CLASS
Drama 3
DURATION
75 minutes
EDUCATIONAL OBJECTIVE
Students will be able to demonstrate their ability to receive, consider, and apply feedback by identifying feedback that they will use to improve their scenes.
NATIONAL CORE THEATRE STANDARDS
• TH:Cr3.1.I.a
o Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
• TH:Cr3.1.I.b
o Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
• TH:Pr4.1.I.a
o Examine how character relationships assist in telling the story of a drama/theatre work.
• TH:Pr4.1.I.b
o Shape character choices using given circumstances in a drama/theatre work.
• TH:PR5.1.I.a
o Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
MATERIALS
• Peer feedback forms
• Completed rubrics from preview performance.
• Whiteboard
• Dry erase markers.
PREPARATION
• Cut up the peer feedback forms and divide them into each scene’s
• Ensure that all the rubrics from the preview performance are fully completed; notes are complete and a grade has been assigned.
TEACHING PRESENTATION:
Hook:
Explain to the students that you want them to critique your teaching so far. Be aware, they might be a little ruthless. Set some boundaries if you feel necessary, however, it would be best to just let them say what they feel. Ask for hands and have each student who wants to say something give you feedback. You may suggest topics like diction, understandability, fun, or any other category.
Step 1: Modeling
Allow students to critique you. Model good behavior in regards to receiving feedback. That will include, though may not be limited to:
• Say thank you after each feedback.
• “I’ll take that into consideration.”
• “I can see that, thank you!”
• Being gracious.
• Smile.
• Nod.
• Do not be defensive, but be receptive.
Allow students several minute of critiquing then transition into a discussion on this activity.
Step 2: Discussion
Lead a discussion with the students using the following questions:
• What did you observe about my responses?
• How did you feel as someone giving feedback when I behaved this way?
• Was there anything I could have done to be a better recipient of critique?
As students give their responses, write them up on the board. Keep in mind, you are amassing a kind of list of good behaviors of a recipient of feedback. That will include items similar to the one above. The goal of this discussion is to create a somewhat concrete list of good characteristics to have when receiving feedback. Spend several minutes exploring how your modeled.
Step 3: Instruction
After this discussion, explain the following to the students:
• As we move forward, understand that theatre and all the arts are subjective. The feedback we receive is one person’s perspective. While their opinion is valid, it does not NEGATE your opinion. However, you should at least try to consider their opinion and decide if it is useful for you.
• When we go to competition (region, state, or Shakespeare) you’ll hear a lot of people’s opinions. You should always accept it graciously, but understand that it is subjective. It is one person’s opinion.
• You get to decide if that is good for you or not.
• In that same way, understand that people like myself, and usually the judges are very smart and make their living from in theatre, so their opinion should be considered carefully. They know a lot, but still, it you must consider it and decide if it is useful feedback for you.
Step 4: Directions
Explain that each of the groups will be receiving their feedback from both you and their classmates. Explain that they are going to practice these good techniques in regards to receiving feedback. Explain to the students that they will read through all the feedback they receive before saying anything. They should just read through it all, then they will consider it. They will then decide if a piece of feedback is useful for them, of if it something they can disregard. But the must read it and consider it first before dismissing it. Explain that as they sift through their feedback, they will write down which feedback they will use and which they won’t. Together, on one piece of paper, each group will write down the following:
• 3 pieces of feedback they find useful.
o Why is this something I should consider?
• 3 pieces of feedback they don’t need.
o Why am I dismissing this particular piece of feedback?
They will be turning in one sheet for the entire group, so ensure they write all the group members names on this feedback response. Ask for clarifying questions and then allow the students to work.
Step 5: Group Practice
Hand out each groups bundle of feedback (both your completed rubric, and the feedback forms from their peers). Allow the students to work on their feedback responses. Float between scene groups to offer coaching, reminding them to consider graciously each person’s feedback. Then they can decide if that is useful for them, or not! Give students time updates to ensure they are staying on task.
After twenty minutes or so, collect each groups feedback response.
Step 6: Group Practice
After collecting the feedback response assignments, explain that the students have until the end of the class period to incorporate the feedback they think will help most. Remind them that we will be doing these scenes again, for the final performance next class period. They should use this time to take the feedback they received and incorporate into their scene to improve their performances for the final.
As students work, as usual, wander between groups, observing their incorporation of the feedback. If you feel so inclined, you may want to stay at a certain group and work for a few minutes. You may also clarify your own feedback or coach them as you see fit.
ASSESSMENT
Students will turn in their short feedback response for their assessment. This assignment is worth 20 points.