JK's
The class is, first of all, practising to enter the classroom and take their seats the way they would if entering and exiting the stage, in a theatre, AS A GROUP. We need to start practising now, as this actually causes the most trouble in preparing for productions. The children are encouraged to enter quietly, in a line, take their seats as they arrive in order. They are then practising to be very quiet while their fellow actors speak.
We discussed the poem "The Tale of Custard the Dragon" by Ogden Nash, who appeared to be very scared and timid, but was brave to eat the pirate. He simply was lazy and liked the comfort of his cage.
We then listened to the poem "The African Lion" by A. E. Housman and compared wild animals to domesticated pets. The consesus was that the wild animals are more likely to eat you regardless of whether you are well or ill behaved.
The children then offered individual presentations using full and complete sentences (most difficulty here) about their favorite animal, ending with a bow or a curtsey.
SK's
This class is also practising entering and exiting the classroom as if they were entering/exiting the stage. Please see the note regarding the JK's.
We reviewed the story of Little Red Riding Hood, and the role of the wolf. We then read a long poem entitled "Planning" which really spoke of a child getting ready to sleep, and thinking about growing up to be an animal. Each animal had characteristics that made it fast, hungry, cunning, tall, big, ferocious, gentle, etc.
One by one the children were then to introduce themselves clearly, and then give three clues about their favorite animal allowing the class to guess what that animal could be. We had some excellent clues using characteristics. Each presentation was concluded with a bow or curtsey. The children were focusing on being loud, clear, and thinking on the spot.
Grades 1 and 2
With this group we first discussed the comma, the semi-colon, and the period with respect to pausing and breathing when reading out loud or reciting. Each child then recited the poem "Sneezing" (minus four students) while carefully focusing on taking a breath at the required intervals.
We have also been discussing what to perform during our upcoming fundraising night "Valentines in Venice".
Grades 3 and 4
We continued our exercise in fluency with idiomatic expressions, and the students were reminded to read via phrasing with proper pauses for breath and comprehension and emphasis. The students then listened to two variations on the start of a fairy story - one read erratically and one read slowly with emphasis and emotion.
To further our study of presentation techniques, poetic recitation, and focus on punctuation, each student recited the poem "Sneezing" by an anonymous author. Their stance, and mention of the title, author and focus on pausing were of importance.
Once we clear the hurdle of phrasing and pausing, we will move on to adding emotion through voice modulation. To very few students in the class this comes naturally. Most will need to learn that they must develop an understanding of the subject, the way it is written and punctuated before they will be able to add required emotions. Therefore we might just stayed focused on "Sneezing" a little while longer.
Grades 5, 6, and 7
Today, we discussed our upcoming performance "Valentines in Venice". Seeing that the topic involves love and Italy, we are planning something very special. This will require memorization, dedication, and a little understanding about the topic. The boys and girls are to try to use their knowledge of punctuation, breathing, emotion, and phrasing to give a good performance. Pieces have been assigned and their memorization is required for next Wednesday.
Good Work Everybody!
Mrs. Deras
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