Group Reflections: Students divide into their groups (each performance group and the Joker group) and list on a poster the strengths of their presentation and the areas they felt they could improve. Once this is completed they share these with the larger group and receive feed-back from their peers. Teacher Feed-back: The teacher shares personal observations as well as provides feed-back received from the other class and their teacher. Journal Prompt: Students are asked to respond in their journals to the following prompt for homework do I feel about the process of creating Forum – “How Theatre? What were the highlights for me? What were the lowlights for me?” Self and Peer Evaluation Forms: Each student receives a self and peer evaluation form. The teacher explains the assessment and asks students to complete them individually and hand them in. Wildest Images Wrap-up: Students improve various Wildest Dream images. Starting with a handshake, students begin building images that reflect joy, fun, adventure, pride, achievement or any other celebratory moment. APPENDIX A Resource List Books Boal, A. (1992). A. Jackson (translator). London: Routledge. Games for actors and non-actors. Boal, A. (1973.) London: Pluto. Theatre of the oppressed. Simmons, R. (2004). Odd girl speaks out. Girls write about bullies, cliques, popularity and FA: Harcourt Books. jealousy.Orlando, Scripts McCormick, I. (2004). London: Carel Press. Turning blind eyes: A play about bullying. Video Headlines Theatre (2003). DVD available for $25 from Headlines Theatre Don’t say a word. – Organizations S.A.M.E. Saskatchewan Association for Multicultural Education provides – – workshops of Forum Theatre. Contact Rhonda Rosenburg, Executive Director
Group Reflections: Students divide into their groups (each performance group and the Joker group) and list on a poster the strengths of their presentation and the areas they felt they could improve. Once this is completed they share these with the larger group and receive feed-back from their peers. Teacher Feed-back: The teacher shares personal observations as well as provides feed-back received from the other class and their teacher. Journal Prompt: Students are asked to respond in their journals to the following prompt for homework – “How do I feel about the process of creating Forum Theatre? What were the highlights for me? What were the lowlights for me?” Self and Peer Evaluation Forms: Each student receives a self and peer evaluation form. The teacher explains the assessment and asks students to complete them individually and hand them in. Wildest Images Wrap-up: Students improve various Wildest Dream images. Starting with a handshake, students begin building images that reflect joy, fun, adventure, pride, achievement or any other celebratory moment. APPENDIX A Resource List Books Boal, A. (1992). Games for actors and non-actors. A. Jackson (translator). London: Routledge. Boal, A. (1973.) Theatre of the oppressed. London: Pluto. Simmons, R. (2004). Odd girl speaks out. Girls write about bullies, cliques, popularity and jealousy.Orlando, FA: Harcourt Books. Scripts McCormick, I. (2004). Turning blind eyes: A play about bullying. London: Carel Press. Video Headlines Theatre (2003). Don’t say a word. – DVD available for $25 from Headlines Theatre Organizations S.A.M.E. – Saskatchewan Association for Multicultural Education – provides workshops of Forum Theatre. Contact Rhonda Rosenburg, Executive Director
teachers_guide_for_drama_unit.docx