GRADE SEVEN INQUIRY BASED LEARNINGTerm One & Term Two

2017

TERM ONE: THE GRADE 7 PRODUCTION WITH AN IBL APPROACH

• Inquiry for skill-building• Thinking Flexibly

Identifying, implementing and valuing the different roles/perspectives in planning a stage production from inception

Devising an alternative approach and process to the traditional production

• Thinking Interdependently

working and communicating effectively in a group

Valuing other people’s perspectives/ideas

• Writing Process skills – scriptwriting skills - prewriting, drafting, sharing, revising, editing, publishing a script

• Creative Process skills - Drama, dance, art and music composition

• Oral Communication Skills - listening and understanding, speaking clearly and directly, empathizing, persuading effectively, being assertive

• Research Skills – establishing an understanding of at least one key role-player in putting on a successful stage production

• Digital Skills – Content creation through the use of mobile apps

IDENTIFYING THE THEME FOR THE PRODUCTION

Feedback from our teacher planning sessions, after watching the TED talk above as a possible stimulus:

https://www.ted.com/talks/christopher_bell_bring_on

_the_female_superheroes#t-2491

Public pedagogy about female superheroes seems biased

How might our production change/ influence

this perception?

TERM ONEWEEK ONE

Launch of

“What is a Superhero”?

Concept Development map & stimuli presentation session that challenges stereotypes

WEEK TWODRAMA EXPERTIntroduction to dramatic storytelling

Making use of the tri-theme of:

CHOICES, CHANCES & CHANGES

Gina

Shmuckler

Thank you for your enthusiasm, Gina, in helping our girls strengthen their ‘voice’ through an introduction to dramatic expression and this, in turn, will assist

them in developing rich and meaningful storylines going forward.

CHOICES: 'Stress-induced growth' after a trauma - resolve to help others - even becoming

social activists

CHANGES: Life -altering force is destiny

- assuming great responsibility that

compels her to grow up sooner than she wants

to

THEME: Superheroes - not

about us being super, but

rather how to be heroes,

choosing altruism over the

pursuit of wealth, power.

Inspirational stories from

girls' perspectives ... tapping

into capacity for empathy -

one of our greatest powers

of allCHANCES: Random adverse events may

cause us to take stock of our lives and choose

a different path

WEEK THREE - SIX

Scriptwriting Process Success Criteria explored and shared with the girls.

Girls create scripts in small groups facilitated by IBL teachers and English specialist

Developing transactional writing skills based on English Curriculum:

REFLECTION

• I have learnt to encourage others instead of criticizing them

• I learnt that I should stop and listen to other ideas and try not to talk over other people in my group.

• I learnt that I don't put too many ideas on the table

• It's fun to work together

• I’ve learnt that I’m capable of writing a script using my own knowledge…

• I learnt that when I am forced to think of an idea it doesn't come as easily as when I am relaxed

• I've learnt that I enjoy working with others and listening to their opinions more than I thought I could

• I think that we have learnt that you need patience and perseverance to communicate and work productively to produce a sufficient and successful product

• We have learnt that working together is more than just being around one another, but more about working with one another to create something spectacular. Ya, I know we had issues here and there, our end result was better than expected.

• I learnt that we find it hard to concentrate!

• Frustration was part of what we had to deal with, but we are all creations that have different ways of looking at things and that’s okay.

• We planned for a long amount of time. That made it so much easier to write our script as we had all our information and our plot line in a logical sense

• I learnt to be more open-minded to ideas that weren’t my own

• I learnt to ask questions when I’m not completely sure of what’s happening

• Not be emotional when someone disagrees with me

These are some of the worthwhile reflections that the Grade Seven girls shared via Showbie that highlights what they have learnt as well as what they have found challenging by the end of the scriptwriting process:

OVER THE APRIL HOLIDAYS…

Mini-scripts reviewed by IBL team of teachers and professional scriptwriter, Hannes Loock.

We, too, reflected upon the original plan of weaving ALL the scripts together. Instead, we created a new script that included elements from ALL the groups’ mini-scripts.

Planned start of Term 2: Teachers share feedback about the weaving of the scripts and the NEW script is shared via Showbie.

TERM TWOWEEK ONE

• Audition criteria and material shared via Showbie

• Audition process commences for girls wishing to be part of the cast

• Personal feedback letters for each audition was handed out

• HUB research task for ALL girls whilst auditions are underway to make informed HUB choices

• HUB selection (1st and 2nd choices) via Google Form

DIRECTOR

HUB: MUSIC

LIVE BAND

SINGERS

HUB: CHOREOGRAPHY

BALLET

MODERN & TAP DANCE

HUB: BACKSTAGE

HUB: SET STAGE AND PROP DESIGN

HUB: AUDIO VISUAL & TECHNICAL

HUB: COSTUME & MAKEUP

HUB: MARKETING & SOCIAL MEDIA

HUB: SHADOW DIRECTORS

HUB: CAST

# CREW 2017

Week Two:➢ HUB and CAST list published

➢ Whole grade mass reading of the script

together with Director

➢ HUB brainstorming with facilitator, draw

up HUB expectations

➢ Director meets weekly with each HUB to

touch-base

External:

Photographer

Videographer

*Potential hubs

for 2018

guided by

WEEK THREEREFLECTION

Through a process of observation,

we knew we needed to fit in

another reflection session.

Opportunity to reflect and share

with each other, time for Q & A

and a time for renewing

excitement!

Action-Reflection Cycle from McNiff & Whitehead, 2002

What colour are you?

Why?

Feedback from the girls regarding the process:

• feelings of disappointment, fear and frustration regarding the process thus far:

• ownership of the play

• development of the new script with only 21 cast members

• unity vs. division

• fear of the play being cancelled

• audition process

• feedback to the auditions

• the size of some of the hubs

• hub expectations

What colour are you now?

Why?

If you are still on the same colour

for the same reasons, what is it

that needs to be done to move

you to a colour shade that is more

positive? Detail this on a sticky

note and add it to the ‘Parking Lot’

WHERE TO NOW?

• All girls will perform on stage

• incorporating ‘choral verse’ items, mass song items, dance sequences, adding extra lines to existing script

• Confirmation of original script inclusions

• Hub expectations defined by yourself – guided by facilitator assigned

• Professional photographs will also include ‘behind-the-scene pics’ - HUBS in ACTION not just of the cast

• invitation to host a play festival (acting out original mini-scripts) in Term 3 can be reviewed in the new term, if need be.

Week Four-EightRehearsals begin and HUB focus

groups get started.

It was useful for us, the Set Stage, Prop Design and Backstage hubs, to be

present while the cast delivered their lines and worked through the script –scene by scene. This helped us clarify

design ideas in our heads.

Following the script, on our iPad,

backstage to be able to keep up

with prop cues was fun!

Set stage designs

fit for ANY

superhero!

Shadow directors

making notes of

changes to script

and assisting with

cues to help cast

members

remember their

lines.

Audio Visual & Technical Hub

members identifying potential

opportunities

to support script with

creative audio visual displays.

Backstage

Hub making

copious

notes of

props

required to

be moved

on and off

stage.

The Cast in action

The Marketing & Social Media HUB gets

underway. From designing advertisements,

save the dates, social media posts to

production programmes and organising the

hall with seating numbers.

This team was also crucial in the design and

setup of the Front of House on the evenings

of our Production. They also made fine

ushers and MCs too!

Costume and Makeup HubSkills included:

• Using the script to help guide

costume and makeup design

• Storyboarding ideas to share with

cast member

• Sourcing cost-effective items to

fit the budget

Behind-the-scenes

Lights,

Camera,

ACTION!

POST-PRODUCTIONREFLECTION

The girls created an infographic that represents their Grade 7 Production Journey. While some

detailed the skills that they learnt, others provided tips and tricks for the future. Some even

mapped out their emotional journey/growth while navigating this new creative process.

There’s a superhero in all of us, we just need the courage to put on the cape!

Superhero Sabotage, Grade 7 2017