THA 138b –Education through Creativity and Theatrical Pedagogy

Jennifer Cleary, Senior Lecturer – – MW 2-3:20pm – Spingold Rehearsal Room

Office Hours (Spingold Office #3, First floor) – Thursdays, 1:30-4:30pm andby appointment

Course Description

A core question is: how can we help others learn something with meaning and depth? Something they will remember long after the lesson has ended? The answer is: by using creativity in teaching and learning. Learning by creative means allows all of us to not only learn about something, but we learn within it by being involved in it and reflecting on it. Creativity breeds innovation and imagination, allowing us to solve problems and make decisions in a different way; we have the ability to equip ourselves and our students with the creative reach to make a real difference in the world in which we live.

How many of us try and educate others in our lives through storytelling? More specifically: how about the coach/mentor/advisor who helps students understand through role-play? Or the religious leader/mentor who guides others through visualization and imagination? How many math teachers have a secret talent for comedy, to make algebra come alive? Or the science teacher who loves to tell stories using different voices while explaining cell biology? The French teacher who also loves painting and uses art to teach French culture and language? Or the adult community program instructor who helps senior citizens write poetry about their own oral histories?

This course will focus on creativity in pedagogy from a theatrical/storytelling lens. Together, we are ultimately finding the creativity that already exists within each of you and helping you to use it in the work we do in class. This course will first focus on the building of community and confidence that must take place within a learning environment that utilizes creative and theatrical arts as a modality. Creativity may be interesting and fun, but it can be risky for all involved; we need to create an environment where people will want to take these risks. We will read the foundation and the theories behind teaching, learning, and expression through storytelling and creativity. This foundational exploration will help students to ground their own ideas, as well as to expand their own creative reach.

How do we know when our students are learning in a theatrical/creative exercise? How can we use theatre as a tool for building confidence, community, and leadership, outside of the realm of professional theatre practitioners? Can we redefine what theatre means in this context? How can we enhance the process-based learning environment and not over-focus on the product? And finally, how can we create the kind of environment that allows students to take risks and look silly and fail and have fun and LEARN, all at the same time? This type of pedagogy allows people of all ages to see how creativity can help them in everyday life – and will allow you to feel the power of your creativity in your own life as well.

Course Format

We will work to build a learning community in this class. Our community-building may be implicit or explicit – but it will bring us together into a like-minded space, leaving the day and the world behind for a moment and freeing ourselves to think creatively.

Our work together will be based around themes. Through readings, discussions, and hands-on exercises/assignments/writing, we will discuss our ideas behind using theatre and creativity for different outcomes. We will connect every theme we discuss to creativity, teaching, and learning.

You will engage in a number of projects around your area(s) of interest, learning how to infuse creativity and theatrical pedagogy in creating innovative learning plans/projects and navigating assessment in creative endeavors. We will all teach each other and learn from each other, through the playing out of the content.

Finally, this course is writing-heavy. You will have weekly writing to submit. Learning how to write well is a critical part of a Brandeis education. Please apply what you have learned in Composition and/or the University Writing Seminar (UWS) to produce high quality writing for this course. All writing should show a significant level of critical thinking and analysis, while paying due attention to sentence structure, grammar, and punctuation. Papers should be carefully proofread before submission. Please note that papers may be returned to students ungraded if they do not meet the assignment requirements, or if they are not written in clear, concise English. All Brandeis students are encouraged to go to the Writing Center for assistance with their papers throughout the semester. You are expected to use proper citation and to cite ALL sources by which your work has been inspired and/or directly quoted. Use the Writing Center and online sources to help properly cite your work, and please come see me for support if needed.

Required Readings (These texts can be found used on Amazon).

Theatre Games for the Classroom by Viola Spolin

Power of Story: Teaching through Storytelling by Rives Collins and Pamela J. Cooper

Out of our Minds: Learning to be Creative by Sir Ken Robinson (2nd Edition).

  • Additional required readings are listed on the Schedule and will be shared in the Readings Folder on LATTE.
  • Readings policy in class: The order of readings is listed on the Schedule. You are expected to keep up with this reading schedule, even if we go off topic in class – this way, the amount of reading per week stays consistent and balanced.
  • My philosophy on readings: We will not discuss every reading in class, but they are still important as the foundation to the work done in class and to your learning. Just because we don’t discuss it specifically doesn’t mean we are not using it. I will assume you are keeping up with these readings.
  • Readings will be reflected upon in weekly LATTE posts. It is your responsibility to manage and keep up with your LATTE posts. These are short reading queries and reflections. Each weekly forum on LATTE will explain in more detail, and each week is labeled on LATTE.

Writing Assignments – Due dates listed on the Schedule attached.

  • Weekly LATTE Reading reflection posts – discussed above.
  • Self-Discovery Writings (5): POST ON LATTE.
  • These are papers where you explore your experiences and thoughts/ideas around creativity, artistry, and education. Creativity doesn’t mean we don’t have guidelines and limitations - expectations are still vital even when working creatively. That being said…
  • Please write in the first person, as if you are having a conversation with me. While the writing style is more informal in nature, please be aware that these papers must be written with care and with careful proofreading. They are in an informal, creative style but are still professional.
  • Papers must be typed and double-spaced, 1-inch margins, 12-point font. Length will vary, depending on your answer to the question asked. An average length is between 2-4 pages.
  • You will be graded on the depth of your reflection and your quality/efforts in writing/proofreading, as well as on following instructions.
  • Creative Planning Writings (3): POST ON LATTE.
  • You will work on applying our class exercises/experiences and your own innate creativity to specific prompts in planning lessons around a subject area and student base of your choosing.
  • You will be graded on your ability to communicate your ideas, the depth of your activities and ideas, creative risk-taking, the use of in-class experiences and readings, and the proper formatting of the lesson plan with all required sections clearly labeled and explained correctly.
  • The Lesson Plans should NOT have every word you would say in a classroom written down. These are not “scripts” for teaching, but plans – there is a difference. The Lesson Plan is a detailed schedule and guide for objectives, activities, supplies, and assessments. Its job is to keep us on task and focused while we teach, while also allowing for flexibility and creativity – it is hard to be creative when also being rigid.
  • 2-4 pages in length, in the plan format – can be single-spaced and can use a list format.
  • Unit Plan: DUE AT FINAL CLASS, HARD COPY.
  • Your final in this course is a Unit Plan, the creation of an original, cohesive unit of study (including at least 5 lesson plans) with goals, objectives, methodology explained, reflection, and assessments. This project will be explained further in class.
  • Extensions:
  • You may turn in ONE writing assignment late this semester without penalty (except the Unit Plan) – this extension is for no more than 72 hours (3 days). If you request an extension, you will be using this one free extension to do so. A requested extension will not be in addition to this free extension, regardless of reason.
  • Late assignments:
  • I will accept late assignments, but you will be graded down one full-letter grade for every day it is late (A to B, B to C and so on), outside of your one allowed late assignment. After 3 days, the assignment will receive an E grade (but turning it in will earn you a 50% failing grade, as opposed to a 0% failing grade, which will make a positive difference to your final grade.)

Your final grade will be based on the following:

  • Class participation in discussions/activities. You must attend class (on-time) and participate (active listening as well as speaking) to achieve full-credit.
  • Ability to work consistently and respectfully as a member of a group.
  • Equal contribution/in-class participation in group projects.
  • Writing assignments.
  • Organization and depth of lesson-plan projects.
  • Ability to take risks and dig deeply and creatively.
  • Commitment to the class as a community of learners.
  • Completion of readings.
  • Final unit plan and presentation.

ATTENDANCE POLICY: PLEASE READ CAREFULLY.

Absences are not permitted during the Unit Plan Presentations (April 4-May 2). You are all active participants in all of these presentations, not just your own. If you do miss class during this time (even if it is excused for illness or another reason), you will still lose class participation points. You may not use your free absence during this time.

You are allowed ONE absence for any reason. This absence does not need to be approved by me and I do not need to know the reason. It should be used wisely and not wasted, and used prior to April 4.

Understand that when you use your absence, you are still responsible for everything done during the class meeting – ask a classmate (not me) for any notes and information about your missed class, but realize that this course is an active experiential course – getting someone’s notes will not capture what we do in class, nor will it excuse you from group work you are supposed to be doing in class. There are always consequences to absences in a class like this – even excused ones. If you do not think you can commit to coming to class, you should perhaps rethink taking it.

After ONE absence, you will lose one-half letter grade towards your class participation grade for each additional absence for any reason (i.e., 25% of your grade would go from an A to an A- and so on). Even if you write to me about absences beyond the first free one, I will not excuse them beyond the 1 permitted, unless there are extenuating circumstances that are communicated to me and to Academic Services, such as extended illness, death in the family, etc. Coming to class is of the utmost importance for this course and will be reflected in the final grade. If you have questions about this, please speak with me.

Philosophy on attendance: You are adults and can make your own choices regarding attendance, missing class for a variety of reasons – but you must also accept the consequences of your choices, like we all must do in life. Please know that I will not excuse absences for being away for personal reasons, unless it is an emergency reason. This includes returning from our semester breaks late. These are not excused absences if you return late on a Monday and miss our class. Please know and understand this right now. In this course, you are accountable to more than just yourself – you are accountable to this community of people.

Be sure to let me know if you are traveling to/from another class, but I will expect you to arrive within 5 minutes of our class start-time. Repeated lateness will affect your class participation grade as well.

PERCENTAGE BREAKDOWN:

Class Participation (Active listening, dialogue, preparation, attendance, punctuality): 25%

Weekly LATTE posts on readings: 3%

Graded in-class group projects (2): 12%

Self-reflection writing (5): 20%

Creative Planning papers (3): 15%

Final Unit Plan (written): 15%

Final Unit Presentation: 10%

SPRING 2016 – THA 138b, Education through Creativity

SCHEDULE, READINGS, DUE DATES!

As of January 17, 2016 **REVISED**

(**Topic Schedule is fluid but the readings and due dates are firmly set and will not change.**)

Specific Guidelines for Self-Discovery Writing and Creative Planning are in the Syllabus.

Week 1 (Jan. 13): INTRODUCTIONS. Syllabus, policies, reading/writing expectations.

  • Community-building. Working in groups.
  • Define Keywords for Class: Education. Content. Creativity. Theatrical. Play. Story. Teacher. Teaching. Learning.
  • Start Water Cycle Exercise - groups.
  • COMPLETE FOR NEXT WEEK: Introduce yourself on LATTE. Why are you here? What do you want to teach? (Do this under the “Introduce Yourself” Forum on LATTE).

Week 2 (Jan. 20): WATER CYCLE EXERCISE – STORY, CONTENT, AND EDUCATION.

  • Warm-up: Poem from Collins/Cooper, Why We Tell Stories.
  • Groupwork in class: Water Cycle.
  • Writing Assignment (due Jan. 20): Self-discovery writing #1: Tell me about your experience with an educator/teacher/mentor who made something come alive for you. What did they do?
  • This Week’s Readings (due Jan. 20)
  • Spolin, Theater Games: Author Bio. Preface. CH 1, “Why Bring Theater Games into the Classroom?”
  • Collins/Cooper, Power of Story: Preface (poem). CH 1, “Storytelling Is…”
  • Robinson, Out of Our Minds: About the Author, Preface, CH 1, “Out of Our Minds.”

Week 3 (Jan. 25 & 27): WATER CYCLE, CONTINUED. THE ROOTS OF OUR EDUCATION.

  • Present Water Cycles! (Jan. 25 – finish on 27th if needed).
  • How do you learn? How do you teach? Teaching, learning, community, culture. Lesson planning/writing. (Format ON LATTE).
  • Writing Assignment (due Jan. 27): Self-discovery writing #2: Tell me about your childhood play memories. What are some of the things you loved to do as a child? Give me 3 specific experiences.
  • This Week’s Readings (due Jan. 27)
  • Paolo Freire, Teachers as Cultural Workers: Letters to Those Who Dare Teach: “Fifth Letter: The First Day of School.” ON LATTE.
  • Spolin, Theater Games: CH 2, “Warm-ups.” **Note games you like from this chapter.
  • Collins/Cooper, Power of Story: CH 2, “This is Why I Tell It: The Value of Telling Stories.”
  • Robinson, Out of Our Minds: CH 3, “The Trouble with Education.” (We are skipping CH 2).

Week 4 (Feb. 1 & 3): ROOTS OF ED., CONTINUED: LESSON PLANNING. PLAY, CREATIVITY, AND EDUCATION. How do play and creativity relate?

  • Ideal Spaces for Teaching and Learning.
  • Discuss Unit Plan Presentation Dates/Posted on LATTE this week.
  • For Feb 1: Bring in a PLAY ITEM from your living space – can be anything that says “playful” to you.
  • Writing Assignment (due Feb. 3): Self-discovery writing #3: Are you a creative person? Why or why not? Is this the same as being an “artist?” Define artist for yourself. Are you an artist? How have you used creativity in your life?
  • This Week’s Readings (read by Feb. 3)
  • Spolin, Theater Games: CH 3-4, “Rhythmic Movement Games,” “Space Walks.”
  • Collins/Cooper, Power of Story: CH 3, “We All Have Stories: Discovering Personal Narratives.”
  • Robinson, Out of Our Minds: CH 4, “The Academic Illusion.”

Week 5 (Feb. 8 & 10): THEATRE AS TELLING STORIES – IN-CLASS STORY PROJECT.

  • Warm-up: Play object.
  • Group work in class: Story Projects.
  • Writing Assignment (due Feb. 10): Self-discovery writing #4: Tell me about your role as a consumer of the arts. How/when/why do you consume? Which art forms are you consuming? Tell me how the role of consumer could contribute to your creativity in a classroom.
  • This Week’s Readings (read by Feb. 10)
  • Spolin, Theater Games: CH 5, “Transformation Games.”
  • Collins/Cooper, Power of Story: CH 4, “Going to the Well: Choosing Stories for Telling.”
  • Robinson, Out of Our Minds: CH 5, “Knowing your Mind.”

NO CLASS – Feb. 15-19 (FEB. BREAK)