Performing arts and language play-based learning are built into this activity in which students discuss and dramatize scenarios of empathy and caring. Language play-based Learning allows students to share their thoughts and build on the ideas of others. Through performing arts play-based learning, students act out dramatic scenes. In doing so, they use more complex forms of language as they consider and express their feelings while working cooperatively together.
The goal was to have the class create a media presentation that explores such character traits as empathy, cooperation and caring. Working in groups of four or five, students were tasked with putting together interactive experiences to help primary grade children learn about these traits.
First the class viewed a mixed media presentation on the theme of character traits. We followed this with a whole group brainstorming of ideas for our presentations. The class reached an agreement to experiment with tableaux and photography. Groups set out to explore, dramatize and illustrate “caring” scenarios. The students took photographs to include as part of their planning of “fun” activities for younger students.
Language arts expectations were assessed through observation of students and their conversations. Assessment data was also obtained during the learning process through conferences with individual students and their groups about their choices and rational. Moreover, their final product helped reveal the extent to which the students understood the trait. Finally, each student was asked to complete a reflection sheet.
The teacher kept anecdotal records with a focus on the following consideration: Did team members demonstrate cooperation or initiative while moving towards their learning target?
Language Arts
(Ref : Ontario Ministry of Education. The Ontario Curriculum, Grades 1-8: Language, 2006)
Oral Communication
Reading
Writing
Media Literacy
Teacher-Directed Lesson
The class was divided into three groups, each tasked with developing scenes that convey the character trait of caring.
Groups took different approaches. One group went off to a room in the far reaches of the school with a photographer supervisor, our teaching assistant. We have some photographs of this group sitting at a round table, helping each other read.
Another group wanted to create scenes of someone being helped up after being knocked down or of helping pick things up in the class after throwing them down on the floor. One of the students in this group had recently broken his leg. We have several photographs of five boys helping him at his locker, helping him carry his books, etc.
In the debriefing, students got to see their pictures projected on a large screen using the LCD projector. The consensus was that the pictures looked too staged. For example, in one shot, a student is smiling proudly at the camera with her hands on her hips while another is bent down tying her shoe. The students were asked, “Is this how we usually look or stand in this type of situation?” Other group photos had similar false tones. As a result, the students decided to reconvene in their groups and play with new ideas for scenarios.
What followed were several requests to go outdoors, to the park or to the gym to take photographs. One group wanted to throw balls into trees and get pictures of themselves climbing the trees to bring down the balls. Another group wanted to show cooperation during basketball. A third group wanted to show cooperative play and how to look out for the safety of others on the monkey bars and slides.
The pictures from these bursts of actions and make-believe scenarios were more natural. Just as the photographs evolved through student scrutiny, so did the format of the activities.
A group that wanted to do a comic strip transformed themselves into avatars in a caring- themed story. This led them to a list of sites for caring-themed interactive games that they tested, evaluated and selected. Two students separated from the large group and formed a subgroup to create a dice-drama game using a cube box and selected photos from their shoot. They explained the game, “Four sides of the dice have caring scenes and two sides have prizes. The little kids roll the dice and if they land on a picture they act it out. They talk about the scene and maybe tell about when it happened to them. If they land on a prize, they get a candy or toy for cooperating and trying the game.”
Another group decided to spend time viewing caring pictures on the internet. Next, they focused on game boards and explored checkers and chess before finally creating a version of monopoly. They invented a variation on a theme, copying the board and enjoying playing with design and colour. There was much debate on the meaning of, “Get out of jail free.” One student protested, “We have to change this into a kinder experience. Being in jail will make them feel bad.” Prizes were eventually included in this game as well. Another subgroup formed to create a cooperative game using a rain stick. Their game combined the concepts of relay baton and the use of a rain stick to hold the power of voice during a discussion circle. It involved much choreographed running. Interesting!
A third group needed a little direction to stay focused. They eventually copied Group One’s monopoly inspired game and called theirs Care-opoly. The group members became engrossed in the design process, rules and nuances of the game.
In conclusion, the class became so involved with their games and the play process; they couldn’t wait for the primary grade class to come and visit. The goal of the activity became very real for them.
The final gallery presentation could be extended to the character trait of inclusiveness. For example, they could develop perspective after learning the inspirational story of John Bramblitt, an artist who now paints by touch and texture having lost his conventional vision. (Beech, Abilities Magazine, 2012.) Collaborative groups could explore alternative mediums for their interactive gallery. Student play could address a real world question, “How would you create an interactive gallery for younger children with visual differences?”
Students were in groupings that encouraged complementary skill sharing and facilitated feelings of comfort. Each group had access to a computer and could use it as an assistive tool. The final mode of presentation was open to student choice so they were able to move through the process in their preferred learning style. Students had the opportunity to explore visual and audio options.
Students were able to discuss their ideas and move freely around the room while collaborating. At their request, they also tried working on their scenes outdoors or in the gym. There were opportunities for hands-on explorations and crafting of props and/or games as needed for the project.
As noted in the description of learning tasks, some groups did break into sub-groups. I also observed that different students spontaneously took on leadership roles when a certain phase of the activity highlighted their own preferred learning style. For example, one student with strong oral communication and leadership skills negotiated written rules for the game. Another student designed and provided accurate measurements for the board layout. A child who enjoys the computer and make-believe learning with models led his group in developing a comic strip, an idea that was later discarded.
Each collaborative group had its own unique approach to the task and each group demonstrated varying levels of maturity.
Student comfort level was my main criteria for group selection in order to encourage play. One or two students may have been more productive in a different setting.
Thanks to several large group debriefing sessions, students were able to clarify their ideas and to make suggestions. For example, they came up with ideas to create scenes outdoors or incorporate games and rewards.
While monitoring and observing group activities, I frequently asked students to explain the reasoning behind their choices. My intention was to prompt the students to aim for depth and authenticity in their presentations. Some of their initial work consisted of media collages of hearts, babies, puppies and kittens. I wanted students to explain how these images conveyed caring and empathy to them. Once a clear line of reasoning was established and communicated, students began to design activities which addressed a wider range of learning styles. We plan to present the activities to groups of younger students in the fall.
In this learning experience, I tried to present the students with a real world problem, (Guzdial, et al., 2001), that of creating a presentation that would help teach younger students about empathy and caring. The task involved more than one stage and the instructor acted as a group facilitator, guiding students as they identified strategies that would be useful in their design process. Collaborative groups needed to play with their options and reflect on and choose between their alternatives and outcomes. The final selection process required that each group tailor their play to the target goal activity itself. Students were encouraged to be goal oriented. They were also encouraged to play with their goals and alter them as needed in order to address the final target outcome (Rieber, 2001).
This activity took place towards the end of the school year so I knew, by observation and experience, which student combinations would work best. Students were allowed to negotiate their groups. It was important that students were comfortable and able to relate to their team members. It was also helpful to have collaborative groups in which members’ strengths and skills were complementary to encourage a higher level of productivity. In the end, I let students pick their own groups. They actually grouped themselves the way I would have suggested. I would not have allowed the students to choose their own groups if I feared that someone would have been left out or been made to feel uncomfortable.
