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