Back to Creative Dramatics Syllabus
BCA
Drama Lab and Class Responses
See Syllabus for Due Date
FORMAT: 3 pgs. Minimum, Typed, 1 inch margins, 12 pt. font,
Times New Roman style of font, double spaced, spell checked and proof read.
CITE your sources with MLA internal citation and bibliography (4th
page). Sources will be in-class readings and text.
PURPOSE: Student reflection and application of
skills/theories.
TIP: Use DIRECT references to texts (quotations) and
include language of the profession OFTEN.
CONTENT: Reflection must discuss the following
topics with detail and example, and should reflect knowledge and understanding
of materials covered in the class (reference what you’ve learned in class):
QUESTIONS FOR THE FIRST SESSION:
- What were some preconceived notions you had as you
came into the class session?
- What did you learn about your work with this group of
children as it pertains to your own storytelling and workshop creation
skills?
- What did you learn about the creative and/or
intellectual abilities of these students graders?
- What were some creative dramatic activities which did
and did not work? What happened to give you this impression? Why do you
think this occurred? Most importantly, what would YOU do in this situation?
- Did you seen any of Gardner’s Multiple Intelligences
displayed by any adult or child/student in the room? Discuss, make
reference and connections to the reading and the activities.
- How were the reactions of the students similar or
different according to what you know of their biological and cognitive
level? (Make direct reference to Appendix B)
- Discuss your personal growth. What are you taking
with you from this class? How did you grow, and what did you learn? Would
you like to continue to work with youth? What surprised you, what was a new
concept or idea?
IN THE OCTOBER DRAMA LAB/YOUR SECOND CLASS, ANSWER THE
ABOVE AND INCLUDE THE FOLLOWING:
Make direct connections between this session and Mc Caslin
in each of the following categories.
- Ch. 1 – Educational Objectives and the Values of
Playmaking
- Ch. 2 – Imagination, Creativity and their connection
to concentration/organization
- Self-Expression and any “problems in creative
playmaking.”
- Ch. 3 – Benefits of play
- Ch. 4- The connection between movement and
storytelling
- Ch. 5 / 6 – Theatre/Drama Skills – Pantomime, creation
of characters
- Ch. 13 – Rate this story by the definition and
categories in this chapter. Also, what techniques were used and how?
IN THE NOVEMBER DRAMA LAB/LAST CLASS, INCLUDE THE GENERAL
QUESTIONS ABOVE AND DISCUSS…
- How did you see the goals and the techniques of the
workshop build upon each other? How did the students respond to each step?
(Make direct reference to scaffolding and Appendix C). Were the goals met?
- To what National and State Standards did this workshop
relate? (Make direct references)
- What levels of Blooms Taxonomy were used in class?
How well did these levels work? Why or why not?
- Referencing Ch. 15 (McCaslin) Did this class seem to
include the special student? If so, how did the workshop adjust to their
needs?
STUDENTS WILL BE GRADED ACCORDING TO THE FOLLOWING:
- Meeting the structure format.
- Meeting the content requirements.
- Providing a THOROUGH discussion, with detail and
example, of the above content requirements.
- Providing an obvious understanding of class topics as
they pertain to the class/workshop.
- Presenting a paper which is easily read, which flows
easily, is proofread, spell checked, and organized in thought and concept.
TIPS:
- Stay away from simply retelling the events from moment
to moment. This is not a synopsis of events. Talk about whether the events
“worked,” how they worked and why. Dig deep into your responses, don’t
merely tell me what happened. I was there too.
- Remember all of those great English 110 Skills -
thesis, topic sentence, assertion, evidence, support, analysis, synthesis,
evaluation, argument; writing process—pre-writing, planning, drafting,
revising, editing.
- Go to the writing center.
BCA
DRAMA LAB/ CLASS RESPONSES
Excellent Above Average Average Below
Needs a lot
Far above
Average of work
Expectation
Response met the 5
4 3 2 1
Required Format
Response was
5 4 3
2 1
Organized and Polished
Response spoke directly 5
4 3 2 1
To all Content Requirements
Used class information 5
4 3 2 1
To discuss observations
Proved an obvious ability 5
4 3 2 1
to use language of this field
Used detail and example 5
4 3 2 1
To support ideas
Presents an understanding 5
4 3 2 1
Of class topics as they
Relate to working with youth
Response was on Yes
No________________________
time
Preparation A lot of time
was Some time was This project needed
Spent on
this spent on this much more time
Comments: