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We use technology quite often in these Arts Class.   We use it to research plays, research technical theatre jobs, write scripts, research data, and much more.

One positive thing about students using their devices during some of the  performances is that it has cut down on the number of paper copies we've had to do over the past two years.

Example:

Students research production elements of Technical Theatre (including various positions such as Scenic Design, Costume Design, etc.)  in Theatre I.

In the upper levels of Theatre, students use their prior knowledge, and they design floor plans, models, and costumes for the play we read together in class.

Students must read the play and make notes on design.  Then, individually, students are to  do research including:  era, location, time, historic relevance, socioeconomic, etc. based on the play's information.

Students take the research gathered from the play and also research gathered by using their devices and they design a floor plan and an elevation model on their own.

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Students read play as whole class. Students keep design notes, research various aspects of design (knowledge from lesson plans in Theatre I and review in II/III), and they design their own floor plans and elevation models.

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(See notes above)

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Students use technology to connect research information and lesson plan information to their prior knowledge.   They are actively engaged in their own designs and research.

Example:

Teacher led PowerPoint

Greek Masks (study of the play Oedipus) or Commedia dell' arte Masks (study of the Italian  historical plays).

Example:

Greek Masks:   Students will create his/her own masks based on lesson plans and technological research.    Their faces must be fully covered, back of head and down neck fully covered, and they must have a projection piece.

Commedia Dell'arte:   Students will create their own masks based on  research of historic stock characters.

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Student created Commedia dell'arte masks based on classroom lesson plans, stock character research, and original design.

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Students collaborate often in Theatre I, II, and III.     At times while working in groups, all members may use their devices to look up information and contribute to the group work.    Other times, only one person may have a device out per group (to keep excessive cellphone/device abuse during class to a minimum).

Students use devices to:

Look up scripts.

Look up information to write their own individual scripts

Look up Sound Effects (for Reader's Theatre)

Look up definitions

Etc.

Example:

Students use devices to research, write plot outlines, use storyboards, and film original music videos  for Theatre II (Standard 7).

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Theatre II and III - Script Work Brainstorming Activity. All students on devices and/or sharing.

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Active, Constructive, and Authentic Learning

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Active, Constructive, and Authentic Learning

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Students use their devices on a daily basis to look up words (spelling), references, quotes, etc. while they do their writing projects.

Students also used their devices to listen to music as their are writing.   I have found that this keeps their focus on their work more often than a quiet classroom.   I also play soft music for those that do not have headphones.

We also have entire classroom research during lesson plans where students use their devices to discover and initiate conversation.

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Occasionally, students will write in groups.    One student  will record their group's work (usually on a device), and each student contributes.

Example:

Reader's Theatre Project

Teacher PowerPoint Presentation.

Students Research writing in play format.

Students use technology to find sound effects, appropriate music, etc.

Students use devices to send scripts to teacher and/or they use devices to read their scripts.

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Because we do not have any curriculum or guidance on what to teach in RTI, the past two years, I  have made up items to help my students toward their goals of getting moved out of my level of RTI.

We use devices on a daily basis in this classroom:

Activities include:

NewsEla

Newspaper in Education - using The Daily Herald for various activities

Online Reading (and writing summaries or reading aloud to the teacher)

Free Rice (Vocab and Reading Games)

Merriam Webster (Dictionary and Online Word Building Games)

Kahoot!

Aimsweb Testing

Etc.

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My Theatre Program uses devices for every performance.

Students use a laptop for the following:

Set-up of projectors for pre-show pictures and announcements.

Sound Effects or Music during the play.

Music for Pre-Show, Intermission, and Curtain Calls.

During musicals, students will use various applications to play music which has also included the use of a small midi keyboard to control both the PC, app, and our in-house speaker system.

Students have to use various software packages in order to accomplish these tasks.   They also do a lot of problem solving on the fly in case of emergencies during the show.

This is wonderful experience, and it is a great resume builder for post-secondary applications.

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Example Activity: Students find an interesting article. They read it to themselves (Silent Reading Fluency). Students uses devices to look up words they are uncertain of definition prior to reading aloud to the class. Students will read the article aloud to peers per paragraph (Oral Reading Fluency).

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MCPS Teachers

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Digital Integration Plan
For Learning on Mobile and Accessibility

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Lights, Sound, and Music Production Team - Aida (Spring Musical)

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Lights, Sound, and Music Production Team - Aida (Spring Musical)

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Person to the far left (see hands) is working a computerized light board which includes programming cues, colors, and times.

Person in center - he is running the music for the play through a laptop, I-Tunes (for this particular show), and in-house speakers.

Person to the right (foreground) is running our mics and volume levels.  He is cued by the person in the center.

Light Board operator is cued by the Stage Manager who is on headset backstage.

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Active

Collaborative

Constructive

Authentic Learning

Goal Directed