The following link to my website will guide you to "readers theater" written and performed by my Introduction to Acting students. Keep in mind that these were the first readings of their original works. They were new to writing and reading this type of theater script - but they're off to a great start and they look forward to performing some of these scripts live in January for two upcoming performances.
http://performingartsrock.pbworks.com/Original-Readers-Theater-Recordings
I am very excited about where this process of learning about and adding new technology in my classroom has led me and my students. Though I have a lot to learn - I have come a long way. A year ago, I was hesitant to use a video camera in class for fear that I wouldn't be able to hook it up to the TV/VCR correctly and replay it - or that I'd erase material on it. Now, I can, and do use a digital video camera, a flip camera and a digital audio recorder frequently in both of my classes. I know how to create MP3 files and WAV files - as well as how to use Windows Movie Maker to compress large files and put them on You Tube - I have my own channel with some of my own classroom videos. I know how to download, upload, link, and email anything - and I'm most proud that I have a working website and blog with which I can build on for the future. It has been a lot of work - and a new way of thinking and approaching what I teach and how I teach it - but I feel exhilirated by the possibilities. This is what I am taking with me now that this class is over: I've learned to think outside my box - to see things from a different perspective - to dive in with both feet - to let go of fear - to not give up - to ask questions and collaborate whenever possible - and to always have a back up plan. Thank you, Dr. Shutkin! This experience was MOST useful, memorable and fun! Best Wishes Always!!!
Below is one on my youtube videos. This is VERY rough. And the narrator is an 8th grade shadow whom I asked to participate.
http://www.youtube.com/watch?v=HFCh3f39iCQ
Final Design Project Proposal
Christine Janson
Ed Tech 586
John Carroll University
11/23/09
I have been teaching Introduction to Acting at Saint Joseph Academy for six years now. And every year, when I consider ways to approach Chapter 3, entitled “Voice and Diction,” I consider using readers’ theater as a tool to enhance the subject matter. Even though I have seen readers’ theater performed on several occasions, even though I have directed readers’ theater several times, and even though I have a book full of readers’ theater scripts, for some reason, I have not incorporated it effectively into my classroom teaching.
In the past, when I have reached this chapter, I have given each actress a hand-held tape recorder and given any number of voice and diction assignments, such as:
Record 45 seconds of monologue or dialogue from your favorite cartoon or animated movie; replay and listen closely to the vocal qualities that make each character distinctly different, unique and funny; prepare to recreate one of the voices for your classmates while changing your own pitch, volume, tone, diction, pace, resonant quality, etc.
Record yourself reading a poem of your choosing or the one assigned to you currently; consider using your many vocal qualities to bring life, character and interest to that poem; after the first recording listen and take note of what you liked as well as what you didn’t like about your poetic reading; rerecord it, share the recording with a partner and discuss the two of recordings.
Before I continue, let me say that tapping into beginning acting skills stems from having a connection with a character deeply enough that the actress wants to, and is able to, explore that character’s thoughts, feelings and motivations. So, having a likeable script – or at least convincing the students that they will like the script and outcome is of utmost importance. With that said, if the students are given a readers’ theater script that they can connect to – even if they have to write one of their own using a scenario from a successful movie for instance – the following use of technology could really work to promote understanding and growth.
So, here is exactly why and how I think incorporating readers’ theater into my classroom could be better served using more technology more effectively. Once the students have a working script and each actress has a role for which she has created a character sketch, the students would practice and then digitally record their voices in either an MP3 or WAV file format – which is a much higher quality device than a hand held tape recorder – download the file onto a computer and then upload it onto my website for a listening by the whole class. This process for each readers’ theater script (there will probably be either 2 or 3 separate scripts and groups) will take place at least twice, if not three times. After each recording and download, the actors will listen to each others readings and critique them. I think the best way to end this unit would be for the third and final listening to use both audio and visual qualities – for which I would use my digital camera – the SJA Flip Camera – after which the readings could be viewed on my YouTube video channel. That way, the students can not only hear each characters voice, but they can see the way each characters voice is enhanced by simple gestures and facial expressions. As with most of my projects, the students would have a rubric to help guide them so they are working toward and evaluating specific individual, as well as group-oriented goals. I know the students would benefit from the use of these technologies, and I believe that using readers’ theater in my classroom might actually work for the first time ever!
Ed Tech 586
John Carroll University
11/23/09
I have been teaching Introduction to Acting at Saint Joseph Academy for six years now. And every year, when I consider ways to approach Chapter 3, entitled “Voice and Diction,” I consider using readers’ theater as a tool to enhance the subject matter. Even though I have seen readers’ theater performed on several occasions, even though I have directed readers’ theater several times, and even though I have a book full of readers’ theater scripts, for some reason, I have not incorporated it effectively into my classroom teaching.
In the past, when I have reached this chapter, I have given each actress a hand-held tape recorder and given any number of voice and diction assignments, such as:
Record 45 seconds of monologue or dialogue from your favorite cartoon or animated movie; replay and listen closely to the vocal qualities that make each character distinctly different, unique and funny; prepare to recreate one of the voices for your classmates while changing your own pitch, volume, tone, diction, pace, resonant quality, etc.
Record yourself reading a poem of your choosing or the one assigned to you currently; consider using your many vocal qualities to bring life, character and interest to that poem; after the first recording listen and take note of what you liked as well as what you didn’t like about your poetic reading; rerecord it, share the recording with a partner and discuss the two of recordings.
Before I continue, let me say that tapping into beginning acting skills stems from having a connection with a character deeply enough that the actress wants to, and is able to, explore that character’s thoughts, feelings and motivations. So, having a likeable script – or at least convincing the students that they will like the script and outcome is of utmost importance. With that said, if the students are given a readers’ theater script that they can connect to – even if they have to write one of their own using a scenario from a successful movie for instance – the following use of technology could really work to promote understanding and growth.
So, here is exactly why and how I think incorporating readers’ theater into my classroom could be better served using more technology more effectively. Once the students have a working script and each actress has a role for which she has created a character sketch, the students would practice and then digitally record their voices in either an MP3 or WAV file format – which is a much higher quality device than a hand held tape recorder – download the file onto a computer and then upload it onto my website for a listening by the whole class. This process for each readers’ theater script (there will probably be either 2 or 3 separate scripts and groups) will take place at least twice, if not three times. After each recording and download, the actors will listen to each others readings and critique them. I think the best way to end this unit would be for the third and final listening to use both audio and visual qualities – for which I would use my digital camera – the SJA Flip Camera – after which the readings could be viewed on my YouTube video channel. That way, the students can not only hear each characters voice, but they can see the way each characters voice is enhanced by simple gestures and facial expressions. As with most of my projects, the students would have a rubric to help guide them so they are working toward and evaluating specific individual, as well as group-oriented goals. I know the students would benefit from the use of these technologies, and I believe that using readers’ theater in my classroom might actually work for the first time ever!
