Media Performance Piece

So for my alternative to the DJ Battle I attended a performance of Aida in Salt Lake's Capitol Theatre.  It was very interesting. I am usually a huge fan of opera, but this one was quite different. Of course there were the typical elements of opera: the dramatic singing, the slightly cheesy costumes, and the beautiful orchestral music. However, there were also some interesting elements. For example, they included modern dancers throughout the piece. At first I found it rather jarring, but by the end I really liked it. I thought that they added a nice exotic feel to the show that fit its Egyptian setting. For me the chemistry between the two main characters was also lacking. This left the opera much less engaging and I found that I wasn't rooting for their success  quite as much. I think that an opera could be interesting in the classroom because it could allow for a discussion about the different strengths and weaknesses of the genre. I would probably use it in relation to a novel that discusses similar events or a similar time period.

Speak Media Activities

Learning Activities:

1. Analysis of the format and design of the text. Meets up with ELA standard 5 for grades 9-10.
1. We would begin with a close analysis of the text individually. We would use the strategy of notice, name, apply.
1. We would then highlight the diary format of the novel and how that affects the structure. We would pick a specific grammar principle that plays into the format and help students apply it to their own writing.
2. We would also analyze how the diary format plays into other other texts by watching a vlog (video diary). https://www.youtube.com/watch?v=FsmD7Q2I980
1. We would discuss the strengths and weaknesses of each medium in portraying the diary feel.
2. Themes: This novel addresses certain themes that are difficult. It is important to give the students the tools they need to address the problem.
1. Watch a well known music video. (https://www.youtube.com/watch?v=QcIy9NiNbmo) ask students to identify a theme and then write story about that theme in their writer’s notebook.
2. Mini-lesson reviewing what theme is.
1. Using gradual release of responsibility analyze themes in different mediums (visual art, music, film). Begin by modelling, then as a class, then in pairs, then individually.
3. Ask students to identify a theme in Speak and then create a short/rough film as group to show how that theme is reflected in their lives.
3. Characterization through twitter
1. Split class into small groups→assign each group a character
1. Have them brainstorm character traits for that character. Ask: What most impressed you about the character? What are his/her strengths? What are his/her weaknesses? What does he/she like to do.
2. Have each group create a twitter account for that character.
1. Have them follow the other characters
2. Ask them to follow other people that they believe that character would follow
3. Ask them to interact on Twitter in authentic ways that  reflect their understanding of the character.
4. Small reflection on what they learned about the character
3. Class discussion about how the characters chose to interact. What does this say about how Melinda interacted with others in the novel? What may have motivated Melinda to keep quiet?
4. Pre-reading Identity Study (reading standard 2)
1. This would be a pre-reading project to help them prepare for the novel. The entire unit would be structured on learning about identity.
2. Ask students to bring three items to class that represent who they are.
1. In class have them present them to small groups
2. Have students explain their choices
3. Using what the students learned about their relationship to those items have them craft a blog post that integrates the items in order to explain their identity.
1. Have them talk/write about what the items say about them and why they chose them?  
4. After these activities come back for a discussion about what would change if the piece of that art was taken out and how it would change them?
5. We could present a clip of the film and then talk about if there was differences and why? This could lead into a conversation about translation and what happens when things are expanding across different mediums. As an activity, we could have the students take a section of the book (probably in group) and translate the meaning into a different medium (video, audio, painting, poem, etc.).
1. At the end of the novel show the film. (we will keep this relevant and purposeful)
2. Ask students what was different in the film? What was the same? What themes were emphasized? Which medium did they feel more connected to?
1. General discussion of how different mediums have different strengths
3. Assign small groups of students a section of the novel
1. Ask them to create a representation of that section in a medium that they think would be the most effective (video, audio, painting, poem, etc.).
2. Each student will write a short reflection to discuss the choices they made. Why did they choose that particular medium? How did they represent themes? How did they choose to represent the narrative elements of the text?
6. Melinda’s Refusal to Present
1. Anderson pg 155-156
2. What could Melinda have done differently to actually have her voice heard?
3. How do we initiate social change? → Have them read articles on this.
1. http://www.studylecturenotes.com/social-sciences/sociology/282-what-is-social-change-definition-and-meaning
2. Watch a Video in class: https://www.youtube.com/watch?v=hP8kmPf8xlQ
3. Discuss this video and the different things we can do now to initiate social change within our school and city.
4. Brainstorm Peer Share: What are some different social issues you wish to change?
5. Present Homework → Write a page about something you wish to change and how you will go about doing it.  Contrast the way you wish to change something versus the way Melinda went about change.
7. Kesha and Melinda (writing standard 8)
1. For this lesson, we will discuss reasons for Melinda never using her voice to explain what happened to her.  
1. Ask students if they ever hid something about themselves that was hurtful because they were afraid what others would think?
2. Have students find evidence in the text of when Melinda conceals her experience more and more.
2. After doing this, show them that even people in media struggle with expressing to others about hurtful situations.
3. Bring up Kesha and how she was abused and sexually assaulted, but reached out and received help from many including Taylor Swift. This is an article on Kesha’s case. http://www.rollingstone.com/music/features/kesha-and-dr-luke-everything-you-need-to-know-to-understand-the-case-20160222
4. To integrate writing standard 8, we will have the students research different social issues going on that have affected one of their super peers.  They will then write a brief 1 page paper that includes both their research (cited correctly) and their opinions on what this person should have or should not have done.
8. Creative nonfiction (writing standard 3)
1. In this lesson, we would discuss the point of view of Speak and the different grammar techniques Anderson uses such as the way the words and dialogue are presented on the page.  
2. After this mini grammar lesson and noticing how Melinda writes her stories all from her point of view and how these different things in her life affect her, we will then look at our own lives.
3. Ask students → What are different things that affect you today?  At school?  At home? With friends?
1. Have them brainstorm with a partner about these things.
4. After that, present the assignment of writing a creative nonfiction about themselves.
1. Clarify what exactly is creative nonfiction →  genre of writing that uses literary styles and techniques to create factually accurate narratives.  It is meant to be entertaining and fun.
2. They will write a 3 page narrative about a specific event in their lives that they feel has affected them the most.  Good or bad.
5. Depending on time, give them time to brainstorm the characters they want in their stories. Have them give each character different traits that they really want to express in their narratives.
9. writing standard 6= use internet to publish
1. Part of writing standard 6 is to use the Internet to work on and share a piece of work.  
1. As a progression of their creative narratives, I would have them share their work with another student via Google Drive.
2. They would review their peers work and make any suggestions using the different editing buttons on google drive. (these are super cool and are way helpful when you are not near anyone who can give you immediate help).
3. I would give them in class time to work on this.
2. As this would probably take up a good portion of the time, at the end of class I would show them how they will post their creative narratives to our class blog.  This will allow them to share their work with others and be able to read and respond to their classmates.  
1. After presenting this, discuss appropriate interaction with others work on media.  Remind them to be respectful and caring.

                                           

Speak Lesson Plan

LESSON PLAN

PLANNING

Date: 29 February                             Class and Grade Level: 10

Title/Subject of Lesson: Exploring new media through the perspective of Speak

Overall Unit Essential Question: How can we discover and express our voice? How do we handle emotional difficulties in our life? etc.

Learning Goal(s): Students will cite textual evidence to create a piece art representative of one that Melinda may have created. (reading standard 1 & 3)

Assessment(s): Writing and analysis of choices made in the art piece.

State (or Common) Core Curriculum Standard(s): Reading standards 1 & 3

Concept(s) to Be Taught: Citation of evidence, character analysis, creative process, representation in multiple mediums, presentation skills

Rationale: We want this unit to help students begin to understand and identify their own and find ways to express. This project will serve as a springboard to finding their own voice as they further explore Melinda’s. This lesson will also help students explore character analysis by creatively exploring aspects of Melinda’s character and citing textual evidence.

Materials Needed: Computers, video equipment (phones), art supplies

Strategies to Be Used: Brainstorming, writer’s notebook

PERFORMING

Announcements: N/A

Continuation from Previous Lesson:  N/A

       

Lesson Presentation:

Jenn:  Welcome to class. We are going to jump right into our writing prompt.

        A) Preparing for Learning:  [anticipatory set]

Project Mona Lisa. Prompt: This is the Mona Lisa. In the next few minutes we want you to take your writer’s notebooks and write a narrative describe the character’s emotional state. It can be funny, sad, or happy.

Questions: What insights do we gain when we project our own artistic interpretation onto the original?

        B) Directing the Learning:  [learning activities]

Assignment/Strategy or Skill Development:

A) Directions= We want you to create a piece of art that reflects Melinda’s character and experience in the novel. Using our piece as your model pick something to symbolize her emotional state then create it. You may choose several symbols or focus on one. Then create a visual representation. You can use an visual media: drawing, video, photoshop, whatever you want. Then write a brief reflection (1  page)  citing the passages that inspired your choices and explaining how you used the visual elements to support your idea of Melinda’s character.

              B) Modeling/Examples= Our mentor text of pizza box in trash. (Anderson pg. 14-15, 90)

Question: Is this piece an accurate representation of Melinda’s emotional state? What feelings does this piece prompt?

              C) Guided Practice= N/A, instead we’ll help with the independent practice.

• Brainstorm about Melinda’s emotional state.=
• 2 or 3 as a class
• 3 min individual time
• Brainstorm visual symbols=
• 2 or 3 as a class
• 3 min individual time
• Finding textual evidence=
• 10 minutes to begin finding evidence
• Discussion on how to put it all together

             

              D) Independent Practice (Homework, etc.)= The final project

        C) Reinforcing the Learning: Recapture what needs to be done. Focus on finding Melinda’s voice.

Post-Instruction Reflection:

Did the directions make sense? Did the students understand the assignment? Did they make intentional artistic choices?

Game for Change

https://twinery.org/2/#stories/80b4eaf0-1d8f-2205-da3e-b2bb15b4ac25/play

I'm a little nervous about that link working! I couldn't figure out how to share the game.

For my game I chose to make a commentary about the arts in the lives of children. I am not super passionate about any social issues (judge me if you will), but I really care about people being cultured. I think it is so important to be exposed to a variety of different artistic mediums and to different cultures. It just changes the way you think. However, an emphasis on the arts is receiving less and less funding in schools and less and less emphasis from parents. I wanted to create a game that, in some small way, would show how small experiences with art can have very practical benefits. I read three articles for the creation of this game. Here are the links:

http://www.deseretnews.com/article/705396837/Family-Arts-Why-children-should-be-exposed-to-the-arts.html?pg=all

http://www.nytimes.com/2013/11/24/opinion/sunday/art-makes-you-smart.html?_r=0

http://www.raisesmartkid.com/3-to-6-years-old/4-articles/33-benefits-of-arts-to-kids

As a teacher I think that Twine could be a very interesting tool to use in the classroom. Before using it, however, I think that I would need to become more familiar with it's inner workings so that I could confidently assist my students. I could see Twine being a useful tool in helping students create an alternate ending to a novel. I could even see Twine being a useful study guide to help students map out the plot of a novel. This particular assignment could be interesting if applied as a character analysis. The students could have to explore a certain issue from the perspective of a certain character.

Round Robin

The kitten sulked in the cart, upset that Mamma Cat had refused to buy him his favorite candy.

The cat thought: "So much for being good. All I wanted was some candy!"  He continued to wonder what went wrong and why his mom didn't reward him. 

The cat went his mom and started to beg. "Please! Please let me have some candy!" He didn't know if he could take much more with out candy.

The little cat cried, whined, screamed and threw a fit until his mom was so fed up that she sent him to bed without any supper (and without any candy).

For my story I chose to use this picture of a cat because I thought it was adorable. I wanted the caption to be something fun that captured the attitude of that little kitten. I also liked the idea of the candy because I have that experience with my own mom many times. I thought that this was an interesting assignment. This is the first time that I wasn't really sure what the purpose of it was. I am not sure what I learned from doing it. I also think that the execution over email was rather difficult. I mean I never received one of the tiny stories. However, I think that if it was done during classroom time it could be done a lot simpler. I think it could be a useful exercise in helping students to learn to be concise. They have only a few sentences to tell a story. This could help students learn what is really important and to choose their subjects carefully. I also think it could be an interesting studying in plot structure. You could talk about how it developed when interrupted by different authors.