Lesson 8 | Women and Labour Assessment Focus Task Component Instruction Notes for Teachers* Look Fors After Assessment of The performance piece occurs Historical Perspective is Learning after students have had the the thinking skill time to consolidate their relevant to this activity. Students can be evaluated tableaus. Consolidating) 15 on their drama skills, but also Have students reflect: minutes Next, the groups assemble on the sensitivity and insight • Why is an idea or as a theatre-in-the-round they bring to transforming belief accepted in and travel from one station and exploring the human the past not to another. dimension of these factual appropriate today? aspects. Each group will become • How did different animated and will live They may also be assessed individuals or groups see through the issues which face on the types of questions and react to events at the them in the presence of an they pose. time? audience. • Why is that different from The living tableau can also today? answer questions from the Analyze the tension audience. between conflicting past Individual Write a reflection of your and present day viewpoints Practice tableau/ performance. Be about historic events. sure to answer the following (A question for questions in your reflection: extension that • What/Who was the students can do subject of the independently to performance? assess understanding of • What experiences was the concept(s).) the group trying to convey? • What elements of drama did your group use to convey this message? • What is the historical significance of those who lived through those times? • What agency would you say your character was trying to exhibit? • How did you feel while you were in the role of 108 that person living in Learning from Labour | Intermediate those conditions/ during that time? ETFO Resource |
Lesson 8 | Women and Labour Task Component Instruction Assessment Focus Look Fors Notes for Teachers* After Consolidating) 15 minutes The performance piece occurs after students have had the time to consolidate their tableaus. Next, the groups assemble as a theatre-in-the-round and travel from one station to another. Each group will become animated and will live through the issues which face them in the presence of an audience. The living tableau can also answer questions from the audience. Assessment of Learning Students can be evaluated on their drama skills, but also on the sensitivity and insight they bring to transforming and exploring the human dimension of these factual aspects. They may also be assessed on the types of questions they pose. Historical Perspective is the thinking skill relevant to this activity. Have students reflect: • Why is an idea or belief accepted in the past not appropriate today? • How did different individuals or groups see and react to events at the time? • Why is that different from today? Analyze the tension between conflicting past and present day viewpoints about historic events. Individual Practice (A question for extension that students can do independently to assess understanding of the concept(s).) Write a reflection of your tableau/ performance. Be sure to answer the following questions in your reflection: • What/Who was the subject of the performance? • What experiences was the group trying to convey? • What elements of drama did your group use to convey this message? • What is the historical significance of those who lived through those times? • What agency would you say your character was trying to exhibit? • How did you feel while you were in the role of that person living in those conditions/ during that time? 108 Learning from Labour | Intermediate ETFO Resource |