How Do I Love Thee: Perceiving
P.E.R.C.E.I.V.I.N.G: The Activity
Part 1
Observing My Topic in the Familiar Way
Observing My Topic in the Familiar Way
Lesson on Drama for an online American Literature high school course. The assignment is to study Aristotle’s elements of drama through the study of the play, “The Crucible.”
Activities:
· Read about Aristotle’s elements of drama-the Poetics (in online course).
· Read about the specific categories of drama - emphasis on the tragedy and plot structure (in online course)
· Work through online lessons that include diagrams, interactive questions, and graphs.
· Read “The Crucible”
· Search for and watch free YouTube videos of the 1996 movie version of “The Crucible” or purchase and watch the movie.
Here is a text version of the play I found for free online:
http://www.pleasanton.k12.ca.us/avhsweb/hartman/IntermediateDrama/TheCrucible.htm
Below are some free clips of the 1996 film.
http://www.youtube.com/watch?v=hd_wOCIbssw
http://www.youtube.com/watch?v=8Eel02K-WPo
http://www.imdb.com/video/screenplay/vi1519059225/
The film can be purchase for a one time viewing for $2.99 at Amazon .com
http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=film+the+crucible
Another fun free version I like to include is the SparkNotes video below.
http://www.youtube.com/watch?v=TLpxwzlEzeE
Re-Imaging My Topic in a New Form
· Introduce the assignment, Aristotle’s Poetics (tragedy) to students by having a synchronous session using a powerpoint presentation (including text and images) through PowerShow.com. The re-imaging is the use of images to go along with the text and the teacher actually introducing the material. In the familiar way students are told to work through lessons online, alone.
http://www.powershow.com/view/f0b65-MjBiZ/Aristotles_Poetics_flash_ppt_presentation
· Introduce plot to students via synchronous session using a free slide share presentation and encourage them to view some ppts on their own. Again the re-imaging is the use of synchronous sessions and not requiring the students to read the material on their own.
http://www.slideshare.net/mfleegler/intro-to-plot-structure
· Students are to listen to the play using Glogster Edu, a free educational site. The re-imaging is to only listen to play and reflect on the use of their auditory senses to discuss the dramatic elements and plot structure. Students are to focus on how listening to the play affects their understanding of the elements and plot structure (e.g., character development, mood, atmosphere, themes). Students are also to think about what visual images they create in their own minds from listening to the play. After listening to the play, students are encouraged to view some of the many free glogs about “The Crucible.”
Glogster - “The Crucible” audio links:
1. http://macpyle.edu.glogster.com/english3-the-crucible-audio-1/
2. http://macpyle.edu.glogster.com/english-3-the-crucible-audio-1/
Activities:
· Read about Aristotle’s elements of drama-the Poetics (in online course).
· Read about the specific categories of drama - emphasis on the tragedy and plot structure (in online course)
· Work through online lessons that include diagrams, interactive questions, and graphs.
· Read “The Crucible”
· Search for and watch free YouTube videos of the 1996 movie version of “The Crucible” or purchase and watch the movie.
Here is a text version of the play I found for free online:
http://www.pleasanton.k12.ca.us/avhsweb/hartman/IntermediateDrama/TheCrucible.htm
Below are some free clips of the 1996 film.
http://www.youtube.com/watch?v=hd_wOCIbssw
http://www.youtube.com/watch?v=8Eel02K-WPo
http://www.imdb.com/video/screenplay/vi1519059225/
The film can be purchase for a one time viewing for $2.99 at Amazon .com
http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias%3Daps&field-keywords=film+the+crucible
Another fun free version I like to include is the SparkNotes video below.
http://www.youtube.com/watch?v=TLpxwzlEzeE
Re-Imaging My Topic in a New Form
· Introduce the assignment, Aristotle’s Poetics (tragedy) to students by having a synchronous session using a powerpoint presentation (including text and images) through PowerShow.com. The re-imaging is the use of images to go along with the text and the teacher actually introducing the material. In the familiar way students are told to work through lessons online, alone.
http://www.powershow.com/view/f0b65-MjBiZ/Aristotles_Poetics_flash_ppt_presentation
· Introduce plot to students via synchronous session using a free slide share presentation and encourage them to view some ppts on their own. Again the re-imaging is the use of synchronous sessions and not requiring the students to read the material on their own.
http://www.slideshare.net/mfleegler/intro-to-plot-structure
· Students are to listen to the play using Glogster Edu, a free educational site. The re-imaging is to only listen to play and reflect on the use of their auditory senses to discuss the dramatic elements and plot structure. Students are to focus on how listening to the play affects their understanding of the elements and plot structure (e.g., character development, mood, atmosphere, themes). Students are also to think about what visual images they create in their own minds from listening to the play. After listening to the play, students are encouraged to view some of the many free glogs about “The Crucible.”
Glogster - “The Crucible” audio links:
1. http://macpyle.edu.glogster.com/english3-the-crucible-audio-1/
2. http://macpyle.edu.glogster.com/english-3-the-crucible-audio-1/
P.E.R.C.E.I.V.I.N.G: The Activity
Part 2
Part 2
A. My Understanding of the Cognitive Tool of Perceiving and How it Applies to My Topic:
The ability to use all of our senses to perceive our world and the things around us is crucial in being able to think about, learn about, and create new things. It enables us see the world in new creative and imaginative ways. Using our senses also helps to train our brains to use observational skills (some lost since childhood) to think and see differently. In education, too often students are stuck perceiving their assignments through the age-old visual method of reading. They are instructed to first read the material and then study the material by reading more. While reading is and always will be an effective way of teaching, learning, and inspiring students; in today’s 21st Century world students need more. They need to be challenged and given the time to explore and learn skills that will help them use all their senses to use their imaginations. In doing so, students will be challenged and encouraged to be free thinkers and see the world in a whole new way.
My topic is the literary genre drama and the study of some of Aristotle’s elements of drama. To represent my topic the focus is on theatre and a play I am currently teaching in an online course to 11th grade high school students. The course is American Literature and the play is “The Crucible” by Arthur Miller. For this assignment I observed my lesson in the familiar way and re-imaged it.
B. Original Observation:
To observe my lesson in the familiar way is for students to first read about Aristotle’s Poetics in which he outlined six elements of drama. The six elements are: character, spectacle (special effects, scenery, costumes), music, plot, language, and theme (stated by dialogue, thought, feelings). The next part of the lesson includes explaining that drama is divided into categories (tragedy, comedy, melodrama, and tragicomedy) and to discuss the elements of plot, which are: exposition, rising action, climax, falling action, and resolution. “The Crucible” is a tragedy. All the lessons are represented online and students are required to read all the information. The online lessons include some diagrams, interactive questions, and graphs. The focus of this particular lesson is to look at the themes, characters, and plot. Finally, students are instructed to read the play and afterwards to watch YouTube clips or the entire 1996 film version of the play. There are several computer graded quizzes that the students are required to take. Because of copyright laws I cannot include the actual lessons that are used in my online class. My students are instructed to find an online text version for free or to purchase or checkout the play from their local library.
C. Re-imagination:
Lesson is re-imaged using audio links
To observe my lesson in the re-imaged way is to assign my students to study “The Crucible” by listening to it (not reading it). To study the play, students are given two Glogster links that contain the audio clips of the play. At this point they are told to only listen to the play. The students are instructed to take notes while listening to the play. They are to record their feelings, emotions, and any sounds or sound effects they hear. Student will also be asked to give their thoughts about the characters, understanding of the plot, and basically anything else that pops into their heads. After listening to the play they are encouraged to check out other free glogs created about the play. Next they are assigned to read and view the ppt on Poetics and the slideshare about plot. Finally students are assigned to groups to discuss the play, Aristotle’s elements, and plot. During the discussion students will be asked to reflect on their experience of listening to the play and how it affected their understanding of the assignment.
D. How the New Understanding Impacted My Topic:
While re-imaging my lesson from a student’s point-of view I was presently surprised. I had not listened to audio stories since I was a child and I had forgotten how fun it is. I imagine that most of my current students have never just listened to a play, story, or book. While listening to the audio version of “The Crucible” I was stunned by the emotion. Hearing the girls’ screams and the sound effects, such as a dog barking, people walking, and doors slamming made the story come alive. The use of dialogue and music moved the plot along intensely. While listening, I used my imagination to picture what the characters and setting looked liked (it was fun). The sound effects evoked my sense of smell. I thought I smelled fire when the girls were dancing around the campfire and food when I heard dishes rattling. This new understanding impacts my topic by enabling students to use a new sense (or one that have not used since they were small) to experience literature. Reading and viewing literature are typical ways in which most high school students study it. However, by just listening, I believe it enables them to use their imagination differently. While reading a play, one makes up everything in their own mind (my favorite way) and by watching one; there is little room for imagination. The viewer is seeing what the producer, director, or writer wants them to see. However, listening to a play (story), I believe gives the listener just a little help to get the imagination going in a different way and this encourages them to think of new ideas. After viewing, reading, and attending synchronous lessons (using the ppt and slideshare about Aristotle’s Poetic and plot), my students will have experienced the lesson in a more creative, imaginative, and hopefully more meaningful way.
Finally, as a teacher, while listening to the play I became excited by the new ideas that came to my mind. I have listed the ideas below.
Additional ways of re-imaging my topic are:
· An activity where students find their own music to go with the play
· Student choose specific quotes from the play and choose music or images/photographs/ clip art to go with them.
· Students create their own Glog about the play or Aristotle’s Poetic.
· Students use sound effects they find from free sound effect websites to present their interpretation of the play.
· Students can present their work through synchronous sessions, writing, ppt, glog, Prezi, or any other creative way they can think of!
The ability to use all of our senses to perceive our world and the things around us is crucial in being able to think about, learn about, and create new things. It enables us see the world in new creative and imaginative ways. Using our senses also helps to train our brains to use observational skills (some lost since childhood) to think and see differently. In education, too often students are stuck perceiving their assignments through the age-old visual method of reading. They are instructed to first read the material and then study the material by reading more. While reading is and always will be an effective way of teaching, learning, and inspiring students; in today’s 21st Century world students need more. They need to be challenged and given the time to explore and learn skills that will help them use all their senses to use their imaginations. In doing so, students will be challenged and encouraged to be free thinkers and see the world in a whole new way.
My topic is the literary genre drama and the study of some of Aristotle’s elements of drama. To represent my topic the focus is on theatre and a play I am currently teaching in an online course to 11th grade high school students. The course is American Literature and the play is “The Crucible” by Arthur Miller. For this assignment I observed my lesson in the familiar way and re-imaged it.
B. Original Observation:
To observe my lesson in the familiar way is for students to first read about Aristotle’s Poetics in which he outlined six elements of drama. The six elements are: character, spectacle (special effects, scenery, costumes), music, plot, language, and theme (stated by dialogue, thought, feelings). The next part of the lesson includes explaining that drama is divided into categories (tragedy, comedy, melodrama, and tragicomedy) and to discuss the elements of plot, which are: exposition, rising action, climax, falling action, and resolution. “The Crucible” is a tragedy. All the lessons are represented online and students are required to read all the information. The online lessons include some diagrams, interactive questions, and graphs. The focus of this particular lesson is to look at the themes, characters, and plot. Finally, students are instructed to read the play and afterwards to watch YouTube clips or the entire 1996 film version of the play. There are several computer graded quizzes that the students are required to take. Because of copyright laws I cannot include the actual lessons that are used in my online class. My students are instructed to find an online text version for free or to purchase or checkout the play from their local library.
C. Re-imagination:
Lesson is re-imaged using audio links
To observe my lesson in the re-imaged way is to assign my students to study “The Crucible” by listening to it (not reading it). To study the play, students are given two Glogster links that contain the audio clips of the play. At this point they are told to only listen to the play. The students are instructed to take notes while listening to the play. They are to record their feelings, emotions, and any sounds or sound effects they hear. Student will also be asked to give their thoughts about the characters, understanding of the plot, and basically anything else that pops into their heads. After listening to the play they are encouraged to check out other free glogs created about the play. Next they are assigned to read and view the ppt on Poetics and the slideshare about plot. Finally students are assigned to groups to discuss the play, Aristotle’s elements, and plot. During the discussion students will be asked to reflect on their experience of listening to the play and how it affected their understanding of the assignment.
D. How the New Understanding Impacted My Topic:
While re-imaging my lesson from a student’s point-of view I was presently surprised. I had not listened to audio stories since I was a child and I had forgotten how fun it is. I imagine that most of my current students have never just listened to a play, story, or book. While listening to the audio version of “The Crucible” I was stunned by the emotion. Hearing the girls’ screams and the sound effects, such as a dog barking, people walking, and doors slamming made the story come alive. The use of dialogue and music moved the plot along intensely. While listening, I used my imagination to picture what the characters and setting looked liked (it was fun). The sound effects evoked my sense of smell. I thought I smelled fire when the girls were dancing around the campfire and food when I heard dishes rattling. This new understanding impacts my topic by enabling students to use a new sense (or one that have not used since they were small) to experience literature. Reading and viewing literature are typical ways in which most high school students study it. However, by just listening, I believe it enables them to use their imagination differently. While reading a play, one makes up everything in their own mind (my favorite way) and by watching one; there is little room for imagination. The viewer is seeing what the producer, director, or writer wants them to see. However, listening to a play (story), I believe gives the listener just a little help to get the imagination going in a different way and this encourages them to think of new ideas. After viewing, reading, and attending synchronous lessons (using the ppt and slideshare about Aristotle’s Poetic and plot), my students will have experienced the lesson in a more creative, imaginative, and hopefully more meaningful way.
Finally, as a teacher, while listening to the play I became excited by the new ideas that came to my mind. I have listed the ideas below.
Additional ways of re-imaging my topic are:
· An activity where students find their own music to go with the play
· Student choose specific quotes from the play and choose music or images/photographs/ clip art to go with them.
· Students create their own Glog about the play or Aristotle’s Poetic.
· Students use sound effects they find from free sound effect websites to present their interpretation of the play.
· Students can present their work through synchronous sessions, writing, ppt, glog, Prezi, or any other creative way they can think of!