I conducted the Drama for Beginners curriculum programme by inwardBound. Through the 10 2-hour sessions, I introduced the Secondary 1 to the basics of drama and directed their performance, The Three Sisters, a script provided for by the company. The programme culminated with each class presenting their piece in the school hall.
This was the first time I was formally running an in-curriculum programme with an external vendor. As such, apart from honing my drama facilitation and classroom management, there were other learning points from this experience too.
A key reminder that I had was the importance of the rapport with the students. This was especially important since the programme is mandatory for the students and not all of them were interested or motivated to be a part of the performance. Of course, having students who were committed brought a different energy into the working dynamics.
The biggest take away that contrasted with the dynamic of the community art projects I have been in is the need to push the students' limits and to be more uncompromising about the craft. This became more apparent for me as I saw the final performance of my co-facilitator - who took the other half of the class - push her students to memorise their lines and insist on props and costumes. I was too lenient and as such, some students began settling for the barest contributions. This is something I should negotiate more fiercely with the students.
LEARNING POINTS
This was the first time I was formally running an in-curriculum programme with an external vendor. As such, apart from honing my drama facilitation and classroom management, there were other learning points from this experience too.
A key reminder that I had was the importance of the rapport with the students. This was especially important since the programme is mandatory for the students and not all of them were interested or motivated to be a part of the performance. Of course, having students who were committed brought a different energy into the working dynamics.
The biggest take away that contrasted with the dynamic of the community art projects I have been in is the need to push the students' limits and to be more uncompromising about the craft. This became more apparent for me as I saw the final performance of my co-facilitator - who took the other half of the class - push her students to memorise their lines and insist on props and costumes. I was too lenient and as such, some students began settling for the barest contributions. This is something I should negotiate more fiercely with the students.