The Writings of a Tiffany

  https://drive.google.com/file/d/1cDa7JODqTWPyHGTgLkvDSAvhbBn3y69Q/view?usp=drivesdk https://drive.google.com/file/d/1KDuTlaTxI_9h-wLCXI93wcy__O60hHO0/view?usp=drivesdk

  When you’ve shared your experiences with your disability, how do people react? Can you tell me about a time when you were vulnerable with someone? Have you felt that same vulnerability with yourself? Tell me about a time you were forced into vulnerability. Tell us your story. What is something about you that inhibits the relationships you make with other people? Tell me a story about a relationship that has been affected by that challenge. How do you engage with others who have challenges/disabilities? How have your challenges made you more compassionate towards others with challenges? What is your disability/challenge? How does it affect your relationships?

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We decided that we wanted to explore the theme of disabilities that we grapple with. Several of us expressed how different disabilities have impacted our lives, and how we’ve been able achieve our goals. We’ve established that we wanted to expand disabilities to also include anything that has acted as a force against us. Our specific topic is exploring how disabilities affect the way we form relationships. For our guiding questions, we want to ask how can relationships be enriched by disabilities? How can our extraordinary circumstances add more perspectives and vibrance in our lives and the lives of others? How can we be an ally to those with disabilities without having interacted with them ourselves before? Finally, we discussed how it would be a good idea to ask people about their challenges and their story instead of directly calling out “how are you disabled”. 

  Laban Efforts as Ghost Characters Time: 90 minutes Class: 9th Grade Drama Materials:  Open, empty space Music playlist: https://open.spotify.com/playlist/2QTx8Q8cNqCyzZbvpFe6xW?si=Lu5uW7BMRW-FST_cNIpXRg Smart Board if available (or) Empty Laban chart via ppt: https://docs.google.com/presentation/d/1O-vMcBrOK348IjZnJ1gN-TgpbH4XiswjJ8ALHhsmDiA/edit?usp=sharing Recording materials for each group (Phone, basic video editing app) Core Standards: Standard L1.T.P.4: Use body to communicate meaning through space, shape, energy, and gesture. Standard L1.T.P.6: Use imagination to inform artistic choices. Standard L1.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work. Learning Objective: Students will identify and understand Laban’s Efforts, and use them in pedestrian ways to embody and therefore better understand the characters in Jason Reynolds’ Ghost . Assessment(s):  Formative: Movement exploration/energy exercise ...

Using Words Line and Caret: This activity, which challenges students to practice opposites, rhymes, and relationships between words, would be extremely useful in the drama classroom. This practice would be very good for improv practice (finding rhymes and relationships between words) as well as monologues (exploring opposite emotions and beats). Using Images Emoji Story: The original lesson plan for this activity fits beautifully with drama work: students exploring how a character might go from one emotion to another. They then explore (through drawings) the emotional beats between one emotion and another. This is super important to talk about realistic acting and discovery. Using Sound Parody Lyrics: Little did I know I was jumping ahead when I created my parody of God Help the Outcasts! Parody lyrics are an excellent way to assess the students without them knowing that they are being assessed. Creating parody lyrics of songs about history of theatre or character intentions is somethi...