This presentation outlines the background and key concepts of the Rolling Role model and was presented at the Drama Australia conference in Hobart 2014. For more information on Rolling Role see http://www.rollingrole.net
This introduces 'The Water Reckoning' drama project - an international collaboration to explore the application of strategies drawn from the work of legendary drama teacher Dorothy Heathcote. This project will occur from April - June in the lead up to the Heathcote Reconsidered conference in London in July. http://www.water-reckoning.net
Rolling Role Roundtable - Water Reckoning Project (slideshare version)Sue Davis
At IDIERI 7 Pam Bowell proposed the initiation of an international collaboration that would focus on using Heathcote’s strategies (including one called ‘Rolling Role’) and digital communications and platforms. The concept was to create a drama involving young people from several different countries in responding to the same dramatic stimulus or pre-text, with the drama culminating at the Heathcote Reconsidered conference.
The concept of Rolling Role is to involve different groups or classes in building a community that then faces some kind of change. The initiators create a common context and agree to the key features, affairs and concerns of the community. The students/children are then involved in building the community, the lives, events and artefacts of it and add to developments. Work is often left incomplete so another group can take it forward and continue the drama. Heathcote suggested this work lends it self to sharing through something like a website.
This roundtable will focus on the development of the dramatic frame and pre-text. It will identify the implications for creating work within contemporary school systems and the affordances as well as issues which emerge from working with digital technologies in these contexts.
(NB Video clips removed for this upload)
Rolling Role Roundtable - Research and Reflections from The Water Reckoning P...Sue Davis
The Water Reckoning project was initiated to involve young people, teachers and academics in a creative project which drew on Dorothy Heathcote’s philosophy and strategies. Together the groups have co-constructed a story that responds to a common pre-text. Educational and research sites have been involved from Australia, Greece, Singapore, the USA and the UK. This project has focused on exploring ideas that relate to the UN Year of Water Cooperation in keeping with Heathcote’s concern for using drama to raise awareness about human understanding and experience. For her drama had to be about things ‘that mattered’. Our drama has explored how humans cooperate to share and manage water and deal with situations such as drought or extreme weather events. Research has explored the nature of learnings and understandings that have emerged for participants from the process, including cross-cultural awareness and attitudes towards sustainability issues.
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
This presentation accompanied the keynote I gave to the eWrapper ICT PD cluster on 20 Nov 12.
Feel free to contact me to discuss any of the ideas or resources in this presentation.
Twitter: @virtuallykaren
This introduces 'The Water Reckoning' drama project - an international collaboration to explore the application of strategies drawn from the work of legendary drama teacher Dorothy Heathcote. This project will occur from April - June in the lead up to the Heathcote Reconsidered conference in London in July. http://www.water-reckoning.net
Rolling Role Roundtable - Water Reckoning Project (slideshare version)Sue Davis
At IDIERI 7 Pam Bowell proposed the initiation of an international collaboration that would focus on using Heathcote’s strategies (including one called ‘Rolling Role’) and digital communications and platforms. The concept was to create a drama involving young people from several different countries in responding to the same dramatic stimulus or pre-text, with the drama culminating at the Heathcote Reconsidered conference.
The concept of Rolling Role is to involve different groups or classes in building a community that then faces some kind of change. The initiators create a common context and agree to the key features, affairs and concerns of the community. The students/children are then involved in building the community, the lives, events and artefacts of it and add to developments. Work is often left incomplete so another group can take it forward and continue the drama. Heathcote suggested this work lends it self to sharing through something like a website.
This roundtable will focus on the development of the dramatic frame and pre-text. It will identify the implications for creating work within contemporary school systems and the affordances as well as issues which emerge from working with digital technologies in these contexts.
(NB Video clips removed for this upload)
Rolling Role Roundtable - Research and Reflections from The Water Reckoning P...Sue Davis
The Water Reckoning project was initiated to involve young people, teachers and academics in a creative project which drew on Dorothy Heathcote’s philosophy and strategies. Together the groups have co-constructed a story that responds to a common pre-text. Educational and research sites have been involved from Australia, Greece, Singapore, the USA and the UK. This project has focused on exploring ideas that relate to the UN Year of Water Cooperation in keeping with Heathcote’s concern for using drama to raise awareness about human understanding and experience. For her drama had to be about things ‘that mattered’. Our drama has explored how humans cooperate to share and manage water and deal with situations such as drought or extreme weather events. Research has explored the nature of learnings and understandings that have emerged for participants from the process, including cross-cultural awareness and attitudes towards sustainability issues.
Myths and promises of blended learning
While lots of people write about blended learning, it isn’t always clear what is meant, or whether people are writing about the same thing. The purpose of this talk is to identify some assumptions and common assertions made about blended learning, so that these “myths” – claims that seem natural, because their historical and constructed status has been hidden rhetorically – can be explored and challenged. Such myths include the existence of purely online and purely face-to-face learning that can then be blended, ignoring the complex ways in which students learn; the idea that we should incorporate new technology because it is demanded by a new generation of students, ignoring the diversity of students’ experiences and evidence that technology use is not ‘generational’; and the claim that we can turn courses into learning communities through blended learning. Based on this critique, a more complicated picture emerges, highlighting the importance of learners’ purposes, choices and contexts. Throughout, I will argue that a body of work has developed that takes account of this messier, less controllable situation, and that we need to turn to this to as a basis for developing our thinking about blended learning.
- Keynote, 5th International Blended Learning Conference
- Note: sources, licensing information etc given in slide note. That means no re-using or editing of the image from World of Warcraft.
This presentation accompanied the keynote I gave to the eWrapper ICT PD cluster on 20 Nov 12.
Feel free to contact me to discuss any of the ideas or resources in this presentation.
Twitter: @virtuallykaren
Lines of thought: the serendipitous emergence of collaborative learningNomadWarMachine
What happens when you give an open invitation to edutwitter to collaboratively write a poem, and encourage remixes? Over the last few months we have watched a collaborative project unfold in ways that continue to amaze, inspire and nourish us. This has opened up a conversation about the power of online collaborations and the adaptability of these for more formal models of learning.
In January 2021 one of the authors tweeted a joke about writing a 106-line poem. The other author took this line of thought and designed a collaborative challenge - to contribute lines of thought and collectively write the poem. Over 48 hours, 44 people worked on a shared Google Doc making over 4,000 edits. The outcome was a poem titled: 106 Lines of Thought. As we watched it unfold we began to think of ways to remix it.
We created a second opportunity - to ask people to record poem stanzas that we would stitch together. 21 people offered, and an orated version of the poem was produced. Hearing the voices bought an intimacy into the project and allowed different parts of the poem to stand alone. We then saw the poem remixed into forms we had never imagined.
This relates to the conference theme of digital well-being.The past year has been a challenge for all of us, educators and learners alike, and opportunities to connect authentically with others have become even more important. Our online communities have sustained us throughout this pandemic, highlighting for us the importance of collaborations that permit making learning personally relevant. This is vital for the well-being of educators as well as students - one author had recently lost her job in the HE sector and this project sustained a connection with other educators.
We will explain the genesis of the project and show some results. We will discuss the educational theories that underpin the practices of remix, showing how these seemingly trivial practices of creative playfulness allow deep and meaningful learning to serendipitously emerge. We reflect critically on the project, appreciating our luck in having participants who understood the underlying philosophy of the DS106 community and acknowledging the privileged status of participants with regard to digital literacy and digital access. We also acknowledge a possible lack of diversity: while we know our participants were global, with an open project there is no attempt to be equitable or ensure a diverse mix of people respond.
While our example is of online educators spontaneously participating, we show how this can be adapted for use with a multiplicity of situations, and help build learning communities based on trust and authentic participation. We suggest a post-pandemic pedagogy will harness the power of online collaboration and show learners the freedom of serious fun.
Essay On Technical Education. 12 importance of technical education essay the ...Ashley Mason
12 importance of technical education essay the college study. Importance of Technical Education Essay in English | Writeology TV .... Excellent Technology In Education Essay ~ Thatsnotus. ⚡ Essay on technical education with outline. 26+ Sample Essay Outlines .... 002 Essay About Technology Education And Ielts Essays Free Science .... Technology in Education Essay Example | Topics and Well Written Essays .... 001 P1 Essay On Technology ~ Thatsnotus. Impact of Technology in Education - A study of the past, present and .... Technology Essay Writing This Is An Ielts Writing Task 2 Sample Answer .... Best Essay on Technical Education with Quotations | Kips Notes | Good .... Importance of Technical Education Essay for Grade 7 – VocabularyAN.
The Dramatic Travellers Journal: Legacies and Illuminations Sue Davis
Keynote Presentation by Susan Davis, at the Drama Queensland State Conference 21March, 2014 Brisbane at Queensland Theatre Company.
For more information and presentation notes see http://neomemoriatechnica.wordpress.com/2014/03/23/drama-education-legacies-and-journeys/
Dr Susan Davis
Dramatic Pedagogue and Woman of Letters
CQUniversity, Noosa
s.davis@cqu.edu.au
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Writing a Compelling Personal Narrative Essay: Tips and Examples .... Personal narrative essay. Sample Narrative Essay. 026 College Essay About Yourself Example Narrative Paragraph Examples .... Narrative Essay Samples: Tell Me A Story | by Sample Essay | Medium. 005 Personal Narrative Essays Essay Example Examples High School .... 007 1568659611 Start Descriptive Essay Yourself Example Narrative .... Step-by-Step Guide How to Write Narrative Essay (2023 Update). ️ Examples of narrative essay. Narrative Essay Writing Guide: Topics .... 21+ Narrative Essay Examples College Background - Exam.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
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Essay on Life in a Big City | Life in a Big City Essay for Students and .... Essay on City Life | The Life in a Big City Essay For Students. Life In a Big City Essay. Essay on life in a big city - Class Of Achievers. 23 essay on city life vs village life the college study. Short and simple essay on City Life Or Life In A City ~ Essay and .... 16+ City Life Essay Quotes | Essay about life, City life, Life quotes. The Village Life and The City Life - Free comparison essay example .... City Life Essay: For All Class Students | Ontaheen. Essay : City Life vs. Village Life - ESL worksheet by adhithyap.
Essay on Life in a Big City | Life in a Big City Essay for Students and .... Essay on City Life | The Life in a Big City Essay For Students. Life In a Big City Essay. Essay on life in a big city - Class Of Achievers. 23 essay on city life vs village life the college study. Short and simple essay on City Life Or Life In A City ~ Essay and .... 16+ City Life Essay Quotes | Essay about life
Lines of thought: the serendipitous emergence of collaborative learningNomadWarMachine
What happens when you give an open invitation to edutwitter to collaboratively write a poem, and encourage remixes? Over the last few months we have watched a collaborative project unfold in ways that continue to amaze, inspire and nourish us. This has opened up a conversation about the power of online collaborations and the adaptability of these for more formal models of learning.
In January 2021 one of the authors tweeted a joke about writing a 106-line poem. The other author took this line of thought and designed a collaborative challenge - to contribute lines of thought and collectively write the poem. Over 48 hours, 44 people worked on a shared Google Doc making over 4,000 edits. The outcome was a poem titled: 106 Lines of Thought. As we watched it unfold we began to think of ways to remix it.
We created a second opportunity - to ask people to record poem stanzas that we would stitch together. 21 people offered, and an orated version of the poem was produced. Hearing the voices bought an intimacy into the project and allowed different parts of the poem to stand alone. We then saw the poem remixed into forms we had never imagined.
This relates to the conference theme of digital well-being.The past year has been a challenge for all of us, educators and learners alike, and opportunities to connect authentically with others have become even more important. Our online communities have sustained us throughout this pandemic, highlighting for us the importance of collaborations that permit making learning personally relevant. This is vital for the well-being of educators as well as students - one author had recently lost her job in the HE sector and this project sustained a connection with other educators.
We will explain the genesis of the project and show some results. We will discuss the educational theories that underpin the practices of remix, showing how these seemingly trivial practices of creative playfulness allow deep and meaningful learning to serendipitously emerge. We reflect critically on the project, appreciating our luck in having participants who understood the underlying philosophy of the DS106 community and acknowledging the privileged status of participants with regard to digital literacy and digital access. We also acknowledge a possible lack of diversity: while we know our participants were global, with an open project there is no attempt to be equitable or ensure a diverse mix of people respond.
While our example is of online educators spontaneously participating, we show how this can be adapted for use with a multiplicity of situations, and help build learning communities based on trust and authentic participation. We suggest a post-pandemic pedagogy will harness the power of online collaboration and show learners the freedom of serious fun.
Essay On Technical Education. 12 importance of technical education essay the ...Ashley Mason
12 importance of technical education essay the college study. Importance of Technical Education Essay in English | Writeology TV .... Excellent Technology In Education Essay ~ Thatsnotus. ⚡ Essay on technical education with outline. 26+ Sample Essay Outlines .... 002 Essay About Technology Education And Ielts Essays Free Science .... Technology in Education Essay Example | Topics and Well Written Essays .... 001 P1 Essay On Technology ~ Thatsnotus. Impact of Technology in Education - A study of the past, present and .... Technology Essay Writing This Is An Ielts Writing Task 2 Sample Answer .... Best Essay on Technical Education with Quotations | Kips Notes | Good .... Importance of Technical Education Essay for Grade 7 – VocabularyAN.
The Dramatic Travellers Journal: Legacies and Illuminations Sue Davis
Keynote Presentation by Susan Davis, at the Drama Queensland State Conference 21March, 2014 Brisbane at Queensland Theatre Company.
For more information and presentation notes see http://neomemoriatechnica.wordpress.com/2014/03/23/drama-education-legacies-and-journeys/
Dr Susan Davis
Dramatic Pedagogue and Woman of Letters
CQUniversity, Noosa
s.davis@cqu.edu.au
Example Of A Narrative Essay About Yourself.pdfLory Holets
Writing a Compelling Personal Narrative Essay: Tips and Examples .... Personal narrative essay. Sample Narrative Essay. 026 College Essay About Yourself Example Narrative Paragraph Examples .... Narrative Essay Samples: Tell Me A Story | by Sample Essay | Medium. 005 Personal Narrative Essays Essay Example Examples High School .... 007 1568659611 Start Descriptive Essay Yourself Example Narrative .... Step-by-Step Guide How to Write Narrative Essay (2023 Update). ️ Examples of narrative essay. Narrative Essay Writing Guide: Topics .... 21+ Narrative Essay Examples College Background - Exam.
STEM to STEAM: Where Art and Design meet Science, Technology, Engineering and...Christine Miller
This presentation highlights the importance of adding the Arts to a STEM (Science, Technology, Engineering, Mathematics) curriculum as well as the beginning steps to incorporate the Arts.
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Essay on Life in a Big City | Life in a Big City Essay for Students and .... Essay on City Life | The Life in a Big City Essay For Students. Life In a Big City Essay. Essay on life in a big city - Class Of Achievers. 23 essay on city life vs village life the college study. Short and simple essay on City Life Or Life In A City ~ Essay and .... 16+ City Life Essay Quotes | Essay about life, City life, Life quotes. The Village Life and The City Life - Free comparison essay example .... City Life Essay: For All Class Students | Ontaheen. Essay : City Life vs. Village Life - ESL worksheet by adhithyap.
Essay on Life in a Big City | Life in a Big City Essay for Students and .... Essay on City Life | The Life in a Big City Essay For Students. Life In a Big City Essay. Essay on life in a big city - Class Of Achievers. 23 essay on city life vs village life the college study. Short and simple essay on City Life Or Life In A City ~ Essay and .... 16+ City Life Essay Quotes | Essay about life
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“What is there in the life of each of us that requires our full attention at a particular age, that is vital for that age or for coming ages and cannot be postponed?”
This is the question Caleb Gattegno poses in his age-related trilogy The Universe of Babies, Of Boys and Girls, and The Adolescent and His Will.
In this book, Gattegno makes proposals for the study of children of elementary school age, and provides some answers to questions helpful in improving as a teacher of boys and girls in all school subjects.
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The processes and pedagogies for promoting creativity and creative thinking are often described as problem-based and inquiry learning. ‘Generic’ design processes such as ‘design thinking’ (IDEO2011) are also proposed as being somehow common to creative processes. However most of these models arose from graphic design and visual arts traditions, so do these models actually take account of the specific strengths and opportunities for cultivating creativity through drama? What does it mean to engage in a creative process as a dramatist or a dramatic pedagogue? How does a consideration of dramatic form and process shape experience and impact on the visioning and imagining processes? This presentation investigates the concerns and considerations of the creative process in drama processes, play building and writing to propose embracing the concept of ‘dramatic thinking’. This is a version of a presentation shared at the Drama Australia 'Creative Capital' National Symposium, hosted at the Canberra Theatre, Centre, Canberra Sept 29, 2017.
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This presentation was for my paper "Transformative learning: revisiting Heathcote and Vygotsky for the digital age" presented at the IDEA Congress in Paris, July 2013.
(Some additional text had been added and video clips removed in this version). As an education academic who spent many years as a drama teacher it has been an interesting journey for me to find those theorists, scholars and master practitioners whose work resonates for me, and who articulated principles and truths that I had also discovered for myself.
For both Heathcote and Vygotsky, learning was a social process that recognized the importance of individual interactions with knowledgeable others and peers. Learning was not conceived of as transmission but a mediated activity involving symbolic and psychological tools. In both cases the way they conceived of childrens’ learning potential was predicated on valuing what they could do and become through interactions with concepts and artefacts from cultures.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Rolling Role for creative collaborative learning
1. Susan Davis
CQUniversi ty,
Austral ia
s .dav i s@cqu.edu.au
ROLLING ROLE:
REVISIONING H E ATHCOTE’ S MODE L FOR
CREATIVE COLLABORATIVE AND LEARNING
Drama Australia Conference 2014, Hobart
2. ROLLING ROLE AS REVOLUTIONARY
PRACTICE
Heathcote quoting Machiavelli in 1513
“ T h ere i s not h i ng mo re d i f fi cult to c a rr y o u t no r mo re d o u b t f ul
of success nor more dangerous to handle than to initiate a new
order of things. For the reformer has enemies in al l who profit
by the old order and only luke-warm defenders in al l those who
would profit by the new order. This luke-warmness arises par tly
from fear of their adversaries who have law in their favour and
par tly from the incredulity of mankind who do not truly bel ieve
i n any t h i ng new u nt i l t h ey h ave ac t u al ex p e ri ence of i t ”
Rol l ing Role Tape 1
“ d rama is a social ar t deal ing with the af fairs of ma nk ind ”
3. Voracious reader
Ear ly interest in
l i terature,
histor y,
geography and
theat re
St rong per sonal
presence –
inspi rat ional
teacher
Per formance
exper ience and
professional
act ing t raining
Great memor y
D i d n ’ t t r a i n a s a
teacher but had
greatest impact
in educat ion
Intel l igent ,
many regard her
as a genius
HEATHCOTE 1926-2011
Davis, S. (2013) “Dramatic shape-shifter and
innovative teacher - the creative life and legacy of
Dorothy Heathcote” NJ (Drama Australia Journal),
Vol 37, No 1
5. BUILDS ON MANTLE OF THE EXPERT &
DRAMA INQUIRY PROCESSES
Mant le of the exper t pioneered by Heathcote in the 1960s
Involves the creat ion of a f ict ional wor ld or f rame where students
assume the role of exper ts in a designated f ield
I t acts as the means for students to invest igate, acqui re knowledge and
problem solve, wi th them having a real purpose for learning and
discover ing
The processes she used might include working in role and int roducing
s t u d e n t s to a ‘ c ommi s s i o n ’ ( s u c h a s a mu s e um e n g a g i n g a n
archaeological team)
Processes might involve mimed act ivi t ies, improvised interact ions,
inter viewing characters in role, wr i t ing let ters, creat ing ar tefacts,
engaging in research
The t e a c h e r ’ s r o l e i s to g u i d e t h e p r o c e s s a n d t h e d r ama , s t e p p i n g i n
and out of role as appropr iate to st imulate, quest ion, mot ivate and
ref lect .
( ‘Ma n t l e o f t h e E x p e r t ’ Heathcote & Bol ton, 1995
The Treatment of Dr Lister – video wi th John Car rol l )
6. ROLLING ROLE HISTORY
1980s – Developed concept wi th New Zealand teachers Don
McAra & Sal ly Pearse – overcome tyranny of mul tiple classes of
shor t duration, potential to connect learning across the
curriculum (McAra 2D ar ticle)
1980s-90s – Rol l ing Role projects wi th post graduate students
and workshops (The Jarrow three, Masters research - Claire
Armstrong Mi l ls, Joan Kerley)
1990s – Rol l ing Role tapes – 16 tapes – at time of National
Curriculum in England
2002 – He at h c ote pape r ‘Co n tex t s fo r Ac t i ve L e arn i n g ’ Ro l l i n g
Role one of four main methods described
2012 – Pam Bowel l proposes revisioning Rol l ing Role for the
Heathcote Reconsidered Conference
2013 – The Water Reckoning Project – www.water -reckoning.net
7. ROLLING ROLL – INTEGRATING MODEL
The concept of Rol l ing Role is to involve dif ferent groups or
classes in bui lding a community that then faces some kind of
change. The initiators create a common context and agree to
the key features, af fairs and concerns of the community. The
students/children are then involved in bui lding the
community, the l ives, events and ar tefacts of it and add to
developments.
Work is of ten lef t incomplete so another group can take it
forward and continue the drama.
Work produced by classes is publicly open and avai lable to
stimulate other work.
Heathcote suggested this work lends it self to sharing through
something l ike a website.
(Heathcote, D. (2002) ‘ C o n te x t s f o r a c t i v e l e a r n i n g : f o u r
mo d e l s ’
8.
9. FINDING THE DRAMATIC CONTEXT
A context must be found
that is appropriately rich
and complex enough to
al low for a number of
classes to work on it at the
same time, with potential
for them to be engaged in
dif ferent subjects
in most cases three
dif ferent
communities/perspectives
and timeframes are
identified as being
connected to a specific
problem and point of
tension (past, present and
future . Mi l ls, 1989-90)
10.
11. ROLLING ROLE TAPES 1993
Tape 1 – Set t ing the contex t
Tape 2 – Shi f t ing the approach
Tape 3 – Framing and key ing
Tape 4 – Fashioning the non-negot iable
mater ial s
Tape 5 – Put t ing the dimensions into the work
Tape 6 – B u t i s i t r e a l l y d r am a y o u ’ r e d o i n g ?
Tape 7 – Engaging people to become
interes ted
Tape 8 – Keeping your cogni t i ve/af fect ive
head together
Tape 9 – Making school feel real
Tape 10 – Recycl ing for investment
Tape 11 – Fi rming up the non-negot iable
elements
Tape 12 – The team meets
Tape 13 – See the energy begin
Tape 14 – Planning for detai ls in teaching
Tape 15 – Put t ing in the dimension elements
Tape 16 – Outcomes
12.
13. FRAMING AND KEYING (BEYOND PRE-TEXT)
TAPE 3
In Rol l ing Role work a teacher generates mater ial out of the domain of
possibi l i t ies and fabr icates i t wi th the degree and sophist icat ion of
tension the class social heal th needs. So f raming and keying related
wi th tension are what makes ideas work and create the knowledge we
want to impar t .
Framing of class is paramount - I f you want to do tasks wi th an
af fect ive perspect ive, you need to give them a point of view f rom which
to enter that si tuat ion.
Yo u n e e d to ‘ k ey ’ t h e f r ame – endow them wi th now t ime – key them
into what thei r power is in the si tuat ion. Most teachers begin wi th
i n s t r u c t i o n s . ( N o t ‘ w h a t we a r e g o i n g to d o to d a y ’ b u t k ey i n g i s i n ‘ n ow ’
t ime. You are in the ci rcumstances and empower ing them to enter)
N ow ‘ k ey i n g ’ i s a ma t t e r o f l e a r n i n g to c omb i n e a v a r i e t y o f s i g n s a n d
clues in combinat ion – i t can be RISKY
14.
15.
16. IT WON’T WORK IF …
No requirement of investment
No commitment to outcomes
No recognizable valuable purpose for the ‘wo rke r’
No immediate relationship with their real l i fe
17. WATER RECKONING PROJECT –
HEATHCOTE RECONSIDERED CONFERENCE
COLLABORATION
What local and contemporary
experiences can we draw on to inform
our drama?
How do people cope in times of water
crisis?
Why is water so important to our lives
and cultures?
What are the major issues facilng
humanity involving water?
18. The Water Reckoning – Rolling Role Project
www.water-reckoning.net
Context 1 –
Inhabitants of
Ardus Unda before
the disaster
Point of change/tension – Should the
original site become open to tourism. If
possible, should the original inhabitants
be unfrozen?
Context 3 –
Emissaries,
survivors &
descendants of
Ardus Unda
Context 2 –
Researchers
who are
researching the
history of Ardus
Unda
Jason deCaires
Taylor imagery
19. WAY IN - STIMULUS RESPONSE –
PHYSICAL, DRAMATIC, WRITTEN
Example of written response -
Li ttle boy
Dear Diary, I 'm confused and
lost. . . everyone's gone into
hiding, leaving many to suf fer
and fend for themsleves. The
'unknown' is coming to sweep
terror across our homes but
we have no way of stopping
death from coming to us al l .
I ' l l stick it out ti l l the end. I
have sat here for days now,
engulfed in my own thoughts.
Perhaps there is something
out there that would save us
al l . . .
20. DIFFERENT CONVENTIONS
Second hand account
A wr i t ten account or repor t
A stor y told about another
A let ter in the voice of the
wr i ter
Act ion as i f from a fi lm
Creat ion or re-creat ion of
paint ing or photograph
Finding or drawing up
plans
Drawing or map
Rules or inst ructions
Clothes or ar tefacts of a
character, t ime or place
Enacted Role
Ef figies
Por trai ts
Identiki t creation of role
Li fe sized model
A conversation overheard
A repor ted conversation
Finding a cryptic message
Ri tuals & ceremonies
Formal demonstrations,
meetings, briefings
p. 166-
167
21. PIVOTAL EXPERIENCE – TUVALU VIDEO, WATER
SHARING EXPERIENCE – REAL
WORLD/DRAMATIC WORLD
Student writing afterwards….
I realize what a struggle our mother went
through to enable our survival, what she
sacrificed.
I was an orphan amongst the chaos. I
longed to go back but there was nothing to
go back to. So I grew up here in this land.
Although not fully accepted, we have
learned to live, survive, celebrate and
commemorate our losses and gains.
The world still does not know, or want to
know what really happened at Ardus Unda.
Now we need to speak the truth, to tell our
story so that justice can be done.
22. KEY ROLE OF PUBLISHING
T h e wa y t h e p r o j e c t a c t u a l l y ‘ r o l l s ’ i s
that work is of ten lef t incomplete,
but publ ished and shared, so other
groups can use i t and take i t forward
to cont inue the drama
Embodiment and cr ystal l isat ion of
ideas and emot ions
This helps val idate the work created,
and extends the communi ty of
pract ice and col laborat ion
Shared ownership and negot iat ion of
the creat ive outcomes that can be
shared wi th the wor ld
Ar tefacts can be endowed wi th new
meaning
23. Visual examples of work ‘rolling’
Original pre-text
Queensland beach
photo shoot &
response
Queensland
beach shoot
– character &
symbolic
clothing
Greek follow on
24. IMPORTANT LEARNINGS FOR STUDENTS
At the beach – I star ted under standing what i t was al l
about , feel ing i t
Watching the video af terwards, the way i t was put
together helped to make sense
When people did di f ferent scenes, for example the
one where one group did a water r i tual
The cup of water act ivi ty – feel ing what i t might be
l ike
Per forming and having other watch, watching other s
present
Choosing what to do wi th our cup of water, had to
think about the issues
In the vi l lage, l ining up and wai t ing for water, i t
helped me appreciate how i t might be in developing
count r ies
Having the pr int out of di f ferent scenes we could
choose f rom
Watching the video of Tuvalu, real izing things l ike
t h i s a c t u a l l y h a p p e n , t h e s i t u a t i o n i s n ’ t t o t a l l y
unreal ist ic
When we got one l i t re of water and had to decide how
to use i t
25. LEARNINGS FROM PROJECT
Flexibi l i ty of the model (options for appl ication, one teacher
mul tiple classes, mul tiple teachers one school , mul tiple teachers
across di f ferent schools)
Learning that matters – context connecting past, present and
future
Impor tance of team planning and communication throughout
Impor tance of aesthetical ly charged mediating tools, framing
and keying in
High selectivi ty in ar tefacts, signing and pivots
Power of teacher who empowers
Rules of col laboration – using the work of others
Publ ication of work that is then used for meaning making
Faci l i tating learning that translates across boundaries
26. Rol l ing Role – There is not a lot written on it
yet. it is so radical, but we wi l l create a
dif ferent way of thinking. We are on the cusp
of something.
(Heathcote Tape 16)