The ICT integration project requires us to plan, develop and publish four lessons in our chosen learning area that include curriculum outcomes and incorporate useful ICT tools and methods.
The first step is to produce a project plan that visually maps out what is required for each step of the project, along with which tasks each person must complete and the final date of completion.
The second step is a mind map that integrates the specific curriculum outcomes to our lesson ideas and outcomes. We are also required to develop a Forward Planning Document as well as a lesson plan designed around the chosen lesson for presentation.
Incorporating ICT is required as well as an explanation on the methods and tools we will be using when conducting each lesson as well as what we are expecting the students to use to achieve the necessary outcomes.
Lastly in the planning stage of the project we must demonstrate how our project is underpinned by evidence based learning by providing a brief explanation of the attributes we believe will be explored to achieve success in the task.
We have decided to look at the development of the design elements of stage drama targeting a year 10 level of drama. The play the students will be going to see is ‘Cat on a Hot Tin Roof’ by Tennessee Williams. Students will be required to analyse and discuss in groups and as a class the elements of design such as costume, sound and lighting as well as demonstrate through class discussion and individual blogging the importance of context and characterisation.
Following the planning stage we will begin creating our WebQuest through our development of Wikispace. The WebQuest will contain the following; introduction, task, process, evaluation, conclusion and teacher’s page including our references. Our Wikispace will consist of all documents relating to each stage of the project development for example; planning stage documents which can be located on the teacher’s page.
Project Intergration with WA Curriculum Framework
Project Plan
ICT Statement
We intend to engage our students throughout the project by using different ICT tools including YouTube, prezzi, iPod/mobile phone, interactive white board, spiderscribe, collage space and edublogs.
Firstly we will be introducing students to the elements that go into staging a production by showing a YouTube clip showcasing what happens behind the scenes. This will provide a brief scope and synopsis of the play.
A prezzi presentation will follow the clip and will specifically highlight the context and characterisation of the play. Students will be required to make connections and initiate discussion of how context and characterisation influences elements of design such as sound and lighting. Using YouTube and prezzi together is a great way to provide students with important information in a compact and succinct way. Prezzi zooms in and out the important information we want students to grasp quickly.
The next task involved students to think creatively using the technology they already have in a way that can successfully impact mood and atmosphere. The use of iPods or mobile phones will give students the freedom to explore the ways in which sound can change or influence the mood on stage.
With their iPods or mobile phones students will create a 20-30 sec sound piece to a specific scene they will be given. Using their iPods or mobile phones students are encouraged to think of the many different ways sound can be manipulated to impact performance.
The next stage involves students using a more creative technique that focuses more on themes, context and costume. Using spiderscribe to brainstorm ideas allow students easy accessibility to each others work. Collaborating through spiderscribe and the interactive white board allows the teacher to evaluate participation and encourages critical thinking individually and as a class.
Students are encouraged to use collage space; a tool focusing on creating a collage specifically looking at costume, lighting, sound, characterisation, theme and context.
From the above tasks students will be required to research examples of sound and lighting ideas from previous productions comparing and contrasting what is effective and what is not.
Discussion will take place on edublogs. The online blog discussion encourages students to explore and respect each others opinions it will also be used as a form of assessment and reflection after the students have seen the play.
Learning Theory Statement
Cat on a Hot Tin Roof Production analysis is underpinned by the constructivism learning theory. Students are required to construct personal meaning from the lessons and class discussions and adding it to their existing knowledge and skills that they already have.
We think this project highlights all the attributes of constructivism by engaging in the active, cooperative, intentional and authentic aspects.
For example; students will be actively manipulating sound and light as well as creating their own design for performance. Students will develop their own understanding of theme and context by incorporating design elements thus having complete ownership over their project. Students are being creative in their design and research by engaging in the context and themes of the play as well as watching the performance live on stage; exploring a relationship between the stage and the classroom.
The lessons are authentic as they require the students to make realistic connections with the style of performance by drawing on realistic elements such as everyday sound, lighting, themes and context; identifying the relationship between real life and the form and elements of realistic drama.
Students will learn how to working as a class, in groups and individually toward one common goal as well as support one another through the use of blogging and class discussion.
The project and lesson formation are all intentional. Students are aware that the objective is to attend a theatre performance of Cat on a Hot Tin Roof. The goals of exploring and researching sound, lighting, theme and context are explained from the beginning.
Our use of ICT strongly reflects our learning theory of constructivism by using YouTube to demonstrate what happens behind the scene. IPod and mobile phone usage as well as blogging and internet usage all contribute to students being active and constructive in their learning.
The real life elements that go into a performance replicating ‘every day life’ are influenced by the use of realistic lighting, sound and costume which all relate to theme and context will be explored through the use of ICT and student participation. If students require extra information all resources will be available on the Wikispace as an intentional learning tool.
Teachers Page
Joint Statement
The ICT integration project requires us to plan, develop and publish four lessons in our chosen learning area that include curriculum outcomes and incorporate useful ICT tools and methods.The first step is to produce a project plan that visually maps out what is required for each step of the project, along with which tasks each person must complete and the final date of completion.
The second step is a mind map that integrates the specific curriculum outcomes to our lesson ideas and outcomes. We are also required to develop a Forward Planning Document as well as a lesson plan designed around the chosen lesson for presentation.
Incorporating ICT is required as well as an explanation on the methods and tools we will be using when conducting each lesson as well as what we are expecting the students to use to achieve the necessary outcomes.
Lastly in the planning stage of the project we must demonstrate how our project is underpinned by evidence based learning by providing a brief explanation of the attributes we believe will be explored to achieve success in the task.
We have decided to look at the development of the design elements of stage drama targeting a year 10 level of drama. The play the students will be going to see is ‘Cat on a Hot Tin Roof’ by Tennessee Williams. Students will be required to analyse and discuss in groups and as a class the elements of design such as costume, sound and lighting as well as demonstrate through class discussion and individual blogging the importance of context and characterisation.
Following the planning stage we will begin creating our WebQuest through our development of Wikispace. The WebQuest will contain the following; introduction, task, process, evaluation, conclusion and teacher’s page including our references. Our Wikispace will consist of all documents relating to each stage of the project development for example; planning stage documents which can be located on the teacher’s page.
Project Intergration with WA Curriculum Framework
Project Plan
ICT Statement
We intend to engage our students throughout the project by using different ICT tools including YouTube, prezzi, iPod/mobile phone, interactive white board, spiderscribe, collage space and edublogs.
Firstly we will be introducing students to the elements that go into staging a production by showing a YouTube clip showcasing what happens behind the scenes. This will provide a brief scope and synopsis of the play.
A prezzi presentation will follow the clip and will specifically highlight the context and characterisation of the play.
Students will be required to make connections and initiate discussion of how context and characterisation influences elements of design such as sound and lighting.
Using YouTube and prezzi together is a great way to provide students with important information in a compact and succinct way. Prezzi zooms in and out the important information we want students to grasp quickly.
The next task involved students to think creatively using the technology they already have in a way that can successfully impact mood and atmosphere. The use of iPods or mobile phones will give students the freedom to explore the ways in which sound can change or influence
the mood on stage.
With their iPods or mobile phones students will create a 20-30 sec sound piece to a specific scene they will be given. Using their iPods or mobile phones students are encouraged to think of the many different ways sound can be manipulated to impact performance.
The next stage involves students using a more creative technique that focuses more on themes, context and costume. Using spiderscribe to brainstorm ideas allow students easy accessibility to each others work. Collaborating through spiderscribe and the interactive white board allows the teacher to evaluate participation and encourages critical thinking individually and as a class.
Students are encouraged to use collage space; a tool focusing on creating a collage specifically looking at costume, lighting, sound, characterisation, theme and context.
From the above tasks students will be required to research examples of sound and lighting ideas from previous productions comparing and contrasting what is effective and what is not.
Discussion will take place on edublogs. The online blog discussion encourages students to explore and respect each others opinions it will also be used as a form of assessment and reflection after the students have seen the play.
Learning Theory Statement
Cat on a Hot Tin Roof Production analysis is underpinned by the constructivism learning theory. Students are required to construct personal meaning from the lessons and class discussions and adding it to their existing knowledge and skills that they already have.
We think this project highlights all the attributes of constructivism by engaging in the active, cooperative, intentional and authentic aspects.
For example; students will be actively manipulating sound and light as well as creating their own design for performance. Students will develop their own understanding of theme and context by incorporating design elements thus having complete ownership over their project.
Students are being creative in their design and research by engaging in the context and themes of the play as well as watching the performance live on stage; exploring a relationship between the stage and the classroom.
The lessons are authentic as they require the students to make realistic connections with the style of performance by drawing on realistic elements such as everyday sound, lighting, themes and context; identifying the relationship between real life and the form and elements of realistic drama.
Students will learn how to working as a class, in groups and individually toward one common goal as well as support one another through the use of blogging and class discussion.
The project and lesson formation are all intentional. Students are aware that the objective is to attend a theatre performance of Cat on a Hot Tin Roof. The goals of exploring and researching sound, lighting, theme and context are explained from the beginning.
Our use of ICT strongly reflects our learning theory of constructivism by using YouTube to demonstrate what happens behind the scene. IPod and mobile phone usage as well as blogging and internet usage all contribute to students being active and constructive in their learning.
The real life elements that go into a performance replicating ‘every day life’ are influenced by the use of realistic lighting, sound and costume which all relate to theme and context will be explored through the use of ICT and student participation. If students require extra information all resources will be available on the Wikispace as an intentional learning tool.
Forward Planning Document