“What will today bring?” by Chrissi Nerantzi Click here for YouTube reading of "What Will Today Bring" ideas and planning for pre-text creationpre-text creationSay "hello" to Teddybear. Click on the photo to listen to Teddybear (Oddcast Inc, 2021) in the classroomLinks to Curriculum The pre-text can be used to introduced the HASS lessons (Geography) (Australian Curriculum. Assessment and Reporting Authority [ACARA], 2021). Inquiry Questions
Elaborations
Elaborations
Outline of Classroom Activities
(Oddcast Inc, 2021) to introduce natural disaster unit from the curriculum (ACARA, 2021, HASS) Before students enter the class room, turn a few chairs and tables upside down, make a little mess. Once students are in class, enter as Teacher-in role with a similar script to Voki (Oddcast Inc, 2021). If no costume, leave room darkened until students enter then play Voki (Oddcast, 2021).
- Hot Seat (Davis & Dolan, n.d.)using role play with characters students suggest may be at site or characters from book. Teacher-in-role to ask questions if students lose focus or become off-track. - Role on the wall (Davis & Dolan, n.d.). Use students as templates. As we come across characters outline is to be put up on wall. Students can maintain character during outline i.e. if a police officer, have student strike an authoritative pose.
critical reflectionThe following Critical Reflection follows Gibbs's Reflective Learning Cycle (Gibb, 1988). Description This week I created a pre-text based on loss and recovery from the stimulus "What will today bring" by Chrissi Nerantzi (2018). The story revolves around a child that has experienced a natural disaster, possibly a tsunami. As Australia experiences natural disasters and is part of the year 4 curriculum (ACARA, 2021, HASS), this stimulus is a natural segue for students researching their assessment based on flooding. I used Voki (Oddcast Inc, 2021) to create a teddybear avatar. There is a teddybear in the story and while not a central character provides is a contrast to the loss and confusion the child experiences, possibly providing comfort while they search for their family. By using the pre-text students will connect the emotional aspect and a deeper understanding of flooding to their writing. Feelings The pre-text creation was a second choice. In reality, I would prefer to create a character that I could act out. I found the Voki (Oddcast, 2021) to be expressionless and with no movement, there was no emotional appeal. I felt as though the "mantle of the expert" (Heathcoate & Herbert, n.d., p. 173) was lost. I did not want to become the authoritative figure but rather take the role of "Absentee" (Morgan & Saxton, 1987, as cited in Dolan & Davis, n.d., p. 7). The use of the teddybear as the character made me an enabler whereby I was asking students to use their knowledge to help me discover what had happened. Evaluation Before pre-text, students would need to be introduced to the both the text "What will today bring?" (Nerantzi, 2018) and introduced to what a natural disaster entails. By creating emotion and a first person experience students will be able to understand the context of natural disasters, especially flooding, in their final written assessment (Dobson & Stephenson, 2018, pp. 69-70). Analysis The teddybear was a useful character, particularly as an "Absentee" Teacher-in-role (Morgan & Saxton, 1987, as cited in Dolan & Davis, n.d., p. 7) as I want students to push past shallow definition of a natural disaster and connect to how humans have both caused and are affected by natural disasters such as flooding. While literacy outcomes are expected to increase, self-confidence and creativity in other learning areas such as HASS is also an intended consequence (Gibson, 2015, p. 84-84). Conclusion As mentioned, the Teacher-in-role, would be better served by the teacher in costume. To make this an authentic stimulus, as a final assessment piece, students could take on roles of characters that may be part of the recovery such as other people affected, SES workers, swift-water rescue officer or any number of other parties. In groups they could create their own process drama that explores the flooding disaster from their point of view. referencesAustralian Curriculum, Assessment and Report Athority. (2021). Australian Curriculum. https://www.australiancurriculum.edu.au/
Davis, S. & Dolan, K. (n.d.). The open story box: Participant Booklet. Dobson, T. & Stephenson, L. (2018). "I think it fits in": Using process drama to promote agentic writing with primary children. Literacy, 53(2), 69-76. doi.org/10.1111/lit.12145 CNU Improv. (2013, November 28). Improv game space jump [YouTube]. https://www.youtube.com/watch?v=MhP_Hiwd0PI Hearle, A. (January 8th, 2013). Acting games. www.stagemilk.com/acting-games/ Gibbs, G. (1998). Learning by doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic Gibson, R. (2015). The school drama program: Delivery process drama via a teaching artist. Drama Australia Journal, 39(1), 76-95. doi.org/10.1080/14452294.2015.1083152 Nerantzi, C. (2018). What will today bring?. Pratham Books Oddcast Inc. (2021) Voki [Software Program]. https://www.voki.com/site/create Roy, D., Baker, W. & Hamilton, A. (2019). Teaching the arts: Early childhood and primary education (3rd ed.). Cambridge University Press Stojkovic, N. (2020, October 11). Young girl hugging a stuffed teddy bear [Photograph]. https://www.flickr.com/photos/nenadstojkovic VideoBooks4Kid. (2020). What will today bring? [YouTube]. www.youtube.com/watch?v=D33IsPv9LOc
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