TEACHING THE ARTS LO2 : Rationale (& Lesson Plan)

for this assignment,

which will consist of a practical live

lesson being observed by two professional peers.

I will be leading a group of approximately 20

drama and musical theatre youth ages students through an

acting class is part of their ongoing weekly rehearsals

for the production of Cinderella and Rocker Fella.

Lesson Title is building a believable character

and creating effective on stage relationships.

The lesson duration will be 90 minutes in length

and will contain 2 30 minute observed sessions.

The lesson will be divided into three parts, commencing with Part one,

a 20 minute physical and vocal warm up which will not be observed.

Part of the lesson will be observed for 30 minutes, followed by a 10 minute break,

followed by Part three of the lesson, which will also be observed for 30 minutes.

This will lead us to the end of the session.

I have selected this particular group of learners for two reasons, firstly,

there of a varying a change of 90 12 years,

which will allow me to test my assumptions

around collaborative learning and whether facilitating small group

work is beneficial to the learner's needs when

age ranges and levels of ability very.

I have made the assumption in the past that it's no beneficial

for older and more advanced pupils to work alongside younger peers.

The cross keys on a proximal development defined the distance

between the actor developmental level as determined by independent problem

solving on the level of potential development has determined through

problem solving under adult guidance or in collaboration with others.

When Corden Group Coordinating Group work,

I tend to arrange learners with peers of a similar age.

Therefore, it will be a useful opportunity and delivering best lesson

to test how successful learning goals are met,

along with any noticeable changes and the learning experiences

on placing learners and groups of a more diverse nature

where they can utilise each other's knowledge and experience.

Not all serious champion cooperative learning, however,

and the book what if everything you knew about education was wrong

by David died? Oh, he exclaims that

collaboration and cooperation betray a preference for group work.

There's a time and a place for group work

at best fits into the scaffold. In phase of teaching.

I feel that died.

Those view is limited as he fate fails to explain

by group work best fits into the scaffolding stage.

That may well be the case. However.

In my experience,

I have found that there's a place for group work and other stages of the learning,

especially if outcome requires peers to collectively produce a piece of work,

for example, and ensemble putting on a performance

my selected group of learners air due to perform on stage

in a professional theatre to an audience capacity of 600 people.

It is therefore extremely important that pupils feel confident,

prepared and supported.

This contributes to the requirement for me to ensure that general standards are

being met on maintain to promote

positive save and consistent learning experiences.

Although I assume that I am conscientious and embedding recognised standards,

naturally,

it will undoubtedly improve my practise

to research relevant policies and frameworks further

my personal philosophy, principles and values,

and maintaining quality and standards within my arts practise was an area

that I investigated and consolidated for the previous M ed assignment,

which I continue to be aware of and continuing the development of my practise

creative Scotland's time to shine strategy have

embedded five ambitions that frame their collective aims

to ensure that arts play an integral role

and enhancing the quality of people's lives.

This provides an excellent benchmark to which you

theatre companies can align their own strategies.

For the purpose of this assignment,

I have highlighted two of the five points which

I feel are the most prominent and ambitious.

We want Scotland to be a country

where excellence and experimentation across the arts,

screen and creative industries is recognised on valued

places and quality of life are transformed through imagination, ambition,

andan understanding of the potential of creativity.

I feel that if every year state,

our company strived to embed elements of these

strategies within their own projects and communities,

great and impactful shift would be made within the Youth Theatre, our sector

Youth Theatre Arts,

Scotland at an arts based organisation who support and able and

champion the work and impact of Scotland's you theatre sector.

Their mission statement is another positive Alex,

that positive example of the standards that provide

a suitable benchmark for use daters and practitioners.

Their mission is

to transform lives through youth theatre

arts by supporting connecting and inspiring

young people in Scotland on the adults who work with um,

why it has also have a set of five

strategic aims again For the purpose of this assignment,

I have highlighted the one that stood out to me

the most in relation to benchmark in good practise,

which is

to improve access progression on ambition in the

field of youth Theatre Arts in Scotland.

Increase the number, type and level of aspiration of youth theatre participants.

Artists on leaders who engage with why taxes network

Again,

the service is an excellent benchmark to underpin

my own youth theatre practise practise vision and values

with a broad and knowledge of relevant policies and frameworks.

There will be an increased ability to

recognise the correlation between lesson planning,

design on delivery and that of policy standards which

will inevitably underpin and enhance my teaching practise.

I have created and defined three learning outcomes, which, I believe,

combined with my teaching strategies and choice of learning activities,

will collectively lead to the achievement of the lesson plan

aims why lt's fundamentally aligning coherently with the level of students

to ensure that the teaching strategies correlate effectively with the learning

outcomes I have selected on designed a diverse range of learning processes

that will provide optimum opportunity and impact and eating the learner

development and level of achievement through the course of the lesson.

The learning outcomes, which I have constructed for the lesson, are as follows.

By the end of this session, students should be able to

one demonstrate on understanding of vocal

and physical interpretation appropriate to their character

to demonstrate a range of skills and techniques to create

a believable character in relation to vocal delivery and physicality.

Three

demonstrate an awareness of some of the key factors

that contribute to effective on stage relationships between two actors

from constructing the learning outcomes.

In this way,

I believe that each of the students will

gain a greater sense of reward on satisfaction.

By learning to connect with our character more deeply and

execute their characters physical and vocal traits more effectively,

learners will feel more confident and prepared for their performance.

The flowers acquired approximate tools,

appropriate tools to execute their character and onstage relationships.

More believably,

they will experience a positive shift and they're acting abilities which

will translate to increased confidence both on and off stage,

which should hopefully and still a desire

to continue their creative learning on growth.

I believe that confidence building and Lerner.

Satisfaction is at the heart of successful achievement.

The future of teaching by Glad Guy Claxton searches for a new model of education,

which aims to eradicate traditional on dated teaching methods

to better align with progressive 21st century learning.

Claxton places an emphasis on values such as building confidence and character,

as it is believed that such attributes will lead to empowerment and learners on the

development of rigorous knowledge that's ultimately leading

to an increased level of successful achievement.

Klaxon believes that our broader dispositions,

habits of mind and mindsets that increase

learning power on could be intentionally cultivated,

and the right classroom climate

the bark learning style model contrast with Claxton's

methods as the key attributes of the bark model are of a more traditional nature.

It comprises four learning modes. Visual

aural reading and kinesthetic

on proposes that learners progress more effectively when they're being

taught in the style of their classified learning type.

I don't dispute that these methods may be useful in certain educational context.

Nonetheless,

I am going to focus on empowering students to

freely express themselves within a creative and collaborative environment

which will support them to freely discover they're acting

role on apply techniques to demonstrate their learning.

I have a lend my learning activities and learning outcomes to ensure that there are

sufficient opportunities for knowledge and skills to be

acquired by the student Throughout the lesson.

I have also ensured that the learning processes are clear,

measurable and accessible to maximise learners.

Opportunity for successful completion

assessment mechanisms that I will therefore be using on

my lesson our observation of practise and favourable discussions,

both of which fall under the formative Assessment umbrella.

I will closely observe students during each practical learning

activity in order to gauge how well they're engaging

about the learning

in education,

Scotland's national improvement hub that is a

resource title defective observation leading to effective assessment

which highlights the benefit of less and

observation as a means of assessing progress.

It clearly states that

good quality observations lead practitioners to question and

think deeply about what they see and hear.

Close observing of young Children allows practitioners

to understand the fullest capabilities of Children,

as well as to gain insight into how and where Children like to learn,

and my lesson opportunities for verbal discussions will

be presented at the end of each learning

activity to allow me to assess the degree

to which learners are fulfilling the learning outcomes.

Individually and in general,

questions will be posed to all learners with adequate time for responses.

I believe that student voice is paramount and given then

the platform to share and reflect upon that experiences is invaluable

on.

We'll use verbal discussion on the critical

incident questionnaire to share feedback with my learner's

general feedback will be given to the class throughout the

lesson

as they undertake each learning activity.

Individual variable feedback will also be given to

each of the learner's upon the demonstration of the

practical work to inform them of the degree

to which they have met the sessions Learning Objectives

time will be allocated at the end of the lesson for a reflective

discussion where I will share my findings

of the learning and teaching experiences,

Leonard engagement on the degree of which outcomes have been met by students.

During this discussion, students will be prompted to share their experiences,

which would determine an opportunity for further

specific feedback on their learning and achievement.

Time will be allocated throughout the session for variable

discussions where students can ask questions and received responses,

all of which will be indicative of how well the learning is being received,

allowing me to obtain suitable feedback to

guidance dear students throughout the lesson,

A critical incident questionnaire will also be issued to Lerner to

enable me to gain a more accurate and robust inside of

the learning engagement and how successful the learning outcomes were and

assisting the learner's development and fulfilling

all aspects of the lesson criteria

that will allow me to make any necessary adjustments

to the planning and design of future lessons to support

students and developing and consolidating their skills further

throughout the ongoing rehearsal process,

I'm using the critical incident questionnaire as it is a

meaningful way to understand how students perceived their own learning.

Enabling critical reflection

Brookfield created to seek and stated that

it is a quick and revealing way to discover the effect your actions are having

on students on to find out the emotional highs and the lows of their learning.

The validity of the Q has been questioned, however,

as some feel that there has been a lack of critical evaluation of

the tool itself on whether or not there is a requirement for its development

as the Sea I. Q is a quality of two. It seems it should be adaptable.

Based on Lerner, Instructor needs

to what extent this can occur while still maintaining the integrity of the

form itself and still being called the

Critical incident questionnaire should be explored.

Although,

although that isn't a day of effective

mechanisms for sharing and gathering feedback,

I believe that the ones I have selected are the most

suited to what I hope to achieve in this lesson.

Depending on the learning activities

and my lessons, I fluctuate between the role of facilitator, coach,

mentor and leader,

and also use a variety of teaching

strategies which best took the learning activities.

They're there for a variety of learning theories which underpinned my practise

depending on what the key aims are for the lesson or project

in this particular session that I have designed for my lesson. Observation

the learning activities closely aligned with Bruner Spire

um cut curriculum theory where learners are introduced to

a complex learning aim which would perhaps usually

peaks be considered beyond their level of ability,

which is simplified revisited on built upon over a period of time,

leading to successful completion

in 1960 Brunner's text, The Process of education was published.

On the main premise was that students are

active learners who construct their own knowledge.

We begin with the hypothesis

that any subject can be taught in some intellectually honest

form to any child at any stage of development.

In essence,

the state area suited to my learning activities which came to support the

learners and the development of building complex

characters throughout an extensive rehearsal process,

especially when pitching learning to varied age range as

it will challenge all learners in different ways.

P as use learning series are contrast into that of Brunner's,

as he believes that Children's brains are not smaller versions of an adult brain.

On that certain cognitive development, which he defines into four key areas,

need to have taken place before a child can be exposed to certain levels of learning.

The goal of education is not to increase the amount of knowledge,

but to create the possibilities for a child to invent and discover.

Although I do not prefer one over the other,

I feel that there is a time and a place for each of

TEACHING THE ARTS LO2 : Rationale (& Lesson Plan)

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