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Data: Key ideas and themes that emerged - Coggle Diagram
Data: Key ideas and themes that emerged
Teacher facilitation
Reflections
Feedback
Tell students/ask before to perform first
Scaffolded tasks: clear framework
Probing questions
Pre warn that might feel silly but to embrace it as that is part of the activity
Teacher in role/teacher modelling
Individual Conferencing
Giving real world reasons for task: e.g. melodic dictation- good way of pitch leveling, helps with singing harmonies etc
Time limits
Independent or group work
Students have individual roles
Facilitate collaboration
Need to offer extension activities for students (differentiation)
Students off task when working in groups- playing on other instruments rather than set task
Links to
Performance Anxiety
- avoidance of rehearsal
excuses e.g. not having their music
Lots of students off task! either finished and bored or still not able to play their compositions in time one lesson before performance!
Large variance in not only ability but also in confidence
Students begging you not to perform- when do you decide that it is time?
Students don't know how to rehearse
Give students ideas for different ways to practice, then when I left they would continue the same way they were before making the same mistakes
Rehearsal strategy
This happens in several classes
When engaged with the task students were more focused and rehearsing on task
How to keep students intrinsically motivated
Teacher joining in rehearsal
Students chose their own groups unless their is a problem socially within the class
Students tend to work better in friendship groups - do i agree?
Year 7 drama rehearsing Annie- student very literal with interpretations - how to push past that?
Working as a class- making music together
Class singing together- needed to make expectation explicit
Think pair share
low pressure task
Clapping rhythms together
Warm ups- embodied learning
Performance
Students begging to not perform
Students asking to have another chance at performance
CF: Use of HITS multiple exposures- give students many opportunities to perform in low pressure environment so they are more confident when it becomes a higher stakes performance.
Own notes: get students more used to performing so that it isn't so daunting when it comes to performance.
Theatre studies- every lesson is run like a rehearsal, students rehearsing scenes or working independently on their production roles
No warm ups or exploration activities
Students wanting extra rehearsal time after school
Perfectionism?
Tell students that they have to show you/teacher at the end of each lesson and give feedback- is that a type of performance?
Performing to the class where you are- not standing up infront like a stage
VCE Theatre studies solos- discussion with mentor that it is very limiting for students as the solos are restricted and there is only so much you can do in regards to interpretation. Any interpretation you do has to fit with the entire play. (Look up VCE solos criteria)
Students off task and freaking out close to the performance time - not addressing issues earlier.
Performance day- all excuses coming out- forgot music, someone away etc
Teacher sits class down, big chat about nerves and preparation- still going to record everyone today with what they have got so far.
Class structure
Classes often structured similar way- start with music language dictation and then move into group rehearsal time
Multiple resources - inc ICT for engagement and varied means of exposure
Sit in circles
Breakout spaces
Lesson overview
Lesson goals, success criteria
Junior years drama start with warm ups