My Presentation Debrief

The Corridor of Voices

         The following resource is a handout outlining the lesson sequence, strategies used and curricular connections that my presentation group used. It is integrated with the Daily Physical Activity (DPA) component of the curriculum and focuses on Grade 2 curriculum; however, these strategies could be used across age groups.

Reflecting upon my presentation, I believe that there are valuable suggestions that were alluded to throughout our presentation that would make it more effective and engaging for students. First, the use of puppets in the corridor of voices for a primary level class is a great accommodation to make for the same reason outlined in my introductory post. Specifically, students are able to deflect any socio-emotional impact of having chanted phrases being called at a student as they go through. Rather, that student can focus on the words being directed to a puppet; particularly if the corridor of voices is used in a context of character play or advice giving. 

        The integration of technology through the stop motion animation station was a great way for students to present their work in a finished work approach. I believe that it would be beneficial in my future classroom to have students work on this strategy as a centre; similar to what was done in our presentation, but with the fact that in a few rotations, everyone will have had a turn with the stop motion animation. Additionally, if iPads are unavailable in the school setting, it would be interesting to use a digital camera to try to produce the same effect - however, this may require additional time spent on the activity.

Overall, I believe that the incorporation of DPA as elements of movement were discussed that class was beneficial for students to explore ways to move and keep active in a creative environment. Students were encouraged to reach high, slow, move slowly and quickly, and in creative and rigid ways. This element of contrast kept the students engaged by giving them choice and allowing them to explore the strategies in an active way. 

Multiple accommodations, modifications and special considerations are also outlined below.

 

Summary of Strategies:

·         Corridor of voices: Students line up in two rows, facing each other and forming a ‘corridor’. One student moves down the corridor in character as the other students give advice from either side of them as they pass.

·         Mirrors: Have students pair off and identify themselves as “A” or “B”. The “A” students will be the actor and the “B” students will be the mirror. If there is an odd number of students, have a group of three, with one “A” student and two “B” students. Have the two partners face each other, and student “B” will mimic everything student “A” does. Periodically, call out “Freeze!” and then “Defrost!” to have student “B” become the actor and student “A” become the mirror.

·         Hot Seating: When a student sits in the hot seat they become a character (ex. Famous person). The group talks turns asking that character about their background, behaviour, and motivation. Students can be in the hot seat individually, in pairs, or in small groups. If the character is familiar to students, a lot of research is not necessary. This strategy can be used to develop a role. It also develops students’ questioning skills.

·         Graffiti: Graffiti is an expressive way to articulate a response to a story, idea or phrase. Students will be encouraged to draw their response in the air with expression, height, depth, and creative movements. Volunteers may choose to demonstrate their response to the class by illustrating their graffiti. Students may guess what they believe the student is showing or the volunteer may tell the class as well. This strategy can be done independently, in pairs or collaboratively.

·         Stop Motion Animation: this strategy call for participants to create a scene by enacting moments captured in images and played back as a short film with a few seconds allotted for each image. the short film will be captured using the iPad app "NFB Pixstop”

Incorporated Theory: Howard Gardner’s Theory of Multiple Intelligences

Gardner proposed that intelligence is not just a single intellectual capacity. Instead, he suggested, there are 8 different kinds of intelligence that people can possess:

• Visual-Spatial: Involves the recognizing and use of patterns and space
• Linguistic: Involving the learning and use of spoken and written language
• Logical-Mathematical: Involving analyzing, investigating and reasoning of problems, and mathematical operations
• Bodily: Involves understanding the use and coordination of the body to solve problems
• Musical: Involves skill in performance, composition, and appreciation of musical patterns
• Interpersonal: Involves an understanding of others
• Intrapersonal: Involves an understanding and appreciation of the self
• Naturalistic: Involves an understanding of certain features of the environment

He argues that humans have this basic set of intelligences, but that each individual has a unique blend of the 8 and that education must determine how to best take advantage of that uniqueness. This allows for educators to attend to all of the intelligences, contributing to a holistic approach to education.

Strategies in Practice:
Grade: 2              Subject Integration: Drama and Physical Education
Curriculum Connections
Drama: B1: Creating and Presenting
B1.2 Demonstrate an understanding of the element of role by communicating thoughts, feelings, and perspectives appropriate to the role being played (e.g., devise and share a group mime showing how characters respond to the tension in a situation of conflict, departure, or anticipation; use voice expressively to convey an interpretation of a character’s attitude)

Physical Education: A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of the value of regular physical activity in their daily lives
A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical
activity, with appropriate warm-up and cool-down activities, to the best of their ability
for a minimum of twenty minutes each day (e.g., playing continuous tag games, skipping,
wheeling their wheelchair, using hula hoops)

References:

Gardner’s Theory: http://www.infed.org/thinkers/gardner.htm

Corridor of Voices http://resources.curriculum.org/LNS/coaching/files/pdf/Comprehending_Resources_Module4.pdf

Hot Seating: http://dramaresource.com/strategies/hot-seating

 Mirrors: http://www.brighthubeducation.com/elementary-school-activities/13500-mirrors-and-statues-drama-games/

http://www.edu.gov.on.ca/eng/teachers/dpa1-3.pdf

Activity Summary

• Begin by briefly summarizing the 5 drama strategies (mirrors, corridor of voices, hot seating, slow motion, and graffiti) in order for students to understand what they will be participating in during the lesson
• Next, each strategy will be modeled, if appropriate, to illustrate the gist of each – the DPA component will be brought in at this stage.
• Students will be asked to connect what they saw to healthy active living choices.
• Each student will retrieve the post-it note under the closest chair which indicates the group that they will be in (5 groups of approximately 5 students). The post-it notes will have been placed there in advance.
• Once each student has a group number via post-it note, groups will form. Each group will have a few minutes to work in their group.
• Each group will present their scene, ideas, understanding of the strategy, etc. to the class.
• Students not presenting will have an opportunity to predict which drama strategy is being used.

Strategy	Modifications for Younger Students	Modifications for Older Students	Modifications for Students with Special Needs
Corridor of Voices	·     Character cards with pictures of the character along with possible description. ·     The teacher may need to model the strategy several times. ·     They may also choose to brainstorm possible locomotor movements before the corridor of voices	·      Personal fitness: Students may turn the corridor of voices into a fitness class, shouting out specific exercises that the student walking the corridor has to perform.	-Extra prompting about possible actions for characters. -Physical activity can be modified for students with physical disabilities. For example, a student in a wheel chair can be using their arms or other locomotor movements while they are in the corridor of voices. -Character cards with pictures/descriptions of the character can also be provided (ELL).
Mirrors	·      Instruct the groups as to which activity they will be doing (jumping jacks, jogging on the spot, etc.) so that the actor is only doing one movement for their turn.	·      The teacher could give the groups names of famous athletes and the actors must determine which sport/activity they play and then imitate them. ·      Switch up their activity at their discretion	- “follow-the-leader” approach.  -Stretch bands could be utilized to work the upper body of a student who may be in a wheelchair. -For students with visual impairments, they could touch hands with their partner or their partner could describe the movements.
Hot Seating	·     Character cards with pictures. ·     Familiar characters ·     Use categories, such as animals.	·     Research a character they are not familiar with. ·     Use in a classroom debate to showcase different views.	-Done in pairs and small groups for a more collaborative approach -Physical activity can be modified (i.e. student in a wheel chair can use an exercise band or a ball) -Character cards with pictures
Slow Motion Animation	·     More teacher-directed facilitation through task ·     Shorter film duration	·     Changing the subject and expectations of the activity. ·     Increasing the expected duration of the film can make it more difficult for older grades.	-N/A due to flexibility of task -If necessary, specific accommodations would be made
Graffiti	·      Graffiti to a shared reading ·      Graffiti with a simple category, such as animals where other students guess.	·          Social justice literature and response via graffiti ·          Connection to health strand—body image ·          Collaborative graffiti	-Have all students do graffiti sitting down if there is a student with physical disabilities -Have one student describe the object, phrase, etc. as another draws in the air to accommodate visual impairment