Speaking 1, module 6

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• Studiejaar 2

Speaking 1: Drama

Module 3, session 1

This week's objectives:

You will be able to…

• embody the perspective of another person to view life from her/his point of view; and
  
• apply the tools of drama to cultivate empathy and intercultural competence in your students.
  

https://www.amazon.com/Dont-make-use-Theatre-voice/dp/1729411541

Agenda 

• Week 5 Review (5)
  
• Building Empathy through Drama Discussion (10/15)
  
• Theatre of the Oppressed Intro (5)
  
• Warm-up: Look what I’ve got (15)
  
• Theatre of the Oppressed TedTalk (20)
  
• Forum Theatre (40)
  
• A Raisin in the Sun Monologue (10)
  
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General info on final assessment

• Share B2-level spoken interaction goal.
  
• Make sure that…
  
• the activity elicits spontaneous spoken interaction;
  
• and, participants are placed in a fictitious situation.
  

Reminder: Upload your activity idea to Gradework by Friday, Test Week Period C at 23:59.

General info on final assessment

• Groups of 5 people max.
• Everyone leads their own drama activity & participates in the interview.
• Everyone participates in each other's IDT, how often depends on your group's size. 
• 10min per IDT
• Your activity should work in the classroom, so you can pretend to be speaking to a class However, the assignment itself should be doable in small groups or even pairs of two if that's your group.

Interview=focus on details of your IDT. Why did you chose this activity, how does it benefit your students. Opinion on teaching drama in the classroom etc. We'll practice this Friday.

What to hand in on Gradework

• Hand in a description, powerpoint or link to an online presentation for your drama activity to Gradework.
  
• Due date: Friday, Test Week Period C at 23:59.
  
• Sign up for Week 7 Final Assessments today: sign up with 3/4 people, make sure nobody ends up alone!
• Dates to be announced in period C.

Do you think we have a responsibility to teach 'citizenship' skills such as critical thinking, building empathy, affecting social change, etc.? Explain

How might drama activities help cultivate empathy among students?

Read the 6 excerpts from the document in Files entitled 'Empathy and Drama.' Choose one (or more) you would like to respond to, and put your response here. You can start your response with, for example, "I (dis)agree with Hull because..." or "I'm not sure if what Boal describes is also the case in The Netherlands..."

Different types of theatre 

Greek theatre

Bertolt Brecht (Germany)

Augusto Boal

There is an introduction to Boal in module 6 on canvas but just briefly remind students who he is, and refer them to the Theatre of the Oppressed document for more information. They will also get more info about him in the TEDTalk

Video on canvas page

Start from 3:58 – 10:00 & 11:41-16:00

First impressions of forum theatre?
Share your thoughts!

10min break

This is a good group bonding activity for the end of a lesson. Walter Lee’s climactic monologue has been broken up into many lines. Have students open the monologue from Files. Assign each person (including yourself) a line or two by going around and numbering them off. Then peform the monologue as a group. The idea is to collectively represent one person who has just empowered himself after a lifetime of oppression. You can read the play’s synopsis online, but the gist of it is that he has decided not to let a white man buy his family off to not move into a white neighborhood in which his family has made a down payment.

Students need to have prepared their IDT for today, without doing so the assignment doesn't make sense. Have possible unprepared students sit in a different part of the classroom and work on their IDT or let them sit in and just listen.