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Example: I noticed that Jamie always carries a hand percussion instrument and uses it to count down with every prompt. I wonder if this is related to classroom management?

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Example: I noticed that Jamie always carries a hand percussion instrument and uses it to count down with every prompt. I wonder if this is related to classroom management?

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I noticed that Jamie always explains what she sees through her children's movements. I think she does this because she wants them to know that she is paying attention to everyone. Therefore, this could lessen the possibilities of disruptive behaviors. -Edwin Guieb Jr.

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I noticed that Jamie always explains what she sees through her children's movements. I think she does this because she wants them to know that she is paying attention to everyone. Therefore, this could lessen the possibilities of disruptive behaviors. -Edwin Guieb Jr.

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I noticed that Jamie shows a lot of examples in the Interactive Drama Lesson. She emphasizes being gentle with her partner. I wonder if this is a pre-teaching strategy.

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I noticed Jamie in the video she has her students talk in a group about a certain topic. In the second of the video she breaks down the topic into three parts, that is give a general idea on the "why," part. Then she has her children acting out the parts like what is war look like or famine looks like. After that she has them reflect on why people leave in the first place. The purpose of this strategy is to keep the students engage, I wonder if this is a classroom management strategy or some kind of disability like ADD ADHD for students who move around a lot.

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I noticed in the resources and videos, an important aspect of performing arts is to encourage student creativity. I noticed Jamie's video and in our lessons she always pushes for further creativity through different types of movement. In their reflections, they talked upon how they could revise their snapshots. I believe reflections done in various ways (individually, with peers, in groups) are very beneficial!

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I noticed that Jamie takes her time when explaining the cues (for example during the on/off snapshot circle) I also noticed that she gives students opportunities to practice and she clearly states the expectations. (for example no wiggling during the on position)

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I noticed that in order to nurture creativity in performing arts, teachers must be specific and positive with their feedback. Jamie always gives very constructive comments, along with ideas about what she wants to see next. This encourages student's to keep participating and gives them an idea of how they could go about their next move.

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I noticed that Jamie is coaching her students throughout the snapshot activities. She provides her students with detailed descriptions of the scene she wants them to create. Jamie also allows her students to be creative and expressive. She does not direct them to pose in a specific way, she instead lets them decide what movements they want to make.

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Based on the reading and Jamie's wonderful video, I can see how knowledgeable the teacher needs to be when implementing these practices. There is a lot of preparation work involved, and even as the teacher, I would need some extra practice time before I bring it to the classroom. I also noticed that there is always opportunities and strategies to engage the shy/less confident students.

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I noticed the way Jamie used the student's thoughts in the discussion to guide her lesson. She also extended the students thinking by talking to the students during the "off" parts of the snapshots. This gave the students more idea on how they will create their next snapshot. After reading the articles and reviewing the CREDE standards, I noticed how Philosophy for Children (P4C) and is similar to IC and the way Jamie facilitated her steps to get on the top of migration.

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I noticed how Jamie always makes the students go in neutral before they do their snapshot or move and freeze. I see the importance in this for classroom behavior reasons and getting the students to concentrate on what they are about to do. She wants them to be serious about what they are about to do and have them perform it as if they were showing it to an audience.

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I liked how Jamie modeled the instructions, I am curious to see more examples of the revise part of the activity. Also, for the sculptured snapshot, what if there are students who really do not like to be touched. Also, are there certain areas of the body that are off limits? I was thinking, what if I wanted to have my sculpture bent over, would I press the abdomen in with one hand and then gently push and guide the lower back down? I am not sure if the abdomen is a touchy area. I guess it would be important to maybe clarify or set such boundaries beforehand?

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I liked how Jamie modeled the instructions, I am curious to see more examples of the revise part of the activity. Also, for the sculptured snapshot, what if there are students who really do not like to be touched. Also, are there certain areas of the body that are off limits? I was thinking, what if I wanted to have my sculpture bent over, would I press the abdomen in with one hand and then gently push and guide the lower back down? I am not sure if the abdomen is a touchy area. I guess it would be important to maybe clarify or set such boundaries beforehand?

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-Ryan

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I noticed that throughout the lesson Jaime was giving each student encouragement using the vocabulary that was taught in the lesson. I wonder if for older kids you could have students call out what they see. You could split into partners and have half the room complete snapshots and the other half call out what they see. This would be especially helpful if you have a small classroom space.

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I noticed that Jamie created a welcoming environment and made it fun for the students to participate. They were able to learn how to do the activity and get a chance to practice it and receive constructive feedback. She encourages the use of performing arts into her lesson to make it engaging!

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I noticed that early on, Jamie makes sure the students understands what they are doing by giving them the time before to practice and to be familiarized with what to do. She also prepares visuals and a clear space so kids can concentrate on the task at hand. I think it is very important how she also explains each step separately, and uses vocabulary that is clear and easy to understand. She is explicit and clear when describing instructions to both us (the students) and her students in the video. This type of video is a great tool to create in my classroom because it caters to all type of learners!