The day started off with nervous trepidation and fervour, as our eager participants in the speech and poetry competition, assembled in the auditorium.
It was wonderful to watch all the children really try very hard to do their best.
We also want to thank our judges, who volunteered their time and expertise to ajudicate the children. Many thanks to Sue, Andrew, and Frank. All are experienced professionals and did a fine job.
JK's
The JK's are still learning circle formation and it is coming along but very slowly. Our game with the hibernating bear does help.
Afterwards we discussed the upcoming season of Easter and the new baby animals that will be born in the spring: chicks, lambs, birds, foals, bunnies, and "camels" apparently.
The children then listened to the poem "We Are Going to See the Rabbit" by Alan Brownsjohn and were all eager to learn new words to understand the meaning of the poem. They did very well and were not at all surprised that the bunny burrowed away from the people coming to see him. They then practise walking quietly like a bunny not wanting to be seen.
SK's
This group is managing to grasp circle formation. It is coming along well. The game is enjoyed by all.
We spent the rest of the class in the auditorium, on stage, as we were still all mesmerized by the speeches and poems. To practise for next year, the children climbed on stage one by one and gave their name, age, grade, and teacher's name. The rest of the class critiqued them positively on the way they stood and spoke (straight or fidgety; loud enough or not; clear enough or not; enthusiasm, smiling, etc.)
The children, because of practise and stage exposure are now able to climb up and down the stairs confidently. They know where the "front and centre" of the stage is. They are no longer afraid, but eager to speak before their peers. We still have a few eager beavers left to speak next week.
Grades 1 & 2
This class listened to and then analyzed the poem "Polite Children" by Alan Ahlberg. They understood it very well the first time around, and were able to see how the words created pictures about the situation. We had an intensive discussion, and are beginning to understand how the words we choose, and voice modulation we use shape the message. This applies not only to acting, but to everyday life as well.
Grades 3 & 4
With this group we discussed the events of the morning. We analyzed the speeches and poetry competition from the perspective of the audience and the competitors. We did not pass any judgement as to who or what should have or could have happened, but discussed how we felt (eg: nervous) on stage, and how we felt (eg: interested and excited) off stage in our chairs.
The class made some valid observations that the audience is able to impact the delivery of the presenter/performer by its behaviour. The class will therefore, write a paragraph about how they believe an "audience" should behave in the theatre, auditorium, viewing area, etc.
HOMEWORK: Paragraphs about audience behaviour are due next week.
The class also listened to the poem "Polite Children" by Alan Ahlberg, and although they did understand the essence of the poem, they were surprisingly not as quick to pick up the descriptions in the stanzas as the younger grades. Phrases were re-read with more voice modulation and intonation and they all did realize the funny question posed by "polite children" under the circumstances.
Grades 5, 6, & 7
With this group we also had an intensive discussion about the events of the morning. Again, without passing judgment on any decisions or results, the children responded to how they felt on stage and in their seats. Many claimed to have learned interesting facts, and all realized how difficult and nerve-wracking it is to go before an audience of you peers, younger grades, parents, teachers, and judges and present from memory.
Although everyone did find the morning long, then did realize the need for the wait as judges deliberated. It put more perspective on the competitive reality shows of the day.
The group then listened to the poem "The Pied Piper of Hamelin" by Robert Browning . Some were fascinated and couldn't wait to hear the ending which will be heard next week, while others found the poem too long.
This poem will be the subject of discussion and theatrical review for the next two weeks.
HOMEWORK: For next week, the children are to define the word ELOCUTION. It may be done in any form they wish - point form, paragraph form, poetry, etc.
It is due next week - NO EXCUSES! (Hint - there is a link in the blog below.)
Best Regards,
Mrs. Deras
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