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
Student was able to offer alternative topics that could be explored through Forum Theatre. 1 2 3 4 5 Student was able to thoughtfully discuss his/her participation and responded to the teacher’s observations. 1 2 3 4 5 Student was able to describe what (s)he liked or did not like about this unit. 1 2 3 4 5 The total is out of 25. This will comprise 25% of your total mark for this unit. Forum Theatre Workshop Anecdotal Records for Reference During Interview Criteria based on Foundational Objectives in Unit Overview Student Names Are students participating in the activity Are students contributing ideas? Do the students appear to be working cooperatively with their peers? Are the students demonstrating critical and creative thinking
Journal Assessment Rubric Criteria Zone 1 0-1 Zone 2 1.5-2 Zone 3 2.5-3 Zone 4 3.5-4 Great place to start. This is looking good. This entry! Wow! Voice The writer distance from the topic, audience or both The writer seem sincere and willing to communicate with the reader, if somewhat on a distant level The writer’s energy and passion drive the writing The text is lively, expressive and engaging It’s as if you are right there talking to me! Zone 1 0-1 Zone 2 1.5-2 Zone 3 2.5-3 Zone 4 3.5-4 Clarity Fuzzy, rambling, unfocused text Generalities and fillers outweigh quality detail Clear and focused more often than not Quality detail outweighs generalities and fillers Clear and focused thought throughout Main idea expanded; well supported by detail and evidence Clear, focused and compelling; holds reader’s attention Marked by insight, understanding of topic reader on journey of understanding Zone 1 0-1 Zone 2 1.5-2 Zone 3 2.5-3 Zone 4 3.5-4 Ideas makes only a few references to activities in class and includes little of the specific vocabulary Entry describes both the successes and challenges encountered during the activity/week Entry describes both the successes and challenges as well as the next steps, “Where do I go from here? describes potential ways the skill could be used outside of drama class Your are amazing. You have included the successes and challenges, what you want to work on, and you are making people stop and think! Zone 1 0-1 Zone 2 1.5-2 Zone 3 2.5-3 Zone 4 3.5-4 Conventions has several errors in grammar, punctuation, spelling and/or sentence structure has some errors in grammar, punctuation, spelling and/or sentence structure Entry has few errors in grammar, punctuation, spelling and/or sentence structure Entry is almost or is error free.