Miss M's Learning Space

The creative process, as defined by the Ontario Curriculum , is a flexible approach to learning and exploring the arts. It applies to any creative endeavour such as music, visual arts, dance, media arts, drama, or language arts. There are 8 steps/stages that are continually being revised through feedback. The diagram below outlines the stages, and the dotted arrow indicates the cyclical nature of the arts (i.e. never ending, one project informs the next). The Ontario Curriculum Grades 1-8: The Arts p. 20 (2009).  In practice, this is a wonderful technique to encourage the incorporation of feedback and familiarize students to the idea that feedback is a good thing and shouldn't be seen as punishment. Instead, by having ongoing consultation with the teacher and peers and incorporating self-assessment, the student will produce more thoughtful work that represents more depth and understanding. For example, in dance if students are working at a higher level of Bloom's Taxono

Throughout this class, we explored several pedagogical theories and how they apply to dance, or how they can be expressed and applied in drama and dance. Gardner's Theory of Multiple Intelligences Gardner's theory was developed in 1983 and proposes that intelligence is not just one ability, but rather a combination of 'modalities.' He also apposes distinguishing someone as having only one modality (for example, no one is only a musical learner), but rather that we possess all modalities and should explore learning through each to gain greater understanding.  The diagram below from GrandSlam demonstrates the 8 modalities of Gardner's theory.  GrandSlam (2015). Multiple Intelligence Theory: Is it Real? In practice, drama and dance provide a wonderful mode of learning curriculum content from other areas. For example, dance can be used to explore word development through the mode of musical, kinaesthetic, and interpersonal intelligences. Or, similarly,

Drama is an art that requires students to be comfortable with each other, and there's no better way to get students comfortable than warm ups! This post is to summarize several of the best warm ups I've found so far. Corridor of Voices This activity involves having students stand in a row across from each other (like in the image below).  O'Connor-Tennant, Ross. (2017) The student at the front then walks down the aisle while the students say phrases or words related to the source material. This may be a challenging activity for students who are easily overwhelmed and considerations should be made for them (such as having them only say the words/phrases or don't include this activity if there's no way of incorporating all the students). This activity allows students to understand how the character in source material may be feeling which makes it an effective activity if students can't empathize with a character. It's also simple; there aren&