6 , 7 , 8 | |
Theater | Science English |
Grade Level Program | Integration |
5 | 60 min |
Three-Five, 60-90 minute sessions with a grade-level and sharing out during Session 5. Sessions typically held once or twice a week to best integrate with selected Science unit. Number of sessions and schedule determined during the pre-planning meeting and based on the needs of the school. | |
In-School Short Term Residency | |
All Year | In-School, Virtual |
$10 | 0 |
yes | In-Person |
Props, handouts, prompts or reference materials based on selected unit or topic |
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Chart paper or white board Agreed upon materials or copies Copy of selected Science unit or chapter and related text for the planning meeting |
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Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups Access to tables/desks/chairs for writing or drawing activities A large space or auditorium reserved for Session 4 and Session 5, if sharing with the whole grade level |
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I can use size and shape (real/abstract) to demonstrate an element, structure or organism from a particular scientific topic working individually, with a partner and in a small or large group. I can use movement qualities (rate, weight, energy) to demonstrate forces, processes, stages of a cycle, sequences or procedures from a particular scientific topic working individually, with a partner and in a small or large group. I can propose theories and explanations verbally and in writing and can combine shapes and movement working with peers to test and demonstrate them for observation and response from others. |
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BEING is Seeing. DOING is Knowing. In The Drama of Science, teachers may select any Science Unit or Topic for student exploration. Teacher/Teaching Artist collaboration assures alignment of the art form with curricular information. (See Additional Notes for examples) Students demonstrate challenging scientific concepts through improvisation, movement, and scene study; making the abstract, concrete. The residency typically consists of 5 sessions with the possibility of related teacher directed classwork in between. Each meeting incorporates a warm-up, a brief review, 1-2 drama activities, moments of self-reflection, a summary, and a preview. Session 1 introduces students to drama and builds comfort and confidence, physically working simultaneously in their own personal space and verbally sharing their knowledge of the topic. Sessions 2 and 3 engage students working in small groups to analyze and translate difficult ideas into physical shapes and movement, becoming a living model of intangible or unobservable structures, elements, forces, or organisms. Close reading of text, examination of photos/diagrams and viewing of videos inform their work. Session 4 encourages critical thinking, creativity, and teamwork as students compile ideas, test theories and revise interpretations of a scientific process or system. Session 5 empowers each class to share its living models or original scenes and individually observe/reflect/offer feedback. Follow-up classroom discussions and/or written assignments solidify the learning Students experience a balance of ease and challenge, choice and structure, movement and table work, individual exploration and group collaboration throughout the creative process. |
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Example: Participants go beyond memorizing Newton"s Laws of Motion using movement to explore and act out concepts of Force, Mass, Acceleration, Inertia, and Action/Reaction. Once understood, students create scenes from everyday life that demonstrate each law. Choose your own Science topic or select a previously developed unit shown below: Systems of the Body - showing interaction of organs or cell reproduction and growth Matter and Chemistry - demonstrating changing states of matter, chemical/physical reactions and theories based on real world occurrences The Hydrological Cycle - becoming water molecules to compare evaporation, condensation, and precipitation Reproduction and Bees - illustrating pollination and creating scenes explaining possible causes/effects of the declining bee population *Students say they "understood by acting it out and talking about it, were "not scared or shy showing the whole grade" and "had fun while learning and being social." *Teachers note "100% participation, appropriate academic/artistic risk-taking and improved quiz scores. *All ACTive Learning Through Drama programs have been developed and implemented by a professional Theatre Educator in collaboration with Classroom Teachers and Arts Specialists |
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1-3 are welcome to assist in the classroom, if the teacher desires. Parents, guardians and administrators could watch the informal Share in Session 5. |
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Grade 6 |
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Grade 7 |
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Grade 8 |
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