After a quick debriefing/oral reflection about the warm-up and the skills involved, the students were divided into groups of 3 or 4 participants, and each given a piece of poster paper and a few markers. The students had to then watch ‘Gangnam Style‘ and respond to these three questions (which I prepared earlier as a Tumblr post). While the brainstorming questions are not necessarily focused on ‘slapstick comedy’ per se, the aim was to get students to deconstruct humour in general and what makes certain things ‘funny’. These questions are from Tom March’s Look-to-Learn Tumblr blog.
This term, the year 6 classes are studying Radio Drama. I have posted previously about how they created radio commercials to explore the creative potential of the voice. We also had a chance to perform poems to apply characterization techniques to voice. Then we attempted to develop better enunciation and articulation by performing tongue-twister poems in this tongue-twisting lesson. Last week, the class explore voice projection and created their own radio interviews.
To sum up this unit of work, and to allow for summative assessment of MYP Criterion B (Application), the class will have the opportunity to create their own horror radio plays (as inspired by Orson Welles’ War of the Worlds). The lesson’s learning objective is to apply the skills, techniques and processes used to create a radio drama performance. This task will span over two double-periods (one double-period per week).
To start off the lesson, we did a quick ‘one-sentence story with sound-effects’ warmup, where students sit in a circle and each of them contributes a sentence to build a horror story. I asked students to use their voices and their bodies to create sound effects and background music to set the mood/scene and to accompany each sentence contributed to the story. We then debriefed on the warmup and quickly reviewed the theoretical material we learned throughout this unit of work (which is all written on this snapshot of the whiteboard).
The students were then asked to move into groups of 3-4 students and they had to use this story outline and the sound-effects table to brainstorm and prepare their horror radio play. We read over the task sheet as a class and discussed the rubric and task expectations. The students then spent the rest of the double-period writing their horror stories and deciding on the sound effects and background music that will accompany the radio play. You can find snapshots of the students’ work below.
This task can also be adapted to use in an English/ESL class after exploring radio plays and story structures. Next week, the students will rehearse their radio plays, and then perform it in front of their classmates to receive feedback, then reflect on and evaluate their performances. It will be a very busy lesson. Stay tuned!
Today, we started a new unit of work on ‘Slapstick Comedy’. This unit of work is designed for the year seven group. The students had a quick circle warm-up where one student would call-out an emotion and the rest would mirror that emotion with a lot of exaggeration, using body language, facial expressions, gestures, poses. The students laughed a lot at some of the responses.
While the students were responding to the three questions on the poster paper, one member of each group was withdrawn to bring their iPad and access the typewith.me EtherPad and input their group’s responses. The students were very engaged and keen to see each group’s response as they were writing it. Here is a screenshot of their responses and a photo of the brainstorm posters.
We then had a quick discussion about their responses and arrived at the unit of work’s ‘significant concept’ which is: Different people laugh at different things. The class followed that with a discussion of the unit of work’s ‘area of interaction focus’ and ‘MYP unit question’. To conclude the lesson, we had a quick reflection activity where the students set three personal learning goals for this unit of work, in written format. The lesson was quite engaging, made use of ICT and incorporated group-work, brainstorming, discussion and reflection. Next week, we will focus more on slapstick comedy and define it and start looking at its features/elements.