Learning Exercise

Ionizing the Classroom

Outline of the "ionizing the classroom" process used in "Classroom Full of Stars"

Course: SEED 415

Material:: Classrooms Full of Stars: Theater Games in the Social Sciences
Date last modified:: April 7, 2006
Created by:: Art Marmorstein
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Classrooms Full of Stars: Theater Games in the Social Sciences

Chapter VI starts on page 98 Step-by-step instructions for teaching basic theater game techniques and for using theater... see more

Material Type:: Presentation
Author:: Art Marmorstein, Northern State University, Aberdeen, SD 57401
User Rating:: 5 stars

Exercise

Ionizing the Classroom!

Suggested order and additional exercizes for Classroom Full of Stars materials (http://www.northern.edu/marmorsa/tgintro.htm)

I. CooperatION

A. AttentION

B. EmotIONal symphony

C. PositION

1. Stage geography

2. Body position/sharing the stage

3. Stage Cross

II. ConcentratION

A. Characteristics of an object/picture/artifact

B. DesriptION of scene acted in front of them

C. DescriptION of an event of their past lives

D. Details from an assigned passage/text

III. ImaginatION

A. What might this be?

B. What are you doing?

IV. MotivatIONthe key to effective theater games

A. Establishing motivation

B. Establishing a conflict

1. Begin line improvisations

2. Object improvisations

C. ComplicatION

1. Chain improvisation

V. ResolutION

A. End-line improvisations

VI. Putting it all together: improvising on social science themes

A. Finding a physical symbol of ideological conflict

B. Contemporary issues: video lottery, election fraud, negative campaigns, media bias, the draft, social security, terrorism, etc.

C. Historical issues: slavery, dropping the A-bomb, religious conflict, etc.

VII. Whos got rhythm?

A. Setting history to music

B. Historical rap

Disciplines

Arts / Theatre / Performing
Education / TeacherEd / Teaching Methods / Social Science
Social Sciences

Topics

Theater games

Learning Objectives

Concentration on Northern State University School of Education Knowlege Base 4, Outcomes 1 and 2 (Planning, Implementation). 1. Planning Develops daily and long-range plans; states objectives in terms of learner outcomes; provides for motivation (ex. anticipatory set); organizes and sets the stage for learning. 2. Implementation Relates lesson to prior knowledge; teaches to an objective; shows examples and models appropriately; uses a variety of methods and techniques; includes active participation when possible; allows for individual and group practice; provides opportunities for inquiry; employs both cooperative and individual learning experiences; enhances problem-solving skills; provides opportunities for students to construct new knowledge of their world.