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Professional Development Between Belfast, Northern Ireland and VSA Tennessee: Thought Tracking

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40 Days Around the World Digital Arts Festival

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Professional Development Between Belfast, Northern Ireland and VSA Tennessee: Thought Tracking

  1. 1. Thought Tracking is:  A pupil stepping into role as a character from a story or drama;  They are asked to say what they are thinking or feeling at certain points;  Other pupils may take turns to say what the character is thinking also.  A way into discussion and debate over motivation and characterisation.
  2. 2. Learning Intentions  To adopt a role using Thought Tracking.  To develop character.  To use voice, gesture, facial expression and/or movement to express role.  To think as the character in a given situation.  To develop mutual understanding and empathy. This can lead on to ‘Character Transfer’ activities.
  3. 3. Activity  Read or recap the story/ extract.  Discuss the context, situation, character.  Act out the scene and freeze at certain moments.  Thought track.  Discuss and allow others to take on role.  Evaluate what makes the role play convincing. This can lead on to improvisation activities using the known characters in different situations or contexts.
  4. 4. Example  Read through the pre-murder scene in ‘Macbeth’, Act 2, Scene 1.  Discuss how we feel about Macbeth and what he intends to do.  Pupils predict what might happen.  A pupil takes on the role and uses scripts or talks off-script in their own words.
  5. 5. Thinking Skills and Personal Capabilities Are you doing any of these things? MI Ask focused questions. Communicate with a sense of audience and purpose. WWO Listen actively and share opinions. PS/DM Make predictions, examine evidence, distinguish fact from opinion. BC Seek out questions to explore. Experiment with ideas and questions. SM Compare own approach with others.
  6. 6. Evaluation Were you able to take on the role?  Did you use voice, Gesture, Facial Expression or Movement to develop the character and the effect on the audience? Did you listen closely to others and respond to their ideas? Do you think you understand the character and the situation better?
  7. 7. Evaluation Were you able to take on the role?  Did you use voice, Gesture, Facial Expression or Movement to develop the character and the effect on the audience? Did you listen closely to others and respond to their ideas? Do you think you understand the character and the situation better?

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