Kelsey Potoma

Teacher Log Book

EDRA 101

Table of ContentsWARM UP ACTIVITIES 1

MOVEMENT 2LISTENING 3TRUST 4CONCENTRATION 5COOPERATION 6VOICE 7FOCUS 8MEMORY 9SOUND 10DANCE 11

DANCE AND MOVEMENT ACTIVITIES 12

WAKING UP THE BODY 13CHOPSTICKS 143 PART DANCE 15RE-CREATING THE ACTIONS 16

PERSONAL REFLECTION FOR PROCESS DRAMA 17

Warm Up Activities (1)

MOVEMENT 1 Stretching as a Group2 Go Bananas!3 Mirror in Circle4 Dance Diamonds5 Grid Movement

LISTENING 1 End of the Word2 Ships Ahoy!

TRUST 1 Snake2 Trust Falls3 Slice and Dice

CONCENTRATION 1 Zoomie Zoomie2 From Wimbolton to Wombolton3 Circuits4 Group Hop

COOPERATION 1 Human Knot2 Wink Murderer

VOICE 1 Vocal Warm Up2 Master Master, Who am I?3 Sound Environment

FOCUS 1 Relax, move, Relax2 Simon Says Yoga

MEMORY 1 I am Going on a Trip2 Spot the Difference Tableau

SOUND 1 Sound Ball2 Sound Story

DANCE 1 Dance Time!Other 1 What are You Doing?

Movement (2)

Personal Reflection for Games: The games are good ways to begin the class/take a break during class. They give everyone a chance to focus in on what they are doing in class and are a fun way to get energy out. A way to get people moving, but allowing for creativity. Can be adapted for any student in the classroom. I think I would use with any age group because of the adaptions that can be made.

Stretching as a Group: - Set a bar for how long you are going to stretch for- Conversation during so it does not seem like stretching- Get every student to offer a stretch to get everyone involved

Go Bananas!:- Link to song: https://www.youtube.com/watch?v=bfhzSNW0NmE - Good vocal warm up - Good for a shakeout (brain break) - Modifications: give different themes, voices and levels- At ‘Go Bananas” have them move around the room, break the circle,

‘balance the boat’

Mirror Circle: - Pick a theme. Everyone will then choose a movement and item that falls

under that theme. o Ex. Animals. Everyone would say an animal and do an action with

that animal. - Everyone participates in doing a movement - Same idea, different movement. If someone has the same idea, switch

the movement for that idea. (ex. Guitar. Two different ways to represent guitar by movement)

- Smaller Groups instead of one large group - Get suggestions for themes

Dance Diamond- Have 4 people step out, being the 4 points of the diamond. Everyone else

stands in the middle. Start by facing front. Person at that point starts the movement. Everyone else follows. Person goes until they turn 90 degrees or 180 degrees. The person at that point than takes over as leader.

- Teacher switch out who is the leader at the points.

Grid Movement - Walk around the space as if on grid paper

o Could be used in gymnasium with lines on floor or in a room with tiles on the floor

- Take offers given from others in room- Options are: walk forward, backwards, sit down, stop and stand, be the

only one in an area or be in a group, follow another person in the room/copy.

- Think of the room as if looking down and watching

Listening (3)

Personal Reflection for Games: A good way to get the mind warmed up. They are fun activities that can be used with any grade and any student. A good way to get students up and moving, but also have them warm up their brains. A game good for any age/grade. Modifications can be made to make sure all students are involved, which makes me want to use them in my classrooms.

End of the Word: - Start with a word (telephone). Take the last letter (e) and create a new

word (eggs).- Can do this in small groups (4-5 people) - Go as long as you want

Ships Ahoy! (also known as Captains coming) - Everyone walks around the room. Different commands are said aloud and

players must rush to do them. - Commands: Captains Coming (stand in salute until ‘At ease’ is said),

Starboard (right side of the room), Port (Left side of the room), Bow (front of room), Swab the deck (drop to stomach and wash floor), stern (back of room)

- Modifications: can make it a competition (last person to do the action is eliminated and helps watch).

Trust (4)

Personal Reflection: Different way to have trust be built in the class between students. Good activity for all ages/grades. I thought it was a good way to demonstrate what trust is and build trust with the students in the classroom. Trust is very important for a teacher to have with their students, but also for students to trust one another.

Snake:- Group of 4 in one line. Everyone’s eyes are closed except for person in

the back. This person will then lead the group around the room by

tapping on the shoulders of the person in front of them and they will pass it on to the first person

- Can do this in partners or in groups

Trust falls: - One person will stand behind their partner, the person in front will then

lean back. The second person will catch them.- In partners and in groups

Slice and Dice - Everyone stands facing one another in two lines. Arms out in front. One

person walks through. Others will move their arms up before the person walks into them.

Concentration(5)

Personal Reflection for Games: Games to teach concentration but they also teach group work. Good activities that also works on voice (have to be loud enough for people to hear you). These are games I thought I could use at camp in the summer, but also in the classroom. Games gave concentration challenge and different adaptions could be made for the ages in the classroom. I thought they were good games to build class teamwork, because everyone worked together to achieve the goal of succeeding.

Zoomie Zoomie: - Sitting in a circle. One person is Zoomie

Zoomie and everyone else gets a number from 1-10.

- Keeping the rhythm, say your number then another. (ex. 5, 6. 6, 8. 8, 2.) Snap and clap is the rhythm.

- Modification: Horse shoe. Person X is zoomie. If someone messes up, they move to back of line and everyone gets a new number. Goal is to become zoomie.

- Other modifications: use names instead of numbers.

From Wimbolton to Wombolton: - Similar to changing numbers into actions. (1, snap, 3, stomp, clap, 6…)

Circuits: - Small groups. - Stand in a circle. Pick a topic. Point to someone and say a word about the

topic. Add in two different circuits so there is two going at the same time.

3 4 5 6 7 2 81 9 X

Group Hop: - In a circle. Pick a start and an end person. Starting with one hop,

everyone will hop and keep tempo. Then two people will hop together, going until the ‘last’ person is the last person in the number group. If the ‘end’ person doesn’t end the number, you keep doing the number until they do.

Cooperation(6)

Personal Reflection on games: These games can all be played with any age group. All of the games are good for building a cooperating classroom who/where all students are part of a team and where they feel concentrated to one another, which makes it good games to play with all ages.

Human Knot: - Works best if in small groups. - People grab hand across the circle with both hands. Then try and

untangle selves. - Modifications: no talking, use ribbons instead of hands

Wink Murder- Instead of dying, falling asleep - One person is detective. One is a murderer. Murderer winks to ‘kill’ other

people. Detective must guess who the murderer is. Once winked at, must die dramatically

- Modifications: Easy- standing in circle. Hard- walk around- Go around the class first and get everyone to show what dramatic means

Voice(7)

Personal Reflection on games: These games good for any age group. Good for both brain breaks or for a lesson. Most would be good to use with music or could incorporate music. All of the games would require a way to get all students quite when doing the activity.

Vocal Warmup - Have music in background to ease the nervousness. - Add a full body warmup - Take group offers

Master Master Who am I?:- In small groups, have someone close eyes. Others will then decide for

one person to change their voice and saying “master master who am I”. The person with eyes closed will then guess who it was.

- Modification: 1. have two teams face one another. One team will have eyes closed,

the other team will have someone say the sentence. That team will then mix up, standing in a new spot. The Other team then will guess. If they do not guess correctly in three guesses, the team who spoke then get to bring someone from the other team. (Red Rover style)

Sound Environment: - Give a setting. Everyone will then enter one at a time to create a

tableaux, repeating sounds that could be heard in that setting. - Set up how loud they can be and set up and set up how to get everyone

quiet

Focus (8)

Personal Reflection on games: These games are good for all ages. They are good to use as a brain break and as a lesson. These games good to teach movement as well as relaxation. I would use these mostly when teaching a classroom who needs to have constant reminders on quieting down/relaxing.

Relax, Move, Relax- Breathing in through nose, out through mouth, 5 times. - Move by walking around. Add in games when moving. Modifications:

1. put awareness on which part of the body they should focus on. (fill the tummy, fill the chest, squeeze your feet when breath in relax when breath out)

2. Add game into when moving (walk, drop down like a frog, walk)

Simon Says Yoga - Like Simon Says, but doing yoga poses instead- Show all of the poses first - Enhance clarity over what you want/expect to make sure the student is

doing the pose correctly to avoid them getting hurt. Teacher should demonstrate personal risk to enhance the want to participate.

- Have all students participate, after students get comfortable, you can have the shy students be the leader.

Modifications: 1. add music to create the mood you want (calm music or energetic

music) 2. create it to be a competition (when eliminated have them join at the

front and become the leader)

Memory (9)Personal Reflection on games: These games are good for all ages, but would be better for the older students. These would be good for using in different subjects to teach different things. I would try these games out first at camp to see if they are good games to use when going into years 3 and 4.

I am Going on a Trip- Standing in a circle, one person will start by saying an item, the next

person will repeat and then add another item. This continues. - Could give a theme for what type of trip it is- Good for giving memorization techniques - Modifications:

1. Scattegories type limitationsEx. Starts with a T. Green items. Specific items: yellow, plastic sunglasses

Spot the difference tableau- One person leaves room. Rest of group makes a tableau. The first person

then comes back in and looks at the tableau. After selected amount of rime, first person leaves. The tableau switches by switching people to do each-others thing. The first person then comes back in and guesses what was switched.

- Modifications 1. 2 groups, competition style. Have two teams do a tableau and

whichever teams guesser guesses first wins a point. 2. Person who guessed has to move back the people who switched

3. Have an improvised scene between the people that were switched and who was guessing

4. Change the amount of time, the person guessing gets to look at tableau

Sound (10)Personal Reflection on games: These games are good for all ages, but would be more beneficial for older students. Can use these in any subject. These are good activities to include in a lesson plan as it can be used for any subject. I would test these out at camp to get a good reaction of the game to see if they would work in a classroom.

Sound Ball - Stand in a circle. Pass the sound as a small or large “ball”. - Pass to person beside. Across the circle- Modifications:

1. Demonstrate size of ball2. Use in different subjects

a. Math: percentage, multiplicationb. Science: periodic table c. Music: scalesd. Phys Ed: pass ball (connects physical to vocal)

Sound Story- Small groups. In group, make a sound for each person. Share with class.

Then once everyone has a sound, make a story about how these sounds go together/a story for the sounds. Share with class.

- Modifications: 1. Small or large groups2. Add barriers: no short one beat sounds3. Use in subjects

a. English: when reading a novel, find main sounds from the story. Make the sound environment

b. Science: Natural environments, animals in the environments

Dance (11)Personal Reflection of Game: I felt like this was a very smart way to get the class involved and excited to do the activity. The dance was fun and taught rhythm and I think it could be used for anything. I plan on using it in the summer at camp with the campers when they ‘audition’ for their roles in the camps final production. This is a good game to have and could be used as a brain break to get students up and moving.

Dance Time!

- Show basic step rhythm: Step behind, Step foot in front (heel), Step behind, Step behind.

- Add in arms: snap arms arm circle in front, arm circle out, arm out, clap- Add in music

o First do steps o Add in arms

- Do a dance circle, where everyone gets to do a move, either inside the circle or stay in spot and everyone does dance move with them

OtherPersonal Reflection on the Game: a very fun game to play with any age group of students as it can be modified to fit whatever age group. It teaches the students improv which is always fun. I think I enjoyed the game because it was a classic drama game that I have done when growing up. I think that adaptions could be made, where you can set strict ‘rules’ where the actions must be them doing something in the house, or playing a sport, or doing something in the water. It could be interesting to see what happens.

What are You Doing? - One person is in the center of the circle doing an action, someone else

walks in and asks “what are you doing?”. The person responds with a different action then what action they are doing.

- Good to learn improv for any age group

Dance and Movement Games(12)

Waking up the Body: (13)

- Taking the time to lightly brush the arms, face, back, stomach, legs and feet.

- Tingle face, brush arms, brush back, tap stomach, pat thighs, brush legs, brush feet

Personal Reflection: Good warm up activity. Good for when doing any activity. I thought this was a good way to wamr up because it was different then just stretching or moving.

Chopsticks: (14)

- In pairs, have a chopstick be placed between two people with one figure. Then have them move around the room. Eventually, take away speaking. Then take away chopstick.

Personal Reflection: Good for building team work in the classroom. This also is a good activity for building movement.

3Part Dance: Carving(15)

- One body part at a time (8 counts each) o Right armo Left armo Heado Tailo Head o Tailo Right lego Left lego Shoulderso Elbows

- Walk (16 counts)- In a sleeping bag (16 counts)

o Move every part close to body - Walk (16)- In the room (16)

o Move and carve around things in the room- Walk (16)- Out of the room (16)

o Out into the world, stretch body out and be big with actions

Personal Reflection: Good activity to do to teach about how the body moves. I felt comfortable when doing this activity because of the way the instructor taught the activity. Joining in on the activity shows a level of commitment and gets rid of the chance of failure. Incorporate music to build an environment.

Re-creating the Actions(16)

- X creates the action. Y describes the action to the other players. The action must be a complex action, incorporating different levels. To describe the action, it must be described differently than just stating what is happening.

Example: Action is: Bending knees, water wave motion with left arm, and once arm is straight raise it in the air, repeat.

X 1 2 3 4

Y

Describing: squatting motion, showing the waves to a calm sea with the arm that makes an L. Once the sea is calm, raise arm like you’re going to grab an apple.

Personal Reflection: Good game to play to learn to describe things in a different way. Could be used in different subjects, like English. This is a good activity to use as a lesson or activity. I felt like it was difficult to describe in a way that was more creative.

Process Drama Reflection

My group presented a process drama to a group of 15 about Anti-Gun or Pro-Gun. We wanted to do this topic because it was a controversial topic that is relevant in today’s society. The process drama included a carousel activity, role-play activity, soundscape tableaux, and a build the scene activity followed by a 15 seconds of silence and discussion. We found that the students who participated thought the activities. The group had decided to do these activities in this order because it provided a transition between the participants own personal opinions and the opinions we had made them start to think about those opinions that were opposite to their own. The topic being one that could be a sensitive topic to some people, we as a group wanted to do activities that made people think.

The carousel activity had 5 different stations around the room, each having a different question that the students had to answer. After 30 seconds, the groups would rotate. The role-play activity included three different groups, each group representing a different group of people: farmers, hunters, and gun manufacturers. The role-play also included a “town hall meeting” where the mayor was asking for opinions and thoughts on the idea of banning guns. Each of the groups were pro-gun, and the other members in my group acted as others at the meeting who were anti-gun. The next activity was a soundscape activity where there were two groups who were given a prompt and they had to make a ‘silent tableaux’ for that prompt, the other group would then make the sounds for the tableaux. The last activity we did was a ‘building a scene’ where one at a time, the students would go in and describe what they were in a scene, we then followed that with a 15 second silent period. The scene was about a school shooting. Each person in the group went in first to show the other students what was asked of them.

My job for the project was to create the roles of the role-play and run that activity. I think I did my part for the project, as well as I helped others in the group before we presented, just to prepare for the presentation. Each of the group members did their part to help us succeed in the presentation. I felt like some of us in the group did more for the project than others, but everyone did contribute. We brought in multiple different learning tools, we used paper for a visualization for the carousel activity. I feel like the group worked well, other than the one member who didn’t do much for the project. The planning went well, although, as a group we decided to make a google doc. and not everyone contributed to the doc for the activity planning (we decided what activities we would do in class, then did more planning on the doc). I did not gain a different perspective from the process drama, but instead it made me believe in my opinion more.

I would use the process drama in my future classrooms. I am a camp director in Estevan at the Souris Valley Theatre for the children’s musical theatre camps in the summer and I think it would be a good idea to bring in an activity like a process

drama to give the children a new experience and have it be focused on a topic that they are talking about in their final productions. I would make sure it was age appropriate. I think this topic could be used, but changed to fit the age group and maturity of the students in the class.

When in others process drama, I felt like I could understand the opinions they were trying to get across, some were easy to understand while others were not. I think they were all very informative and made you think. The parts linked really well because they all started with a chance for you to think about the topic a little, while others had you think of your character and what they might be feeling. They then moved into other activities that would give more information and give you a better understanding. I think they all went really well and I didn’t feel like there were any issues while participating. I would consider using them and adapting them for the age of the students and the maturity of those in the class as well. These were also made for 45-minute time frame, but could be extended into longer lessons.