PROJECT TITLE: IT’S SHOW TIME!

(Terms 2 and Term 3, 2024)

School Name: Northcliffe District High School

Teacher’s Name: Nola Camden

Year Group: 3-4-5

Number of students: 8

Creative’s Name: Nic Sinclair

Creative Practices: Writer

Main Curriculum Focus: Drama (Term 2) and DigiTech (Term 3)

Cross-curricular Links: English and Visual Arts

Context:

Northcliffe District High School is a small regional school with less than 50 students from K-10. The Year 3-4 class had 8 students, and a Year 5 student joined the group for the last month. The class is very homogenous, and of European descent. The students are in the low to middle ability range across all curriculum areas. Small class size had a significant impact on our program and what activities we chose. It also hampered rigorous class discussions. Nola only had them once a week for one hour and ten minutes and was still establishing rapport and classroom guidelines when the program began; she felt it was like ‘starting over’ each week in terms of behaviour management and connection with students.

Nola joined the teaching profession after a career in publishing. She has lived in Northcliffe for a decade, and has taught at the school during that time. Although she trained as a secondary English teacher, she has taught across the whole school in a variety of subject areas. This was her first time teaching Drama. Nic also has a teaching background. Her daughter and nephew are in the class, and prior to Creative Schools, she knew all of the students well (small town, family friends etc).

WHAT WE DID  

Project overview:

In Term 2 we offered an introduction to, and exploration of, Drama improvisation. In Term 3, we extended students’ understanding of dramatic techniques by applying what they’d learnt to a digital form in DigiTech. Specialised Arts teachers are no longer at the school, and there is limited access to Music, Drama or the Arts beyond what the classroom teacher does so, with the support of the Principal, we introduced Drama, filling a gap in the curriculum at NDHS. There was inherent risk for Nola who had never taught Drama before.

We focused on improvisation skills especially character portrayal via movement and voice in relation to various situations. At the heart of it, students had to think on their feet, be in their bodies and silence their inner critic. Term 2 culminated in presenting their group improvised skits (inspired by a designated prop) to students in Year 1-2 (mini showcase).

In Term 3 students were given the opportunity to explore simple elements of film making; they experimented with shadow puppets, learnt about the Foley artist (making sounds from classroom items  such as Lego rustling for waterfalls, jumper flapping for bird flight etc) and tried storyboarding (mash-up of a fairytale). Their short animation had to be set in Northcliffe, subvert the original story by playing with characters, setting, plot etc, and have a moral. Two samples were selected to show at the end of term assembly (showcase).

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How did we make the curriculum come alive?

Both subject areas (Drama and DigiTech) are inherently creative and thus engaging students was generally easy. We realised early on that the students looked forward to getting outside straight away for the Warm Ups and we tended to stay outside for most lessons which allowed for more space for performance, and later, in DigiTech, each group found an area to work away from others for ease of recording/filming etc.

We filmed the final skits in Term 2 and students completed a group reflection of each other’s play, as well as their own. This explicit analysis allowed them to visibly see the development of their acting skills (and their peers’) and made the learning of the preceding weeks tangible and highly visible. Nola will continue with the filmmaking program in Term 4, and intends to show finished films at the Term 4 assembly.

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How did we make the 5 Habits of Learning come alive?

This group was in a Creative Schools classroom last year so the Habits were already familiar to them. Initially we asked them to draw pictures and write synonyms for each habit in a group activity, and this helped make the habits ‘real’ or ‘knowable’ for them. We were committed to making the 5 habits explicit. We used the terminology throughout the lesson and the Wheel was often referred to, for instance, we often did a ‘habit check-in’ after the Warm Up. Nola and I modelled the Habits regularly (especially collaboration and inquisitiveness) and explicitly mentioned them when we did so.

We asked for student input regarding the recording and monitoring of the habits used each week. We had some wonderful ideas (and a few of our own) BUT we let students choose and there was a very clear favourite – a tree. There was real student ownership of the ‘Habitree’. The students decided what part of the tree symbolised each Habit and why, for example, Inquisitiveness was represented by red roots, searching and curious for water; Imaginative was represented by blue birds (ideas and originality could soar). During reflection time, we would record usage – we added a flower, leaf, bird, wrapped the trunk or roots for each activity that used the corresponding habit. It was wonderful to see the gradual adornment of the tree.

Students often asked when we would ‘do the tree’, and when we did, the time out from our busy ‘doing’ sessions, was enjoyed by all. Making the birds, the nests, wrapping the roots, designing flowers took on a meditative quality and this made the ensuing reflection discussions easier. The Habitree remains in the classroom and will be added to in Term 4.

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How did we activate student voice and learner agency?

We prioritised student-centred learning and cooperative learning activities (students rarely worked alone) and as result, students were more willing to share ideas and actively contribute to the success of the group. The Habitree is a good example of this – it was driven by student voice, and they had agency over choosing what part of the tree represented each habit. They continue to be proud of it.

Each week in Drama, students had to think quickly and accountability was high (we always shared with the group). They took responsibility for character, plot and setting in their final group skit and were motivated to do their best when performing for the other class. In DigiTech, we gave them simple cutouts – a setting and five shadow puppets and they had to work out how to make a short film in 15 minutes including voice and action. ‘Throwing them in the deep end’ allowed them full responsibility, accountability and, on reflection, they saw what they didn’t know and what they’d do differently next time. At the Term 3 assembly, the students became the ‘experts’ – sharing information about their Creative Schools experience, demonstrating a warm up and facilitating audience participation as they also did the activity.

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WHAT WAS THE IMPACT?

Student: Although a small group, the class was quite competitive. This was useful for Warm Ups, and we often began with teams then joined the group together and they ‘beat the clock’ trying to better their time. As a result, the class became more cohesive and collaboration skills developed. Students accepted the random groupings and were more open to activities and working with people they might not usually seek out. Their acting skills definitely developed and they grew in confidence. They were willing to be more vulnerable, able to take greater risks (for example, performing in front of the group, putting their films forward for assembly). They have more understanding of the complexity making a short film entails, and the limitations of using Scratch as a program.

Teacher:  Nola now sees greater value in the Warm Ups. In the past she saw them more as a ‘filler’, a warm fuzzy, even a waste of classroom time, but now sees them as worthwhile due to the creative habits and skills utilised and reflected on) and intends to use them with other classes. The teaching of IT often focuses on individual learning and assessment, but this unit encouraged Nola to see how IT can be a collaborative experience for students. After looking at numerous options, she decided Scratch was a good film making program (and prior to this only used it as a tool for game development). It’s something she’ll continue to explore. Nola is pretty much a Department of 1 and works in isolation in the secondary school, and she enjoyed the collaboration and collegiality this program facilitated.

Creative: Nic had her daughter and nephew in this class, and knows most students well. This had advantages and disadvantages. She has had a play performed on stage and years ago, taught high school drama, so Term 2 was an enriching experience where she got to reconnect to her love of Drama. Term 3 had many IT frustrations (logging in etc) and limitations. We were too ambitious for what we could achieve in a short period of time which reinforces the necessity of adequate planning and realistic goals.

School: The wrapped Habitree was a visible marker at assembly for the whole school and about 30 parents/community members. The students presented photos, information and a Warm Up demonstration to showcase their learning.