal
  30. 30. Describe. Then do a tableau Each student takes a character, could be a person or a thing, the rail, the train, the horse, ect Each character is interviewed by a newscaster
  31. 31. Key words <ul><li>GATE: </li></ul><ul><li>SWD: student with disabilities </li></ul><ul><li>EL: English learner </li></ul><ul><li>SEL: standard English learner </li></ul>
  32. 32. Thinking maps