1/30/2019
Topic:
Assessment of Learning
Christa Whittaker
|
I teach basic combat in my theatre 1 class. I had a student with cerebral palsy who was wheelchair bound but he wanted to participate. I got some nerf swords and one of the students volunteered to be his driver. They worked together so that he was able to do his combat piece. He and his fight partner decided to be pirates, and the partner pretended to be a peg-leg pirate and worked on one leg with crutches to level the playing field. They both had a blast--the driver got extra credit for participating in 2 scenes, and everyone enjoyed the performance. |
1/30/2019
Topic:
Students With Disabilities
Christa Whittaker
|
I currently have a student, Trey, who is autistic, but very enthusiastic about theatre. He struggles with a few self control issues and social anxiety, but is very creative. I discovered that he works best alone, and not on a crew, because when I tried to put him in a crew ( thinking that other students could help him get projects done) he froze and would not do anything, but on individual portfolio type projects, he would blow everyone else out of the water and get the highest scores. Trey is in his second year of design and production, and I have given him free reign over prop creation-- he loves the research and the crafting, and he never lets me down. His confidence has soared, and he is even in our Mainstage production of A Midsummer Night's Dream as Philostrate, and he was the first one to be off book. I still have to monitor him to keep him on a timetable, but he has made tremendous progress working in the cast/crew/company and has not had a single panic attack this year. |
1/30/2019
Topic:
Tools And Strategies
Christa Whittaker
|
The most common disability I seem to encounter is Autism, and many times autistic students are placed in my improvisation classes specifically to help their communication and social skills. As part of the training, students keep a reflection journal , and several of my autistic students have used laptop-like devices ( I cannot remember what they are called) or have even done video journals on their ipads or phones that they can then send to me. I also let them record any sketch comedy that they create so that they can have a clearer record of what was successful or not and why. |
3/9/2019
Topic:
Tools And Strategies
Christa Whittaker
|
The two I am discussing are breaking tasks down and self evaluation and reflection. In my theatre department, we produce 6-8 shows a year from original student one acts to comedy clubs and full scale musicals. The administration of all of these is led by student teams who ask for or who are selected for roles based on interest and ability The majority of my ESE students are on the autistic spectrum, and it takes a bit of exploration and observation to find where they are and what they can accomplish to feel successful and part of the team. I have a notebook full of organizational materials and forms for tasks relating to stage management, wardrobe, props, etc. Having students make their own to-do lists and lists for proper sequence and show protocol allow them to be in control and cross reference what they are doing with the charts and lists in their notebook.
I have one ESE student who is a prop master, and is meticulous in making sure that everything is set where it should be, is maintained, and is stored.
Honest reflection is essential for artistic growth in any level. In my improv classes I have a wide variety of abilities and aptitudes, and performing improv successfully is far more difficult than anyone anticipates. To be able to create and sustain a character that supports a common narrative in a compelling story on a team with nothing more than a suggestion is a lot to handle. I grade on process far more than product, so students keep reflection journals that they write in on a bi-weekly basis to assess how they feel they are performing and progressing. I collect them once or twice a month, and write in them as well-it's our conversation. Many of the ESE students are not strong writers, but they do get better, and I never comment on anything but their progress and how they feel about it. |
3/9/2019
Topic:
Assessment of Learning
Christa Whittaker
|
In design and production class the first year is mostly project based as students build basic skills in carpentry, stage lighting, costuming/sewing, and set design. There is basic vocabulary and safety procedures that go along with just about everything we do, so with ESE students, depending on the accommodations outlined in the IEP, can easily modify the way this is taught to fit how the student learns best. With the type of hands-on learning that is required in this course, the kinesthetic involvement and creative license they are given tend to allow me to set individual learning objectives that still meet the course standards yet allow them a path to success |