ACP Portfolio

Spring'
2016'
'

Adjunct(Certification(Program(

Matthew!C.!Logan!
Lone!Star!College!
Instructor:!Sunnye!Pruden!

!

TABLE OF CONTENTS

Syllabus Snapshot ________________ 3
Student Preparation Strategy _______ 4
BOPPPS Lesson Plan _____________ 5
Test Questions ___________________ 8
Rubric __________________________ 9
Showcase Presentation ___________ 10
Reflective Essay _________________ 36

!

Grades:

Daily Participation/Group
Exercises 15%

Individual
Exercises/Assignments
15%

Play Critiques 20%

Production Notebook &
Text Analysis 20%

Final Scene & Class Instructor: Matthew C. Logan

Logbook 30% Office Hours: By Appointment

Numerical grades (0-100) Only

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percentages.

FIND EVERYTHING PLEASE NOTE

D2L Missing a class for major project,
without a written doctors note, will
result in a zero for that assignment, so
please do the work assigned and we

will have a blast

ABOUT

THEATRE APPRECIATION

In this class, you will learn about all that goes into making a Theatre
Production: from design, to marketing, to acting. We will also explore the
history of the theatre, it’s relevance and the importance of studying it. Finally,
you will see theatrical productions and learn to evaluate and critique them.

Full syllabus is on D2L. After three absences, you lose 10 points of the final grade. So please,
come to class!

Student Preparation Strategy

You have been chosen to read a section over Augusto Boal! I hope you are excited!

You need to know everything you can.

Next class, we will be having a game to begin the class. These questions will be on
the quiz. The winner will gain 10 points on her/his lowest quiz grade.

Reading 1: https://brechtforum.org/abouttop
Reading 2: http://www.theatreoftheoppressed.org/en/index.php?nodeID=3 !

Matthew'Logan'
'

BOPPPS%Lesson%Plan%

'

COURSE:(DRAM,1310(
(
Lesson(Title:(Image&Theatre&
'

(
Course(Student(Learning(Outcome:((
Demonstrate a basic knowledge of theater history and dramatic works.(
(
Learning(Objectives((these(should(be(the(ones(you(wrote(in(Module(1):""&
By#the#end#of#this#lesson,#students#will#be#able#to:&

• Identify Augusto Boal and his contribution to theatre. Define a "spect-actor."

REMEMBERING

• Discuss in a group different forms of oppression.

UNDERSTANDING

• Engage other students in active learning over Image Theatre.

APPLYING

• Create a piece of image theatre and it's opposite.

CREATING

• Present image theatre before a classroom and add spect-actors into the performance.

APPLYING

'

Participatory(Learning(

Time% Instructor%Activities& Learner%Activities% Lesson%Materials&
'' '

5:00% (Bridge)%You%Tube% Watch%the%video.' Projector;%You%Tube'
Video%of%“Shakespeare%
Behind%Bars”'

5:00' Survey&–&New& What&words&that&come&to&mind&when&yPooul&l&'Everywhere'
Technology' you&saw&the&video?&
&
How&would&you&define&this&type&of&
theatre?'

10:00% Objectives&Stated&on& Brief&lecture&over&Augusto&Boal,&and& PowerPoint'
Powerpoint& Theatre&of&the&Oppressed.&&Define&
& spectator&and&spectGactor.'
'

4:00% Questions' 1. What are the major forces of '

10:00% Break'into'small' oppression in America
12:00' groups' today? Why?

12:00' Answers'questions;' Remember
keeps'time.'
2. Using your own words, what
Keeps'time.' facts can you compile on a
modern forms of oppression?

Understand

3. As a group, can you create an
image of oppression using your
bodies?

Create

4. How could you determine,
visually, who the main focus of
the oppression is?

Evaluate

• Group&discusses&different& '
forms&of&oppression&they&
notice&based&on&Augusto&
Boal’s&definition&of&
oppression.&

• Group&selects&one&form&of&
oppression&

Using'their'bodies,'students'create' Stopwatch'
a'snapshot'photo'of'what'that'
word'is.'
'

• Only'one'person'can'
actually'illustrate'thet'that'
word'with'their'body.'

• Everyone'else'is'either'the'
cause'or'the'effect'of'that'
word.'

• They'then'create'the'
opposite'of'that'word'using'
the'same'rules.''

Each'group'leader'tells'instructor' Stopwatch'

the'name'of'their'“photos.”'

• Group'leader'taps'on'
shoulder'one'word'that'

each'character'is'feeling'in'
the'pose.'

• Instructor'names'the'
photos'from'the'group'

leader.'

• Group'leader'asks'the'rest'
of'the'class'if'they'feel'like'

it'is'accurate;'If'not,'it'is'
adjusted.'''

• Members'of'the'class'add'
to'the'photo'to'complete'

the'image.'

• Opposite'image''
• Switch'groups'
5:00' PostRAssessment' Hand,'Head,'Heart' '

• Instructor'asks'students'to'
say'something'they'

learned'intellectually,'
through'practice,'or'that'

moved'them'about'the'

lesson.'

5:00' CAT' Students'take'five'minute'to' Student'Journals'

journal'and'evaluate'the'class.'

'
New'strategies:''

• I'do'not'use'poll'everywhere.'
• I'have'taught'about'Augusto'Boal'in'a'different'method.'
• Audience'does'not'usually'join'in'until'a'later'point.'
• I'do'not'usually'use'slides.'
• I'usually'play'the'role'of'leader.'
'
You'Tube'Link:'

https://youtu.be/XEik144ucxk''

'
Poll'Everywhere'Link:''

https://www.polleverywhere.com/free_text_polls/ZJdb7qit99KXcaA

'
'

Image&Theatre&&

Test%Questions%
1. In complete sentences, describe who Augusto Boal is and what his contribution

has been to the theatre. (Remember)

2. In complete sentences, compare and contrast the difference between Theatre of
the Oppressed and standard theatre. (analysis)

3. Unlike traditional theatre, the audience in Theatre of the Oppressed...
(Understand)

A. Helps write the original script.
B. Is a spect-actor and involved in the evolution of the performance.
C. Is a spectator who just observes the performance.
D. Does not relate to the subject within the performance.

4. In your own words, describe how Image Theatre might help a person who is
interested in a career in directing. (application)

5. Describe what type of oppression and how you might create Image Theatre for a
select audience. Please use complete sentences.

%

Theatre'Appreciation''
Boal%Rubric%

Levels&of&Achievement&

Criteria' Needs' Competent' Proficient'
Improvement'

Performance' 0-6 Points 15 Points 18 Points
Student did not perform
Student performed her/his Student performed her/his

performed her/his role in role in Image Theatre. role in Image Theatre

Image Theatre. Facial Facial expressions were enthusiastically. Facial

expressions were not sometimes realistic and expressions were realistic,

realistic and appropriate to appropriate to the appropriate to the

the character. Actor made character. Actor made character and truthful.
Actor made thoughtful
little to not changes to some changes to her/his

her/his piece based on piece based on audience changes to her/his piece

audience. When suggestions but could based on audience

performing the opposite, have gone further. When suggestions. When
the performer made little performing the opposite, performing the opposite,

to no adjustments% the performer made some the performer adjusted

adjustments.% well and made interesting

choices.%

Process' 0-6 Points 13 Points 16 Points
Performer was not very
Performer was involved in Performer was involved in

involved in the creative many aspects of the every aspect of the

process. Performer did not creative process but could creative process. S/he

show enthusiasm. S/he have shown more spoke out and cared about

did not contribute to the enthusiasm. S/he the performance. S/he

group dynamic and often contributed some ideas. was an incredible

distracted from the S/he did not stand in the collaborator.%
creative environment.% way of the creative

process.

Discussion' 0 Points 3 Points 5 Points
Student did not speak Student spoke some Student spoke out during

during class discussion. during the discussion. class discussion. Was

Student was not actively Was active and engaged in active and engaged in

listening or engaged in the most aspects of the every aspect of the

conversation.% conversation.% conversation.%

Key'Terms' 0 Points 3 Points 5 Points
Student did not know key Student knew most of the Student knew all of the key

terms from the reading.% key terms from the terms from the reading.%

reading.%

Improvisation' 0 Points 4 Points 6 Points

Performer did not adapt to Performer was nervous but Performer adapted well to

audience suggestions.% adapted to audience suggestions from the

suggestion.% audience. Had a “yes,
and” mentality.%

Spect<Actor' 0 Points 2 Points 3 Points
Spect-Actor was not Spect-Actor was fairly Spect-Actor was engaged

engaged in the process. engaged in the process, in the process, made

Made little or no effort to made some suggestions suggestions and even

engage in the other to the performers.% joined in the performance

students’ work% when prompted by the

performers.%

Total'

%

Student:%______________________________________________________________________________________________%

% %Class:%_________________________________________________________________%
Comments:%See%D2L% %

%

PSAOHCROTWPFOCALIS

ISOE NAME: MATTHEW C. LOGAN
DISCIPLINE: DRAMA/THEATRE
DATE: 4/15/2016

TABLE OF CONTENTS

Student Preparation Strategy
BOPPPS highlighting the following

! CAT
! Questions
! Technology

Reflection

g:

STUDENT PREPARATION STRATE

You have been chosen to read a sectio
know everything you can.

Next class, we will be having a particip
Boal and the Theatre of the Oppress
will ask questions that are covered i
who answers the most questions co
his lowest quiz grade.

https://brechtforum.org/abouttop

http://www.theatreoftheoppressed.org

EGY

on over Augusto Boal! You need to

patory activity and lecture over Augusto
sed. At the beginning of the lesson, I
in the following reading. The person
orrectly will get 5 points added to her/

g/en/index.php?nodeID=3

BOPPPS – BRIDGE

As the lights dim on the room, a video is played…

Shakespeare

•  Inmates are learning Shakespeare!
•  Some have committed some of the most heinous acts
•  Yet, the art of Theatre is being used to rehabilitate co

people in what many believe to be the most broken sy
•  Through Shakespeare’s words, inmates are learning t

and the consequences of the acts.
•  Many find that previous assumptions about their intel

act, and are applauded for their performance.

e Behind Bars

s imaginable.
onvicted criminals. Yes, theatre is being used to help
ystem in the United States.
to examine choices that caused them to commit crimes
lligence are wrong. They understand Shakespeare, can

BOPPPS – OBJECTIVES

Identify Augusto Boal and his contribution to theatre.  De
                           REMEMBERING   

Discuss in a group different forms of oppression.
                            UNDERSTANDING

Engage other students in active learning over Image The
                            APPLYING

Create a piece of image theatre and it's opposite.
                            CREATING

Present image theatre before a classroom and add spec
                            APPLYING

efine a "spect-actor."
eatre.
ct-actors into the performance.

BOPPPS- PRE-ASSESSMENT
Poll Everywhere Slide (Technology) asks
•  What are some words that came to you

•  How would you describe this type of th

•  Each student’s response is displayed o
their knowledge of Theatre For Social C

students the following:
ur mind when you saw the video?

heatre?

on the projector, giving me an idea as to
Change.

BOPPPS- PARTICIPATORY LESSO

•  Question: In your opinion, what are the
today?  Why?
Reme

•  Question: Using your own words, what
of oppression?
Under

•  I begin a lecture over Augusto Boal, a Bra
a means to create social justice and chan
“Theatre of the Oppressed,” “Rainbow of
Theatre.” In this class, we are going to cre

ON
e major forces of oppression in America

ember
facts can you compile on modern forms

rstand

azillan Theatre Pioneer who used theatre as
nge. He created new forms of theatre like
Desire,” “Invisible Theatre” and “Image
eate Image theatre.

BOPPPS- PARTICIPATORY LESSO

•  Boal is considered one of the fathers of Drama Thera
there is no spectator, but a spect-actor. This means t
I say, “So, you are the audience…let’s make some the

•  Students are broken into two teams. Each team discu
one form of oppression that they understand.

•  Question: As a group, can you create an imag
Cre

•  Students then proceed to do so, following th

The rules are

•  Only one person in the group can actually be illustrati
•  Everyone else is either the cause or the effect of that
•  Five minute time limit.

ON

apy and Psycho-Drama. He created a theatre where
the audience literally becomes part of the performance.
eatre!”

usses oppression and must come to a consensus on

ge of oppression using your bodies?
eate
he rules below

e as follows:

ing the oppressive word.
word.

IN ACTION:



IMAGE THEATRE

•  Each group

•  Group lead
is feeling in

•  Instructor n

•  Group lead
it is accura

•  Members o
image.

•  Opposite im

•  Question: H
focus of the

•  Switch grou

p tells instructor the name of their “photos.”

der taps on shoulder one word that each character
n the pose.

names the photos the student gave out.

der (joker) asks the rest of the class if they feel like
ate; If not, it is adjusted.

of the class add to the photo to complete the

mage

How could you determine, visually, who the main
e oppression is?

Evaluate

ups

BOPPPS- POST-ASSESSMENT

Hand, Head, Heart

Instructor asks students to say
something they learned:
intellectually, through practice, or
that moved them about the lesson.

ACP

Students write a reflective journal on
the lesson in the last five minutes
of class covering their exoerience
with the lesson

*Extra Note: This exercise helps train

students in directing as well, as the
images I have used in the presentation
were created using a modified version
of this lesson.



BOPPPS- SUMMARY

Through the course of one lesson students have lea
can be used to create social justice and have cre
change using Image Theatre. Students saw som
more contemporary pioneer of the theatre. In ad
were able to communicate what oppression look
theatre. It was an incredibly beneficial class.

While I have done work with image theatre a
teach using the following:

•  Have student leaders guide the groups.
•  Focus on Theatre for Social Change beyond lectu
•  Use PowerPoint for a kinesthetic lesson
•  Audience Participation in an activity like this has

help.
•  Often, I do not do a post-assessment.

arned about the relevance of theatre, how theatre
eated their own performance of theatre for social
me Shakespeare, and can identify Augusto Boal a
ddition, students examined oppression in society and
ks like today. Finally, the students performed image

as a director, it is completely new for me

ure
s taken more time. I believe this organization will

PERSONAL REFLECTION ON MY A

This class has helped me in many ways
conduct my lessons. In particular, I
technology more often. PollEverywhe
major tools in my arsenal because o
Taxonomy questions helped me to e
questions I ask when I direct. It has

More important than learning from the
fellow instructors. Their experience,
inspired me to be a better instructor

ACP EXPERIENCE

s to create a uniformity in how I
realized my need to incorporate
ere, TedEd, and Kahoot! have become
of this experience. Also, the Bloom’s
examine and ask students the type of
s been great and challenging.

e content has been learning from my
, classroom wisdom and passion has
r.

Matthew C. Logan 
ACP­CF1 
 

Reflective Essay 
 

Full of trepidation, I walked into the Adjunct Certification Program.  It was a 
Saturday and my schedule was filled to the brim with independent theatre work, classes 
to teach and job interviews.  However, my fears were assuaged by the calm manner in 
which our instructor, Sunnye Pruden taught the class.  I realized from the first moment 
that, although it would be extra work, the Adjunct Certification Program was necessary 
for my growth as an educator.  Without a doubt, the program has opened me up to new 
ideas and ways to teach and has stretched me creatively.  In addition, I learned many 
things I do well in regards to teaching.  This was incredibly encouraging. 

As a theatre teacher, it is incredibly easy to skip technology in the classroom. 
When I have taught using it, it is often through the use of video or sound and lighting. 
What I was missing is the opportunity to go beyond my own realm of thinking in regards 
to technology.  Poll Everywhere was used on the very first day of class and I found it 
extremely helpful in pre­assessment.  It also gave a voice to the individual students and 
a chance for students to read voices that differ from their own.  I spent most of the 
semester getting used to Poll Everywhere’s software.  I wanted to be extremely 
knowledgeable about it and thus tried using it in many different forms throughout the 
class.  It was interesting that the students did not adapt well to it at first.  I thought I 
would be the person struggling with the tech.  This turned out to be incorrect.  It also 
highlighted the need for technological integration.  I later learned of Kahoot!  This 
program creates quizzes and let’s students create their own quizzes.  “Kahoot!” was a 
great tool to review a major quiz without doing a conventional outline.  In fact, the 
students thought it was one of the most enjoyable classes they had in the semester. 

Another valuable tool, within the BOPPPS framework was making sure to do a 
post­assessment.  Throughout a lesson, I usually ask questions and assess.  However, 
that final post­assessment is vita,l I have found.  One student in my Theatre 
Appreciation always seemed to get answers completely wrong during post­assessment 
activities, while others thrived.  It became apparent to me that this student was not 
actively listening and thus helped me adjust my teaching style accordingly.  Making sure 
her phone was not with her was the easiest adjustment.  During my classes, I have tried 
a variety of post­assessment activities.  Most often, I do an informal question and 
answer.  However, I have also used “Kahoot!,” and Poll Everywhere.  Both of these 
have made post­assessment enjoyable. 

As an artist, I have tended to shy away from typical structures.  The battle of an 
artist is often the epic battle between Apollo and Dionysus, or order vs.chaos.  It is a