Enora and the Black Crane by

week four continued...

t4bowman — 2017-09-13 02:10:07 UTC

Show the children the lion king at the theatre so the children to get inspiration on how to act like animals. Showing the children these performance would give them ideas on their own play.

After watching the you tube the children could try out their own interpretations of the animals by practicing them in class.

We could do an activity in pairs. In this activity it will allow the children to experiment moving like an animals. One of the pair moves like an animal of their choice and the other child needs to guess what animal the other child is trying to act out. Then the other child has a go.

Week four: researching ideas inspiration

t4bowman — 2017-09-13 02:10:07 UTC

this week the children are focusing on researching resources to inspirer them on their own play such as you tubes, theatre brochures, books.

This you tube could give the children ideas on what professionals do in the theatre interpreting the crane natural dance.

Week three: research resources

t4bowman — 2017-09-13 02:10:07 UTC

Explore resources for their performance. using the internet, local library. Borrowing out musical instrument so children can explore different sounds they can create. Get the children to think about the different sounds they wish to use in their play. How are they going to make these sounds?

Are the children interested in Aboriginal music such as using the didjeridu, gum leaf or the clapsticks. If the children were interested in using Aboriginal instruments I would make sure the children understand if females or males play these instruments. As we want to make sure I respect the Aborignal culture.

Making a mind map

t4bowman — 2017-09-13 02:10:07 UTC

Week two: children to form small group and create a mind map on their ideas on what they want to add into their performance.

This mind map is an example on what the children may want to do. This map will be documenting all the important parts of the book for the children to be able to plan their play.

Understanding about what The means to the Aboriginal people

t4bowman — 2017-09-13 02:10:07 UTC

The children would be encouraged to research the meaning of the crane for the Aboriginal people by using the internet. On the internet I found out the Australian crane are beautiful dancers famous for their elaborate performance which appear to be both for pleasure and part of their mating ritual. The Aboriginal people have copied their grateful steps through their dance.
I would then show the children the Aboriginal people dance on you tube so the class can see what they do.

Have a discussion on what they have watched and talk about how they can implement it into their own play.

Plan for the unit continued...

t4bowman — 2017-09-13 02:10:07 UTC

Week seven: choosing music or musical instruments they wish to use in their performance. experimenting with the music and figuring out what scenes they need the music or sound effects. Research on Spotify, internet and other resources for desired effects for the preformance.

Week eight and nine: Producing the play and recording it. watching and re watching the play through the media the children chose

Week one: reading Eudora and the black crane by Arone Raymond Meeks the children. I have provided the you tube of the book been read but however I would read it to the children. I only provided the you tube so you could listen to the story.

Plan for the unit continued...

t4bowman — 2017-09-13 02:10:07 UTC

Week four: Gather up you tubes, resources to inspire children to create their play. such as musical instruments, theatre books, costumes, theatre plays on you tube, inspiration on Aboriginal dances

Start planning the costumes and the resources needed to create the performance. Watch you tube on lion king performance in the theatre. Activity around the classroom: Imagination of acting out an animal
.Week five: Invite Aboriginal elders to talk to class about their traditional dances, and ask them about the crane dance and its significance in their culture and beliefs.
Week six: Write script and discuss what each child is going to do in the play and discuss how they are going to preform it. What media they wish to use such as a web camera, video camera so they can watch their own performance and so they can re record and edit it to polish their own performance. Activity master master "who am I?"

Plan for the unit

t4bowman — 2017-09-13 02:10:07 UTC

The main focus of this unit is create a play which is the childrens interpretation of the book "Enora the black crane."
First week: reading the book a couple of times and allowing the children time to discuss the what the book is about. Second step, explaining to the children what they are doing for the drama unit this term.
Starting a conversation about why they are reading the book and explaining to the them that they are going to produce a play on their interpretation of the book.
Week two: making small groups for them to discuss the main ideas of the book which they would like to focus on in their performance. Gathering all the groups ideas and making a mind map on what they would like to do and then making a plan from that.
Week three: Research inner meanings of the book and find resources for the children to explore for their performance.

Drama: performance of interpretation of "Endora and the black crane

t4bowman — 2017-09-13 02:10:07 UTC

In this assignment the plan is focused for a year two class. In this plan the main focus of arts strand is drama. In schools drama is important as drama aims to provide healthy form of physical, emotional, linguistic, social and mental aspects of development which reveal creative aspects and provides education to ensure children develop natural self confidence within themselves (Tombak, 2014). This plan is going to go over a full unit of work/ term. Focusing on a diferent element once a week.

Drama, Foundation to year two

t4bowman — 2017-09-13 02:10:07 UTC

Explore role and dramatic action in dramatic play, improvisation and process drama
(ACADRM027 - Scootle ) (ACARA, 2016).

Children performance of the book

t4bowman — 2017-09-13 02:23:37 UTC

To introduce the unit of drama I would start by reading the book to the children a few times. I would allow the children to investigate the pictures and have conversation about what the book was about and what was going on.

In a group time I would ask the children to have a conversation about what they would like to do with the book that we had been discussing throughout the last couple of sessions.

I would guide the children to discuss about the culture that the book is symbolising and what they think it means. Start by making small groups to research what the book means through the aboriginal eyes. The importance of using culture in preforming arts as discussed by Sansom 2013, the provisions of culturally and meaningful activities such as dance are learnt and shared along side one another as spirits.

Week five: Invite Aboriginal Elders

t4bowman — 2017-09-14 07:11:38 UTC

In class have Aboriginal Elders invited to talk to the children about their traditional dances and their inner meanings. Is any gender allowed to preform these dances. Provide opportunities for the Elders to show the children their traditional musical instruments and maybe one of their traditional dances.

While inviting the Elders to the school I would ask the Elders if we could have a yarning circle where the children can get the best experience possible from the Aboriginal people where the Elders may share some of their cultural experiences. The importance of embedding Indigenous culture in our curriculum is to build sustained and reciprocal partnerships with Aboriginal and Torres Strait Islander people supports access to local knowledges and perspectives to inform curriculum planning, as well as protocols and community processes, and contemporary responses to colonisation (Miller, 2015).

Week six: writing the script

t4bowman — 2017-09-14 07:28:04 UTC

This week the focus is writing the script for the play. Allow children to experiment with technology to tape their play such as web camera, video camera.

Practice editing the play with the chosen technology.

Activity: Master master "who am I?"
The activity is practicing acting out different voices. The game goes by forming a circle.
Chose one child to be the master and blind fold them. Tell the master they need to listen carefully and try and identify the owner of the mysterious voice.

Choose another child to say "master master who am I?" in a different voice. The blind folded child master needs to guess who's speaking.

Week seven: adding music and sound effects

t4bowman — 2017-09-14 07:55:53 UTC

The children are to choose the music they wish to use in their play. Experimenting the different music. I hoping the scaffolding I did with the children help them explore the different avenues such as Aboriginal inspiration from the Elders visit. We would go through the script we prepared and work in sound effects and music we think need to be added.
We could use Spotify, internet and other resources for desired effects for the preformance.
Effects I would hope the children add into the play are bird sounds, nature noises of the forest. The music I hope the children use is music such as this

Week seven continued...

t4bowman — 2017-09-14 08:26:33 UTC

The children could use this kind of music to create the bird noises in the forest.

The children could use websites to create their own sound effects for their play. This website has lots of free sounds the children could use.
https://www.audioblocks.com/?gcn=AB-Search-SKC+SoundEffects-AU-99&gclid=EAIaIQobChMIopenhqGk1gIVHgoqCh2olwHaEAAYASAAEgLqk_D_BwE

Week eight and nine: preforming play and recording it

t4bowman — 2017-09-14 08:31:44 UTC

The children are ready to preform their performance in class. The children will be able to record the performance and edit it as needed.This performance is for the class only and the class can watch the performance again once they have finished because they recorded it the finished product

Assessment

t4bowman — 2017-09-14 08:36:55 UTC

By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama.

Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation (ACARA, 2016).

How I will assess the children at the end of the unit

t4bowman — 2017-09-14 08:38:12 UTC

All the work the children learnt throughout the unit will provide the proof of their knowledge of drama.
The final production will show their understanding of how to act and work as a team to make their performance successful. In the performance it will show the children being able to improvise and act their part in the play. The children will also be able to show their knowledge in creating a play using media effectively by editing it when required. All children will be successful as each child will have a part in the play.