Term 2

Yes, yes... it's been a while again, I know. I admit, the blogging has not become habit, like it probably should have by this point. So... some thoughts about the last term, as we hurtle towards the holidays.

Year 9

I bid farewell to my first group of Year 9s. They were an enjoyable lot, and for the most part, full of energy and creativity. They created some really interesting process work in our Darkwood Manor study. What I appreciated the most was that oftentimes I did not have to explain to them what was going to be going on. I could just launch into something, and they would "get it." I could enter the classroom in role for instance, and they would immediately accept and believe what was happening, and play along - just what was needed for Darkwood Manor. Several times, they spent an entire class in role themselves, with hardly a slip up, or drop out of character. I hope that I inspired them somewhat to take Drama again next year. It's always hard to tell with the first trimester, because by the time next year rolls around, they'll have had two other trimesters to think things through, and may forget what Drama was all about. I hope I made things interesting enough for that not to happen.

Year 10

I'm about to say good-bye to my Year 10s. I've only got them for half a year, and we're approaching that point. The majority of this term has been spent working on a scene study. I took a real leap here with these Year 10s and asked them to do something that may have been somewhat uncomfortable for them. We had spent the entire first term looking at comedy - pretty much. Eight weeks on physical comedy, and 4 weeks on monologues, most of which turned out to have a real comic element to them. So I changed gears. I found some scenes that dealt with really tough issues - dating, friendship, breakups, abuse, alcohol, drugs, etc... - and in blind faith, believed that they would step up to the plate. I think my colleagues here thought I was crazy. After all, these are our energetic, uncontrollable Year 10s.... They don't do serious.....
But... they seemed interested. After the initial shock of realizing they would have to work with someone of the opposite sex, and only in pairs (!), they really found their groove. It was hard through the process, especially while they were sitting in pairs, methodically working out their blocking on paper, and all the while listening and watching the other Year 10 class run about playing games, and making up interesting group comedy scenes. "You'll thank me in the end," I kept saying (hoping it would be true in the end). Many of them accepted my cold comfort skeptically. Several weeks on, and (as I suspected they would) they started to lose their lustre. Rehearsals started to drag for them. I guess it's hard for students of this age to understand the necessity of run-through rehearsals, or the point and purpose of working rehearsals for that matter. So, for many weeks, my job consisted of motivating them to "keep rehearsing" "focus" "run it several times today" "you can do it" "I believe in you" "of course you can memorize this much" and so on and son on..... and so on...
We invited the other Year 10 classes that were operating in the Performing Arts block at the same time - a dance class, and another Drama class. My 10s were mortified. But... the results were encouraging. The scenes came out far better than I thought they would. The other classes were stunned - jealous, even. So jealous, that the other Year 10 Drama class returned to their class and asked their teacher why they weren't doing projects like that. Well, it certainly left my students feeling like they had done something right. A good thing, I guess. I sat them down afterwards, and asked for some immediate impressions. "Wow, it was really worth it" was one of them. "That was really fun!" was another. I was pleased. They were pleased. We were pleased. My hope of course, is that it showed them not just that Drama can be fun, but that it is hard work as well. Hard work that can lead to a really rewarding experience.

And guess what the other Year 10 Drama class is doing for their final unit this term? Uh huh.....

Year 11

Wow! What can I not say about my Year 11s? I asked them at one point this term if was possible to receive too much positive feedback? They smiled politely, as they always do, and took the compliment for what it was worth. They are working on devising Murder Mysteries. I'm not sure they have turned out exactly the way I had envisioned. In most cases they are even better. I sometimes feel that this group has more maturity, and certainly more focus, than even my Year 12s. I try not to be too biased, but I believe that are far beyond the other Year 11 classes in what they can accomplish, and how they accomplish it.

We started the term with a short study on puppetry, and true to form, they took it like professionals. They brought their puppets to life, and even managed to recreate their initial "Family Portrait" movement project using only the puppets. We brought a Year 9 class in to watch that experiment, and it was a truly amusing experience.

Keep going Year 11s. You are wonderfully refreshing.

Year 12

I am not always sold on the material that is published for assessing NCEA. I have always believed that in order for a Drama teacher to be truly successful, they need to teach things they are passionate about. I have always had trouble teaching units that have been created by other people. I think because the ideas weren't really mine, the direction is never as clear to me as it should be. And to be honest, some of the ideas don't really inspire me, so I'm not sure that I can actively inspire my students.
So I came about the idea for the Year 12 Assessment in a unique way. I knew I wanted my class to research the ideas of theatre practitioners from the 20th century. So that's where we started. I wanted them to understand that different theatre directors have always combined elements and conventions in their own unique ways to create something new. I thought if we could establish that, then we would have a starting point from which to work. So they researched... and presented.... And in the midst of one of the presentations, inspirations struck me. A students informed us, from her research, that Peter Brook had suggested only 4 things were needed for the creation of theatre. An actor, an audience, the actor's creativity, and a space. Suddenly I had it. I would call the Assessment Task "The Empty Space" after Peter Brook's book of the same name. I would ask the students to observe their world around them, looking for something - anything - that might make them think, or inspire them. I would ask them to create their own brand of theatre - something completely new. Using Brook's ideas, they could have carte blanche to create something they were passionate about.
The results have been incredible. Much deeper than I ever thought they could be. The projects created were quite insightful in fact, and in many cases, quite unique. Groups played tirelessly with conventions such as repetition, voice-over, media, and actor-audience relationship, all the while trying to challenge our notions of how theatre is presented and viewed.
Overall, I'm pleased with their efforts. I think they are too.
We're ready to move on to our next project.
I think they've begun to recognize that focus required to move on.
I think they're getting that much closer to being Year 13s.

Update to Webpage

Hey Year 11's and 12's.

You will find some useful links on my webpage. The link is on the right hand side of this page "Hedivan's Drama Links".

For the 12s, there is some great Elizabethan stuff.
For the 11s, all the handouts so far pertaining to our first Achievement Standard.

See you all soon.

Where we're at

As I've said... this is hard. The keeping up part. Just so you know, all of you who complain about having to keep up YOUR drama journals and portfolios, I am aware of what it takes to be disciplined in this regard.

That being said... where are we now?

Well, Week 5 is nearly over. Week 5 of an eleven week term. I guess that actually puts us a little over halfway through the first term. Wow. It's moved rather fast!

The 9's

We're done our Movement study. The Year 9s have patiently, and at times enthusiastically, waded through the beginnings of my drama course. That part where I don't ever let them speak on stage. That part where we focus only on those three other Drama techniques. The big M, the big B, and the big S. Yes, Movement, Body, and Space. My reasoning for starting with this study (in all of my classes) has been quite clear in my head ever since I began doing it. Of the four tools the actor has at their immediate disposal at any time in any place, three of them don't involve the voice at all! Therefore, it makes perfect sense to give any drama student a strong base in these techniques right off the bat. Right?

Well, after many starts this way, (Let me see... I'll do the counts now.... this would be the twelfth time I've started a group of students off this way), it still seems to be working. I've.......

Okay, I'm straying a bit..... where was I? My Year 9s, right.

They're great. I'm really enjoying them. They completed their final movement project today, and while the results were typical (not a criticism), they were also reflective of a lot of hard work and imagination. I will admit, that I have seen an awful lot of sneaking around, chasing, stealing, and the like when it comes to this project. But it's all good. I'm probably leading them that way with the music I'm choosing.

Good on you 9s. We're going to have fun with Improv next!

The 10s

They continue to surprise me. Both classes have done some really creative work in our Physical Comedy study. Especially recently with our short slapstick routines. I admit, the unit was chosen and designed to try and keep an average 14 year old boy interested. Not an easy task, often. I find, in this subject, if you don't choose very carefully what the lesson is going to contain, you can lose the boys in an instant. Too much wishy-washy movement stuff, and they're gone. Too much discussion, they're out. Too much theory, they're not interested. Action, motion, a really quick pace, and you can usually keep a boy engaged for a good amount of time. Thus, my Year 10 program has evolved to include Physical Comedy, and evolved even further so that it is one of the first things we study. Yep, it's an honest attempt to win the boys over at the beginning. And you know what.... this time around, I'm getting some really good stuff from them. The boys, I mean. Good stuff, boys.

As for the girls.... they'll typically engage in whatever we're doing. And I'm thankful for it everyday. In a unit designed to keep boys interested, I often get some of the most creative work out of the girls. Several pairs of girls truly kept me laughing as we watched their slapstick routines today. In a lot of cases, girls will take a fresh perspective to this stuff. They don't always need the action and the motion to keep their brains active, so they're able to put a little bit more ingenuity into the projects. I saw some of that today, and it was a good thing.

I look forward to seeing more tomorrow.

The 11s

A truly amazing group of students. In just four weeks time, they have truly gelled together into a class. Absolutely vital for a theatre class. They have learned to work as an ensemble. I have absolutely no fears in putting them into any combination for any project. I know that there is enough maturity and even camaraderie within the whole, that the job will get done. Because we have had this start to the year, it's going to be a great ride, I think.

The 12s

They pulled together after a dangerous ride towards the performance date of our first project. I have to admit that I had moments where I wasn't sure we'd make it in one piece. But I discovered that it's simply the personality make-up of the class. Some very strong personalities have combined to create a small power struggle at times. It's not an overt struggle. But it's there, under the surface. There also though, is a great desire to succeed, and to perform well, that seems to be present in everyone. In the end, it was that desire that allowed them to succeed and complete the project with accolades. From my perspective as teacher, I have to take note of this, so that it doesn't frighten me again. I feel like it may be a slow start to our next study on Elizabethan theatre, but I must remind myself to look back at the success of the first project to see the end product of our next project. It will succeed as well. I'm sure of it.
They want it to succeed. I'm sure of it.
They need it to succeed. After all, some of their futures are at stake, if it doesn't.

More soon.....

There's something about the number 10

If you look back a ways, you'll find an odd post about my Grade 10 class in Victoria. I wrote it after a particuarly troubling day, one which I was having some trouble analysing. I don't think it's a very flattering post. In any case, while it seems that I only had negative things to say about those Grade 10's, the fact is that they were a really fantastic class, with some really fantastic potential.

Which brings me to my current "10" thoughts. It appears that no matter where I go in the world, if a class has the number 10 in it, it's destined to cause some headaches. I've had a few trying classes with my current Year 10s. Both classes are approaching the mid to high 20s in terms of actual numbers, and a good half and half boys to girls. They are all, for the most part, quite wonderful. The boys can get quite distracted at times, and are very energetic in my rather unstructured space. But that's not say I don't appreciate what they're bringing to class. I'm rather hard on them sometimes about holding their concentration during activities, and focusing on what we're doing. And rightfully so, I believe. But I also understand that it's simply part of the game. I mean - "boys will boys" and all that, right?

I truly believe that in order to teach drama well to this age group, you have to have a really good understanding of Year 10 behaviour, allow for some things that would simply not fly in other classrooms (not EVERYTHING, mind you!!), and have absolute infinte patience.

My understanding is still growing... it's not complete yet.
I allow for some things that wouldn't fly in other classrooms... but not unreasonably.
Patience? Usually, I have quite a bit. It wears thin some days, but usually...

Don't worry 10s, we'll all be all right.
It's a good thing.

Year 9 and 10 Starter Questions

Hey there Year 9's and Year 10's!

In case you didn't finish copying out the starter questions for your first journal entries, here they are....



Year 9: http://homepages.slingshot.co.nz/~hedivan/y9starterquestions.htm

Year 10: http://homepages.slingshot.co.nz/~hedivan/y10starterquestions.htm

Have fun!

Year 12 Impressions

I'm going to give a lot of credit today to my Year 12s. Let's be honest - they're not all that far removed from Year 11. In fact, all that separates them is a few weeks of holidays. I'm not trying to make a judgement about what I think Year 11s are capable of - I'm just saying that even Year 12's are still in the beginning stages of maturity.
Don't get me wrong... I'm not trying to say nasty things about my 12s. Not at all! In fact, what I'm getting at (in a roundabout kind of way) is a compliment.
In only our second class together, I asked them to consider some rather abstract stuff. And they did.
I asked them to do some rather um... ethereal, movement activities. They didn't complain.
I asked them to listen while I explained about a man named Rudolf Laban and his theories. They listened.
They tried. They listened. They moved.
Then I asked them to think really hard about something really serious. And they thought really hard about something really serious.
Why is this significant?
Because I can hear what's going on in the other Year 12 class. And the Year 13 class. I know they're talking to their friends about what's going on in those classes. And I have these brief moments of doubt.... Will they accept some serious work right off the bat when it appears that other classes are doing "fluffy" stuff? Will they put their all into what I'm asking them to think about without wishing they were in the other class?
It appears that they do, and they have.

I appreciate the energy and the effort in my Year 12 class already. And I wonder how many of them will catch onto the double entendre in that statement. Come on Year 12's.... I appreciate the "effort" in class.

What?? You don't get it yet.

Okay... click the link to refresh your memory.

http://homepages.slingshot.co.nz/~hedivan/Web/labaneffortaction.htm

The Beginnings of Paperless

In an effort to "go paperless" I will not give out course outlines on paper. They will be linked here, on this blog.



Need one? Come and get it. It will be right here.

I will try to do the same for any handouts or materials.



Let's all get behind this. Have you ever considered how much paper a school goes through in a day? I tell ya - it ain't pretty.



So here you go....



Drama 9 Course Outline: http://homepages.slingshot.co.nz/~hedivan/year_9_drama.htm

Drama 10 Course Outline: http://homepages.slingshot.co.nz/~hedivan/year_10_drama.htm

The New Year and the New Start

And so it begins... again.
I have officially started another year of teaching what I consider to be the best subject in the world.
I've been out of the game for a while, having left my last job at the end of June, and spending the fall in Canada preparing for my move across the ocean.
But I'm here now, and pleased to be back into it.

Starting at a new school is never easy. I suppose that's as true for teachers as it is for students. There are new names to learn (students and staff), new procedures to become familiar with, new systems to sort out, new buildings to explore, new... well, everything. The first year in any new job is the most difficult for a teacher. I know that I am not established at Wanganui High School, and will have to spend time and effort "establishing" my presence. The students don't know me. What they do know (and something of which I am very aware) is that I have replaced someone who WAS established. Someone whom they knew, liked, trusted. For a Drama teacher, this is not an easy place to take. They are not always easy shoes to fill. I have nothing really to say about the person I have replaced - I didn't know her at all. But I will gladly acknowledge that she likely had many students who respected her, and learned from her. To those students, if you have ended up in MY class, I offer this: I will not try and replace your last teacher. I will bring a new perspective probably, and offer new ways of doing things. Hopefully, you will come to repect what I bring to your school. It's okay if that takes time. I understand that. This is not the first time I've done this.

School started back a couple of days ago. I have now had the opportunity to meet all of my classes, and have even seen one of them twice. I guess my initial reaction is mixed. I have to be honest.... it's hard not to think about all the wonderful students I left behind at my last school. Meeting all of my new students is wonderful. I really can't wait to get to know them, and to see what kinds of things they will do in my class. But in the back of my head over the last two days are the shadows of my Canadian students in Victoria. The experience is the same, of course, as when I last left New Zealand to return to Canada. Starting at the school in Victoria brought just as much excitement and apprehension. And just as much longing for the students that I had left behind. I do hope though, that I will not have to have a similar experience at any time soon. Meaning, so long as they'll have me, I hope to stay a while at Wanganui High School.

I am so far impressed with the enthusiasm of the senior students. True to form, the Year 11's and 12's are fired up for Drama in a really exciting way. It's refreshing, and relieving at the same time to know that even when the junior classes might give me some grief (and I know they will...!) that the Year 11's and 12's will be always be something to look forward to.

Also true to form, the Year 10 classes have been somewhat shy and reserved. I don't mean everyone in the class, but there is a general sort of feeling. An atmosphere, if you will. I think it's reflective of what I've talked about above. Knowing that I'm new. Knowing that they're new. And of course, being a somewhat awkward adolescent, always conscious of who is watching, and what they are potentially saying about you. This not true for everyone in these classes, obviously. There have been some real bright spots already. Students that I can tell have a passion for what we will be doing, and will likely always give it their best.

As for my Year 9's... well, it's hard to tell at first how things will turn out. Our first meeting was typical. I was as passionate, and excited as I could be, and they were as nervous, shy, and awkward as I would have expected them to be. It is a huge change, after all, to suddeny end up in a school of 1700 students, spread out over a huge area, with no idea often of where you are going or who will be there when you get there. But I do applaud them for their bravery on our first day. Congrats Year 9's! You are doing a fine job already. I sincerly hope that we can both keep it up.

I'm looking forward to the coming weeks and months. Getting back into the subject I love so much, with students who are passionate, in a large department with two other extremely passionate teachers.

Am I nervous? Sure I am. Who wouldn't be, really?
Am I scared? No, I don't think fear is right.
Am I excited? You bet.
Am I optimistic? For the first time in a while, yes I am!

More to come.

I will shortly post class outlines.

Maybe I'm back...

Well, it's October. A late start to be recording thoughts about a new school year. But there's an easy explanation.

There has not been a new school year.
Not for me.
Not yet.

This Drama teacher has left his job in sunny Victoria, but has not left the drama teaching profession. I don't think I could do that. I love it too much.
I have decided to take a job back in my old stomping grounds - New Zealand.

So, right now, the life of this drama teacher consists of a constant waiting game - waiting for registration to be finalized with the New Zealand Teachers Council - waiting for med forms and police checks to be completed for the visa application - waiting for the invitation to apply for NZ residency.

A lot of waiting.

And... some planning here and there.
It looks like I'll be teaching the equivalent of Grades 8-12 drama in New Zealand, and the job offer contained a reference to some Creative Writing as well. So, we'll see.
I'm in the process of re-familiarizing myself with the NZ curriculum, and with the NCEA.

I'm excited, but it's hard to show it right now.
I'm still not completely over having left my left position.

I loved it.
I really did.
I loved the job. I loved the students, and I miss them all terribly.
So, while I'm excited (and nervous) for the major change in location, mindset, and whatnot, I am mindful that too much excitement might cause others to think that I was looking to leave Victoria. And I wasn't, really. It just happened. And I had to move on. So I did.

And I'm trying to be excited about it.
On all levels.

So.... I'll start writing again. Because my plan is the same as it was before. I'm going to encourage my students to use blogs to record their drama reflections.
This one will serve as an exemplar.

I hope.
It would have worked in Victoria.
I'm sure it will work in New Zealand.
Right?

Grade 9 Soap Operas

Yes, I know. I know. It's been a while again. I know. Things get so busy in a drama department, and the end of this term has seemed particularly busy for me this year. Not sure exactly why, but it has been.

I have to talk about my Grade 9's again.

They are still a group that continues to amaze me. They are still probably the most passionate students I've ever taught in Grade 9. Although, when it came to the creation of their Soap Operas, I began to see the first signs of weakness in some of them. I began to see the first signs of personality differences, of dissonance, and of group dischord. It's not unexpected of course, as they head down the path that leads to "Grade 10 Limbo" but I guess I was hoping it wouldn't happen with this group.

Don't get me wrong. They're still my 9's and I still adore them, every one of them. And the Soap Opera series was pulled off more successfully than I could have hoped for.

We began with a study of what made Soap Operas unique, and in fine form, this class engaged in passionate discussion. We played a bit with interpretation and style of delivery. We discussed subject matter and format, and then I released them to their own devised to create a series in scenes. We presented over three lunchhours spead out over a week and a half, and the response was great.

So I ask myself... do I keep this project for my grade 9's next year? Typically, when a teacher finds something that works, they keep it. But my job is unique. My grade 9's next year may have a completely different feel, a different "dynamic", a different passion. I might try it again, and see it fail. It's one of the things I love about this job. It always keeps me thinking.

Thanks 9's, once again, for a successful study.

Oh yeah, one more thing that stunned me about this class.
At the end of the unit, and in preparation for our next unit, I showed this class the movie version of the musical "Rent".
Afterwards, I asked them a single question.

"Hypothetically, if I wanted to stage this musical at GNS, what would I have to consider?"

Well, what followed was one of the most passionate discussions I have ever had with a class of fourteen year olds. They proved to me that they can look at controversy from different perspectives. They proved that they can consider the finer details of directing something as impassioned as Rent. They proved once again that they are poised to take my drama department by storm over the next three years.

Kudos.

The Acting Teacher

I'm stealing this. I admit it. I read it, and think it's important. So, thanks to Robert Barton for providing the words. I suppose, Robert, if you ever come across my blog, then let me know, and I'll get a cheque off to you or something.

"An acting teacher creates an environment (physical and emotional), and provides exercises, to help you explore and discover your potential. The teacher rarely inflicts his will or forces change. he aims to make you self-sufficient, and, particularly in beginning acting classes, is usually more concernedwith your overall awareness and growth as a person than with technical precision.

An acting coach functions much like a coach in sports: working with you on specific problems, having your try a number of solutions, fine-tuning the same moment over and over, driving you a little further than you thought possible. You go into a coaching session with definite problems to be solved. If it's a good session, you leave with some solved, and more to work on because the coach stimulated you to move ahead in specific areas. A coach's attention is in many ways the most direct or personal, and the efforts the most precise.

A director is the most likely of the three to impose his will on yours. He is the most likely to tell you (at some point sooner or later in the rehearsal process) exactly what he wants and (very late in the process) to lock much of what you do. This is because he has an opening night and a huge group of other company members to think about. In a show, you are part of a much larger package, one which will ultimately be in some way marketed. The director is ultimately concerned, to a larger degree than the coach and to a much larger degree than the teacher, with a finished product. The teacher is the one most concerned with process."

That was long, I know. If you read it, great - thanks.

Anyway, I feel like it emphasizes something about my job that not a lot of other teachers might understand. (Phys. Ed teachers may be the exception here) There are three distinct parts to the job. I work as all three things in Robert Barton's quote - a teacher (my primary function), a coach (those beautiful moments where I get the privalege of assisting a student with something specific (thanks Celia, for allowing me the opportunity to help you with your material)), and of course, a director (the role which, for several months of the year, takes up most of my time and effort).

It's not such a stretch, if you've read carefully what is written above, to begin to understand the nature of the relationship that a Drama Educator (all three roles in one!) builds with his students.

Is it different than the relationship that other teachers devolop with their students? In a lot of ways, yes.

But once you understand it.... well, it's not such a bad thing at all.

Grade 11's and Masks

Last year, while attending an IB Theatre workshop in San Francisco, somebody suggested that if you're studying Greek Theatre, and don't have time to make masks, it would be okay to throw something together with, say, cardboard and masking tape. After all, something is better than nothing, right?

Well, maybe not quite.

My Grade 11's last year made masks.....
Out of cardboard....
and masking tape.....

Okay, it seemed like a good idea at the time. But later, as the Grade 7 girls watched our performance?
Ummm.... not so hot.

This is a formal apology to last year's Grade 11's for that traumatizing incident.
Please accept it.

This year, my Grade 11's made the masks a large part of our study. They made phone calls, sent e-mails, read books, searched the internet, all in an effort to understand everything they could about Greek masks.

How were they used?
What did they look like?
How were they made?
How big were they?
What materials did they use?

Well, as it often does, their persistence paid off with some very useful information.
Today, we began to build our "authentic" Greek masks. (We committed ouselves to making ample time this year to do it right.)

I've made masks with students before, but never with this particular process. So this is a bit of an experiment for me.

I wasn't exactly planning to make one, but in a moment of spontaneity, I cut some clay and began to mold.

It all underscores a few of the things I love about teaching this subject. I have the freedom to change what I teach, and how I teach it. That's a beautiful thing. I am able to explore safely with my students those things that I am not totally familiar with, and learn with them.

I have studied Greek Theatre before, but each year with my students, as they persist in their research, I learn new things. That's completely perfect to me.

These next two weeks should be really great, as we explore a new (to us) process of mask-making, make mistakes, help each other, laugh with each other, and hopefully learn a thing or two.

Thanks IB Theatre Arts 11 for keeping it real for me.
You're great!

My Grade 10's

I have an entry sitting in my head somewhere about my Grade 10's.
I'm not exactly sure how to get it out.
I think that wherever it's hiding.....
...it's probably patient.
...it's probably tactful.
...it's probably diplomatic.

Perhaps even more diplomatic than I was with my Grade 10's today.

Was I actually diplomatic?
Perhaps....
It's hard for me to know objectively.
I wasn't exactly pleased...
...I think they got that....
But it's not really me to get ....too upset.

They are free to read this post...
... ah, the beauty, and danger, of the internet blog!
So, I have to be ...diplomatic, right?

Although, I tell them that in their own portfolios, they should be as honest and candid as possible.
Does the same rule apply to me? Here? Now?
Well, they know I'm the only one who reads their entries.

Some of them might read this one....
Hmmmm....

I'll have to keep thinking, I think....
....and searching my head for the post that I know is there

....but is hiding
....diplomatically.

Improv, A Power Outage, and Ghost Stories

or How to Turn A Power Outage into a Teachable Moment.....

The rules of improv (so far) as my Grade 9's understand them:

1. Blocking = bad, accepting = good!
2. You are not the star. Support your fellow actor.
3. Give the audience what they want.
4. Be prepared to change yourself. Go with the flow.

So, on Friday I was enjoying my usual after lunch time with these ever-enthusiastic Grade 9 improvisers, teaching them a game or two to assist with their ever-growing improv skills - uh, foreign film dubs I believe. Or, as one them so masterfully suggested we call the game, "Lost in Translation" (Thanks, Fly!)

On Friday, somebody, somewhere made me an offer. And as a good improviser, I had no choice but to accept.

I called my class down to the stage to move on to the next activity, when suddenly - Fwump! Out goes the power. (And I am fairly certain that "fwump" is exactly the sound that is made when the power goes out in a two hundred-seat theatre.)

So what would an improviser do? Well, improvise I do proclaim. Without missing a beat I ask them to sit in a circle (yes, it's dark... very dark) Zoe, my Grade 12 peer tutor, who is incredibly adept at reading my mind most of the time, caught my eye in the dim glow of the emergency lights, and with a quick nod, was off up the stairs to the booth. She returned momentarily with a flashlight, and we commenced an improptu game of "Line by line Ghost Story". It was great. Once again, my Grade 9's came through with adaptability, acceptance, and all manner of good things.

Now, I don't say these things without some understaning of the opposite. I taught at a public school in New Zealand, in a school that was quite "different" than my present school in terms of the behaviour of students. In that school, when the power goes out, as it did for me one afternoon with 31 Grade 10 students, a teacher has almost no hope. It took everything I had to coral those students. And that was in a room that was still incredibly well lit by many large windows letting in the somewhat cloud-muted sun. On Friday, it took 5 words to get my class of 25 to settle in a near-pitch-black room. "Join me in a circle" And they did!

It didn't take long, and power came back on. Only a few minutes probably. Brittany D was in the middle of her own ghost story. There was no discussion. One of them jumped up, ran to the light switch, and plunged us once again into darkness. This was okay with me. I think they knew it. They weren't taking advantage, or trying to take control of the class away from me. I think they have just come to know me, and how I operate, how I think, what I want, what I do.....

Accept and adapt. Rule number 4! Be prepared to change yourself (or, in this case, my lesson plan). Go with the flow. If the power leaves you in the dark, change your plans, but don't stop.

Rule number 1 - Blocking = bad, Accepting = good. "Can we keep doing this?" one of them might ask. A lightning fast decision from me that yes -this is fine, and still acceptable for an improv class. After all, storytelling is part of what we do....

Rule number 3 - You are not the star. Support your fellow actor. My class wanted to keep telling ghost stories. You know what? It's their scene. Not mine. Though I am the teacher, I am not the star. I felt in that moment that the ghost stories better "supported" their learning than what I had planned anyway.

When the bell went to end the class, we turned the lights back on.

"Stay for just a moment" I offered.
"Sure" they accepted.

I told them my thoughts about how we just accepted, adapted, allowed ourselves to change -Improvised!

They got it.

Sorry, this was long. But you know what? My Grade 9's are worth the time and the words.

An article and a reflection on Little Shop of Horrors

So, it's been a while again, but this time I don't feel quite so bad. We had three weeks of Christmas holidays, so not a lot to write about during that time. And then, I was back for only 2 and half days before taking time off for the birth of our new son. So, here I am at home, on my "paternity" leave, reflecting on our Fall Term show.

Following is the first draft of what I have written as an article to accompany the Little Shop of Horrors feature that will appear in the winter edition of our school's magazine, Traditions.

What’s the recipe for a successful musical production? Well, it’s nothing terribly scientific, but it might look something like this:

Combine 3 days of auditions, 1 afternoon of callbacks, 56 rehearsals, 3 cast changes, 930 moments of laughter, 140 tears shed, 227 nerves frayed, 14 Starbucks runs, 1 inexhaustible rehearsal pianist, 22 two by fours, 8 flats, 178 screws, 9 cans of paint, 1154 lines memorized, 46 lines recited wrong, 29 pages of director’s notes, 1 indestructible stage manager, 114 lighting changes,1 fog machine, 2 dress rehearsals, 4 performances, 3 of them sold-out, and over 2000 combined man-hours. Add in several healthy doses of commitment, passion, pride, excitement, and dedication. Give these things to 4 capable directors and after several months of intense work, you will have accomplished something truly magical – musical theatre.

Of course, we cannot forget the things unique to our production in particular, which serve to make the adventure even more memorable. 1 power outage during a technical rehearsal, the Senior Boys Soccer team makes provincials and we lose 4 cast members for a week, 1 birthday party in Italy, 2 clocks that just refused to cooperate, and the list could go on and on.

What makes a production memorable? Well, for an audience, it’s feeling like you’ve been invited to be part of something special, just by being present in the theatre. It’s witnessing those things on stage that remind you that you are attending live theatre. It’s feeling the electricity in the air as the auditorium fills, the lights dim, and the performance begins. For a member of the cast or crew, it’s much more than that. It’s much more than four successful performances. It’s the bonds of friendship that are formed by the intense hours of rehearsal. It’s the appreciation that is gained for the art of theatre. It’s the knowledge that you have contributed to something great, and the feeling that each night can never be recreated as it was, but is unique in itself. It’s the tears and laughter that will never be shared with an audience, but are so integral to the building of an ensemble.

As the Production Director, I will take with me always each unique experience that comes with producing theatre. Each year brings a new script, new challenges, a new cast, a new crew, a new perspective on people, and life. The IB Theatre Arts program guide states that “theatre is one of the oldest, most universal, and most profound of human activities.” To that list, I would add the words enduring, and endearing. Through our production of Little Shop of Horrors, I have seen students and adults alike transformed, changed, and “profoundly” affected. In my opinion, there are very few undertakings that can equal the experience of taking part in the creation of theatre, and perhaps doubly so at the high school level, working with people whom you love and trust.

See you in the theatre!


Cheers until soon....

What can't I do with my Grade Nines?

My Grade Nines created characters to play.
They weren't all that different at the end of the day.
I've seen them all before, nothing really new
A hippie, a druggie, an air hostess too.

They started writing monologues, they all took great care
They studied, they wrote, they tried to find some flare
My peer tutor helped them to find their own voice
And they all did there best to justify their choice.

Then something happened, something insane.
Something I've not seen, nor might not again.
They fought to get onstage, one after the other.
"I'm going first." "No, I'm going first." "Me" "No, me" No, me" Oh, brother.

But no, it was great. There's a magic to this class.
They love each other, support each other, every lad and lass.
And the performances were fabulous
I'm not sure I can rhyme fabulous

The performances were stunning, truly, a treat
As each performer to the stage, they didn't miss a beat
When they were all said and done, three days through and through
I looked at them and said, "Seriously, what CAN'T I do with you?"

Well done Nines. You have impressed me yet again.

A whole lot of everything

I have been a terrible role model. I have made a terrible example. Please forgive me. This blog has been seriously neglected. I will not make excuses, because, let's face it, I wouldn't take excuses from students who don't keep up. But I'll tell you something. This endeavour has let me understand even further how difficult it can be for my darling students to journal.

So, what do I say?
I have so much to say.

Um.... our show is done. That's why I've fallen behind I guess. I have alwasy prided myself on my ability to remain calm and poised throughout the production process, including tech week and production week. In fact, my colleagues marvelled last year, at the fact that I held myself together in a way that other drama teachers had perhaps not done.

But here's the truth. I was wiped this time 'round. I didn't really notice it at the time, and I thought I was doing pretty well. But after our final Saturday, I crashed. Sunday night - in bed by 7:00 PM. Slept through the night. The whole week following, slept like a baby. Now, I'm starting to feel some real energy again with my classes, and it has made me realize exactly how sapped I was in those final weeks.

Okay, granted, this show offered whole new levels of stress to me. I've never worked with so many mics... Argh! We used more lights that any show at our school ever has, and of course, a fog-machine. And... well... the more "stuff" you include, the more there is to worry about. The more can go wrong.

And go wrong it does.

Stupid clocks! Go ahead, ask me about the clocks. I'll tell you why I'll never use working clocks in a show again.

And hey, doesn't it seem logical that a Director should become slightly stressed when in the middle of the cue to cue, and two hours before our only technical rehearsal, the power goes out in the theatre? It was not a great afternoon, as my SM and her assistants called our cast to tell them that our 5 hour rehearsal was cancelled.

Don't get me wrong... we "weathered the storm" - literally. And my cast came through, as I knew they would.

And, of course, the show was a success. Three sold out performances! Great! Great feedback from everyone. Great!

Now, show's done, strike's mostly done, and everyone has moved on.

I think I'll invite the cast and crew to a movie night in the theatre when our DVD is ready. I know they miss each other. I miss them too.

I have a lot more to say, but I think I'll do it in another post.

Passion, Persistence, and Pride

This post has been sitting in my head for a while now. I haven't been sure how to write it, how to structure it, what exactly I would say.

I have an excellent cast.
Something has happened to cause them to bond in a unique way.
Our show, of course, is Little Shop of Horrors.
There are 16 in the cast - many more on our Production Team.
They came together last week for a specific cause.
In support of our show.
In support of our Theatre Department.
In support of each other.

Our school traditionally has 4 performances for the Senior Production.
Our school, until now, has done very few musicals.
When they have done a musical, there have been 5 performances.
Musicals are very popular, you see.
The last musical was two years ago - the year before I arrived to teach the Senior Drama.
When we planned for this show, I looked back at the past musicals, and decided that I would like to do 5 shows for this musical.
We planned for 5 shows, and put 5 shows into the schedule.
One them was a Saturday matinee.
There would also be a Saturday evening performance.
Our Head of School had issues with this - so did I. (Matinees make for a long day for high school students.)
We talked.
I still wanted 5 performances.
We agreed that a Tuesday opening, instead of Wednesday, might be an appropriate solution.
The schedule was changed.

The mistake - no one informed our school administrators of the change before it went into our Performance schedule.

Ahhh.. the problem!

We started rehearsals.
The cast was told that they would have 5 performances.
They were very excited.
They love our show.
The school administrators told us that 5 might not be the greatest idea, and "why weren't we told about the change?"
They made some very good points.
The issue was brought up with the cast.
They still wanted 5 performances.
They love our show.
They know it's going to be great.
It was decided that we could have 5 shows, but the fifth would have to be a Saturday matinee.
The cast was not happy.
They know how hard matinees are.
They know that two shows in a day can negatively affect the evening show.
Saturday is our closing night.
The cast wants a PHENOMENAL closing show - not one with tired actors, with tired voices.

Zoe is my Stage Manager.
Kelsey is my Assistant Director.
Celia is my Audrey, and is also our Fine Arts Prefect.

Kelsey took the issue up with the Senior School Principal.
The schedule did not change.

Zoe and Celia took the issue up with the Principal.
The schedule did not change.

The cast became emotionally involved.
They have a lot invested in this show.
They love this show.
They want to show it off.
Zoe and Kelsey organized a rally of sorts.
They wrote a letter.
The cast and crew signed the letter.
The cast and crew took the letter to the Principal.
They all want a Tuesday show, and not a Saturday matinee.
They were turned away.
They got angry.
They wrote another letter - to their parents.
They asked their parents to support their request.
Some did.
Zoe and Kelsey met with the Head of School.
They felt that the students were not being listened to.
Our Head of School listened.
He supported both sides - diplomatically, as he should.
Our Head of School met with my cast tonight.
He told them that they would reconsider a Tuesday night Preview Night.
Not an official opening.
But an audience-attended Preview.

My cast is pleased.
They feel that they have been listened to.
They love this show.
They have demonstrated passion like none before.
They have demonstrated the kind of persistence that I have tried to instill in them to defend the Arts.
They have demonstrated their pride in our show, our department, and in each other.
They supported each other.
They stood up for what they believed in.
They stood up for what they wanted.
They stood up for our show.
They love this show.

I love them.

The Grade Nines and I jump in with both feet

I find my current Grade 9 class inspiring. I enjoy watching them work. I enjoy the energy in the class. I enjoy our three class times each week, and I look forward to them.

A question in our Senior Staff meeting today: "Is anybody else having problems with the Grade Nines and talking?"

"Yes"
"Sure are"
"They just won't stop"

These were some of the responses. I kept my thoughts to myself, because my responses may have seemed self-aggrandizing. I am not having any issues with my Grade Nines. At least, not to the point where it's frustrating me. I expect a little bit of chatter from fourteen year olds, especially ones who seem to get along so well. I guess I forgive a certain amount. So, I sat there, a little bit pleased with myself that I have created the right atmosphere in my Grade Nine class. An atmosphere in which students are respectful of each other, and of me, and what I have to say to them. An atmosphere which apparently is not present in the classrooms of some other teachers in our school.

Anyhow, what do I really want to say about today? We have just finished three and a half classes of "hot-seating", an exercise in which students have created a character, and get interviewed by the class. One by one, they enter the theatre in character, take a seat in the "hot seat" and offer off-the-cuff answers to questions that they haven't really had a chance to think about yet. The interviews last anywhere from 4 to 10 minutes. Usually by the third class of this routine, the students are antsy, anxious, wanting to move. But this class, in typical form, took the exercise in stride, and remained incredibly patient the entire time. As we finished today, about halfway through the period, they asked, almost in unison: "Can you do one Mr. Hedivan?" Now, normally, having not prepared, I would waive them off, tell them we have to move on, and then just move on. But something else clicked in me today. And before I knew what I was doing, I had agreed to create a character on-the-spot, and undergo the "hot seat".

I'm not sure how great the character ended up being, or how creative it seemed, or anything like that -but I'll tell you honestly, it was totally worth it just to realize what it did for our class dynamic (ah, there's that word again!) It was just another one of those moments where I knew that those students were on my side. And it probably helped in keeping them on my side for at least the next long while.

So, thanks again Grade Nines, for reminding me of many of the things that I love about my job.

Dramatic Dynamics

Drama is all about dynamics. As a drama teacher, I must learn to react to each class individually, depending on the dynamic within that class. When a dynamic changes, when relationships change, when there is an addition, a subtraction, anything like that, the plans have to change. Drama teachers have to respond to these things in a way that other teachers don't. "Academic" teachers may take for granted that the units they teach can remain basically the same year after year. I have to change my year plans based on how many students, of what gender, of what base of talent, of what previous knowledge, or based on their particular interests. It's one of the things that keeps my job interesting, and keeps me on my toes.

Of course sometimes, it can be frustrating.

I teach in a small school. I am the only Senior Drama teacher. There is only one drama class per grade in the Senior School. What that means is that when a student chooses to take Drama in Grade 9, and continues with it in subsequent years, they also continue with me, and with all the other students that have made the same choice.

Last year, I started at Glenlyon Norfolk School with a Grade 9 class of 18 students. 6 girls, 12 boys. At least 9 of these boys were extremely energetic. Some may say "difficult to handle." It took a long time, a lot of patience, a lot of work, but finally I got the class on my side. We had some very strong moments throughout the year, and ended on a very positive high. I was thrilled that I had gotten this class to a point where almost every one of them wanted to carry on with drama in Grade 10. Certainly, one of my professional goals is to increase the profile of the drama department by increasing the interest among students and retaining students year to year. One of my other goals to this end is to increase my numbers year to year. Well, I am also pleased to say that from last year to this year, after loosing only 2 students from this class (one to art, and one to another school) I have also gained 8. So my Grade 10's this year are 24. 8 girls, 16 boys. 16 of these students know each other intimately from last year, 8 of these students are just joining us.

It's not a HUGE change, but oh,how the dynamic has changed. At the end of one particulary frustrating class I sat down with them and said, "we were at a certain point at the end of last year as a class, what has changed to make us take such a huge step back?"

A few moments of awkward silence from them, and then, from one of the boys:

"I guess it's just all the new people. We're just not the same class anymore."

And I guess he hit it on the head, right? I certainly knew that was the case. I was a little thrown off that they had recognized it themselves.

Let me be clear though. The new students who have joined our class this year are superb, for the most part. In fact many of them have a definite zeal and passion for the subject. They are genuinely interested in learning more. A few of them have an obvious instinct for what we do.

So my response to the student's comments was "Why aren't we rejoicing in our new members? They've brought so much to our ensemble - it's incredible."

More silence.

I'm not exaclty sure what I'm thinking about the Grade 10 class as a whole right now. There is a lot of potential there. I hope that I am being encouraging enough to those in whom the potential sits. I hope that those with the passion and interest are able to "ride out" the rough times, and see through all the muck that sometimes creeps up in the class. (And if any of my Grade 10 students are reading this, I'm pretty sure you know which side you're on. If not, ask me tomorrow - I'll be honest with you!

I guess we've also started with a difficult unit - Improv. We a had a really good time with our Improv unit last year. It was one of our turning points as a class. I thought we would start with it this year so that we could get a good base of skills in place in preparation for our study of Commedia Del'Arte. I also figured it would start the year on a positive note.

It hasn't exactly worked for me. Maybe we weren't comfortable enough with our new ensemble to safely do the kind of Improv that I was expecting. There's a different social dynamic in the class this year. Of course, I am also pushing to move them beyond the notion that Improv is just theatre games. There are a definite set of skills and theories that an actor must understand and embrace in order to be a successful improvisor. Maybe some of them just aren't ready for that leap yet. I feel like they still want just games.

Well, if anything, the push will allow them (force them?) to make an informed decision about carrying on in my class next year, where the work becomes much more..... um..... passionate, and requires a lot more..... um...... maturity.

Well, my thoughts are in progress on this one.

The Ills of Illnesses

Wow. It happens every year, of course. The new school year starts and after a few weeks, students start dropping like flies.

The virus takes hold of the campus. Extra sessions abound! Parents are on campus more than their kids, picking up homework that might get done, if the VIRUS will let the student wake-up long enough to tackle it. We in the Fine Arts begin to fret. Group projects fall apart. Partner work becomes irrelavent. Rehearsals become shadows of what they should be.

"Half of our group is away today. What should we do?"
"Do what you can, I guess"
"But we perform tomorrow"
"I know - it sucks."

This is a conversation I have had with many of the students in many of my classes.

Like troopers, the cast members of Little Shop of Horrors attend our rehearsals. One Assistant Stage Manager is relegated to three hours of water-boiling and tea-making. That is, if the Assistant Stage Manager isn't too sick to come to rehearsal. My Stage Manager, dedicated as she is to our cause, comes to our rehearsal against my advise, against her mother's advise, and tries so hard to fulfil her duties.

Thank you Zoe, for your admirable dedication to your job!

For my classes - colds and flus suck. There's no way around that statement.
For my show- I guess all I say is,

"Well, better now that one or two months from now."

Grade 12's and Directing

"Mister Hedivan, when are we going to do something fun in Drama?"

This question met me as I entered my office yesterday, where my Grade 12's were starting to gather for class.

"What exactly were you expecting in Grade 12 Theatre Arts?" was my tempered response. Her question was an honest one, and so was my response. This student has hit a nail that I stuggle with when it comes to Grade 12 Theatre Arts. As part of the IB Theatre Arts Program, students need to understand several things about Directing - Director's Concept, how to analyze a script, the multi-faceted role of the Director, how to visualize a scene, a set, a character, and how to articulate all of these things to another person. As with all theatrical disciplines, the best way for students to learn about this stuff is to do it, right? So I have worked hard to structure my program so that the Grade 12's get a whole term to explore Directing.

The problem?

It gets really quite dry at some points. To the drama student accustomed to fun, games, and action, this unit can be a real drag. I try, oh do I try, to keep it interesting, punctuating the handouts about ANALYSIS with hands-on exploration in the Theatre, but I don't always convince them.

The thing is, one of the qualities I posses as a teacher is PASSION. My students have confirmed this about me, as have my colleagues, and I am proud of it. And believe me, I am PASSIONATE about directing. The cast of my show will tell you quite easily how passionate I am about directing. My Assistant Director and my Stage Manager will tell you about the glint in my eye as I speak about my concepts, my designs, my blocking, anything.

So why did I get that question? I shouldn't let it bother me so much, I suppose. I know that I am getting through to the Grade 12's. They are a wonderful class, and coming up with some great ideas. Even Celia, yes Celia, who is the first one to sigh and admit that she would rather be performing, has presented some really unique ideas for her Director's Concept of Waiting for Godot - and I think she may finally be getting a little bit excited about the Directing unit.

I think.

"All right Lisa," I said, "I suppose there will be some fun when we start rehearsing these scenes, and then in Term Two when YOU get to choose what you are doing in this class. In this class, at the Grade 12 level, the fun is what you make of it."

I guess that's what I think today.

Lovin' the Grade 9's

All right, I've been caught absolutely red-handed. I have not been keeping up my end of the deal as far as posting goes. I have told my students that because I require them to keep journals daily after our classes, that I too will endeavor to keep up daily journal entries. Well, if I were grading myself on this one, I'd be at only a 3 or 4 out of 10. Oops. I admit- it's hard. It takes discipling. I won't make excuses, although I'm sure that I could.

Anyway, let me talk for a minute about my new Grade 9 class. I have come, in only a few short weeks, to really appreciate the class as a whole. So far, there is nothing that they are unwilling to try - practically each and every one of them comes to class with a positive attitude and a willing spirit. What more could a Drama teacher ask for, really? As I watched them rehearse recently for a short movement project, I commented to Zoe, the Gr. 12 Peer Tutor in the class, that they are some of the most focused and dedicated Grade 9's I have encountered. I have done this movement project with several groups of students this age and these students have created some of the best work. (Wow, this is really starting to read like one of my previous posts, isn't it?)

It's made me wonder though, whether or not the tables will turn? I guess the advantage I have is that each of them has chosen my class - and supposedly it's an informed choice, right? They know what they're getting into, and already somewhat psyched up to be doing what we're doing.

But come on. Grade 9's will be Grade 9's, right? Soon, they'll get chatty, and cliqy, and snobby, and obnoxious, and all manner of 14 years old, won't they? We'll see. Maybe my luck will run out. I hope not. I really like them just as they are.

Grade 11 Movement Project

There are some projects that seem to work so well that as a Drama teacher, I want to use them over and over again. I've had the privilege of doing this project with five groups of students, and now I am starting it with a sixth. The project is complex, but simple.

Take a popular song with good lyrics that have a clear "dramatic" theme and that has a strong beat, or at least is easily countable. The students pick apart the theme, the message, the ideas, the characters, etc. They then combine tableaux and movement to complete a presentation of themes and ideas and present it to an audience. Songs I have used previously are Pink's Family Portrait and the Black Eyed Peas' Where is the Love? (That one has been my favorite yet!)

Oh yeah, and there's a catch. I step out of it almost completely. Aside from teaching them the Laban techniques that they will use and re-inforcing the creation of tableaux, I don't do a lot. The class elects a "director" who oversees the project.

The project serves a couple of purposes. First of all, I do the project right off the bat at the beginning of the year, so it serves to gel the group as an ensemble. They are forced to work together and solve their own problems, and in every case thus far, the group really works together to get everyone to contribute. It has done more to create an ensemble atmosphere in my classes than any other project I've tried. And of course, it allows them to explore Laban movement technique and apply it in a practical project.

Okay, enough exposition. What am I getting at? Well, even now as I start the sixth version of this project - this time we're using Christina Aguilera's The Voice Within - I still get really inspired watching the class work together. That's good news to me. But I still wonder, "how long before the project gets stale? And will I recognize that I'm not as passionate about it as I was before?" I'd hate to start a group off, but without the same intensity that I've brought to the other classes, and see them "fail".

And that brings up a more general "teacher" worry. I have promised myself that I will do my best not to become that teacher that recycles ideas, assignments, projects, etc. for years and years and years. In fact, I have always prided myself on being able to completely re-evalute a year at it's onset. I appreciate that my subject actually requires (in a way) that I start from scratch with each new group, at the beginning of each new year. After all, I might have 6 girls only in a Grade 12 class (like last year) which means we can explore something like Top Girls, but the next year my Grade 12 class might have 9 boys, in which case Top Girls would seem grossly inappropriate. Anyway, it forces me to do "new" things all the time.

But what about this year's Grade 11 Movement project? It's off to a great start. 9 girls and 3 boys exploring The Voice Within. I was worried that the boys would think that the project was a little feminine, but as it turns out they're having a good time. One of the boys even commented to me, "Mr. Hedivan, I really like our class dynamic, and this is going to be a great project." Well, thank goodness. I watched them working through the first few verses today, and I couldn't keep my excitement in. I kept jumping up saying, "Oooo can I give you an idea? Sorry, sorry, I know this is supposed to be yours" And of course, they're more than happy to hear the ideas.

So I guess that's an unintended function of the project. Even though I committ to stepping back, it allows them to see me as an eager participant, rather than an overbearing teacher.

Okay, that's good for today.
Good - it's all good.

The Second Day and the First Rehearsal

A slightly more relaxed day today, with a few less classes and a little more time to think. It's nice.

I had a blast with my Grade 12's. This group of students was one of my saving graces last year. The group just gelled together immediately in a way that so few classes do and in a way that every teacher wishes their students would. With most of the same students returning this year, we don't have to spend any significant amount of time in all those Orientation-let's-get-to-know-each-other kind of activities, so we could just jump right in. Right off the bat, I gave them an mini-assignment to choreograph 40 counts to a piece of music. They paired off and went to it. What a riot! It was great just watching them get back into the fun of our Theatre routine, and watching them explore without apprehension. Even they guys, who probably aren't all that into dancing, put their best foot forward (pun totally intended)!

The Grade 11's this year are a complete change from the Grade 10's last year. The group is hardly even similar to what it was last year, and the effect is one of calm surrender. They were able to sit, listen, and contribute - something which last year's Grade 10's were only starting to do by the end of the year. If they can maintain it, we're going to have an awesome year.

I put my Grade 10 class through a movement workshop based on "age" by taking them through the various stages of life and asking them to consider how one's movement, voice, and relationship to others changes. They pulled it off in a way that I wasn't sure they would. Aside from those few of them who will consistently be distracted and who will inevitably remain unfocused, the class did really well, and I'm pretty sure they learned something. It was refreshing, and my feeling after the class was that this group is probably going to mature quite a bit this year, and we may be able to set some lofty goals for the end of the year. I know they're excited already by the possibilty of a mini-tour to elementary schools with our Children's Theatre scripts. Hooray!

THE FIRST REHEARSAL - Little Shop of Horrors

Ahhhh!!!!! It's started. That's excitement in that Ahhhhh!!!! And an expected frustration. This cast is vastly different from the one with which we tackled The Children's Hour last year. Of course, the show is vastly different too! In a really good way. I came home after the read-through/sing-through and commented to my wife that it seemed like organized chaos. The cast was extremely energetic, hyper, giggly and all manner of distracted - but oh, so enthusiastic. I sensed that they enjoy the script, the enjoy the music, and they enjoy each other. Now, if I can channel the energy onto the stage and into their characters and music, then we've got a recipe for definite success.

I realize with increasing anxiety that there is still so much to plan for for this show - backdrops, rehearsal props, scheduling issues, set-painting - and I'm trying very hard to relax about it all. There's a lot of pressure on me. The cliche of course is tht it will all come together - it always does, right? But I'm the one who has to make it all happen, and that's a lot of pressure. I'm not shying away from it - it's what I thrive on. But I think that a certain amount of anxiety is necessary to keep things fresh, moving, and organized.

Alright, cheers till next time.

The Value of Consistency

Well - Day 1. The students are back. The staff are looking their best. Everyone's excited. The atmosphere is expectant and refreshed. Grade 12 students are looking mature and ready to tackle their challenges. Grade 9 students are looking falsely confident and slightly intimidated at the same time. Who can blame them? Not a one of them want to be the first one to crumble under the pressure of joining the SENIOR SCHOOL. They all know they're not in Kansas anymore, but who knows how many of them realize what Oz is really like.

It was a Wednesday today - Sept 6. As it turns out, Wednesday's are my busiest day. I teach 5 of 6 blocks in the day and see each of my classes without exception.

The Grade 11's.... Period 1.

We start off status quo this year with my first period class being bumped out of our theatre for a Middle School assembly. Last year, they (the powers that be) decided to put an assembly for the Middle School on Friday morning in my theatre. The only problem was that I happened to have a class at that time. Halfway through the year somebody must have gotten tired of my complaining sarcasm, because they shifted the assemblies to Wednesday mornings - when I didn't have a class.
Well, our Middle School principal was very apologetic, assuring me it won't happen again. We'll see!
Anyhow, it was great to start off with the Grade 11's. We jumped right into a character development improvisation exercise. Everyone was into what we were doing and that was really encouraging for me. My Grade 10 class last year consisted of 14 students - 4 girls and 10 REALLY energetic boys. Somehow the tables have turned this year. I have 10 in the class - 9 girls and 1 boy, who seems immediately cautious about the amount of estragen he will be encountering three times a week. My sense is that this group will be great. We're going to start right in with ensemble-building activities and projects which will have them working together like pros.

Some things of course, never change. I met my new Grade 10's. Basically the same class as last year's Grade 9's, only we've added a few more rambunctiuos boys, and a couple more girls to the mix. Now I've got 9 girls and 14 boys, and it doesn't seem to me that the boys have changed a bit - except maybe they're a little taller. They're still distractable, talkative, occasionally ill-mannered, and oh, so energetic. Don't get me wrong. I really like this group of students. It's just that they didn't seem to have any of the "new year calm" that everyone else has.

Everyone else was great too. I met both of my Grade 9 classes - the Drama and the Writing, and they seem enthusiastic, open-minded and all manner of positive things.

Now, it may have just been that it was the end of the day and we were all running on fumes, but my last period of the day, Writing 9, was SO subdued. As I think about it, they were probably all reeling from a full day of Starting Senior School. As I talked to (at) them about the course we would be emabarking on together, they all sat there, silent and still. It was kind of creepy. I stopped at one point and looked at them and I just said, "My gosh - I'm so sorry. I just started going on and on about my stuff - how are you all doing?" Well, my goodness, they perked up and looked at each other. It was as though I was the only one who had asked them that all day. Slowly, they started to respond. It kind of build itself up slowly until they were all telling me something about their day - all at once. It was a great moment. One of them said, "Senior School is so much better than Middle School." I looked at him and asked "Why do you say that?" "There's just so much more freedom," he responded. I felt like saying, "well, you may think differently in a month or two." Instead, I just agreed with him and told him (and everyone) that they were really going to enjoy their year.

On that note - I'll just say that I agree with myself. We're all going to enjoy this year.

Just a reflection

This is an e-mail that I sent recently to my Drama Education professor, who taught me the ins and outs of being a drama teacher.



"Hello John and welcome to September! You must be right and ready to go with a group of fresh recruits, all of whom are eager to spread their educational love to the students of Alberta!

I have completed my first year of teaching at a private school on the west coast, and as I reflected on the year, I was reminded of a something that I thought would be appropriate to share with you.

Feel free to share this with your incoming Drama Ed majors as well, if you see fit.

You taught us that it is important for a teacher on the first day of classes, and subsequently, to greet their students at the door to the classroom, and that a hand-shake was a great accompaniment to such a greeting. I always agreed with you and have done so with all of my new classes. But I also recognized in my class at the U of L, a hesitance, a reluctance if you will, to acquiece to our guru on this point.

I took over a well-developed program from a teacher deeply entrenched in the Victoria Theatre scene. A rather cliche, overly-exhuberant, outgoing, grand-motherly-type drama teacher, who was either deeply adored, or deeply um, not-adored, by her students. My goodness I was nervous as heck. I had "googled" her name and gawked at the thousands of pages that came up. It seemed that her resume was miles long. I thought to myself, "what the heck am I doing here?" "How will I ever gain the respect of these student who so obviuosly are attached to this retiree?"

Well, I just dove in. That's what you need to do, right? As I have always done, I stood at the door on Day #1 and shook hands as I introduced myself to my new students. I took their inquiring, confused, and judging looks as they came, and thought little about it after that. I dare say now that my year is complete that I did an admirable job of gaining the trust and confidence of the students, especially those in Grades 9 through 11. The 12's though..... they were another story. I guess it was just that they had a whole year more to bond with my predecessor, but they were not going to make the transition easy for me. The entire year was a struggle (with three of them especially. Of course, I only had 7 in my Grade 12 class, but still....) and by the end of the year I wasn't sure what I had accomplished with them in terms of relationship. As our days together drew to an end, one of the "three" came to talk to me in my office. She's an absolute sweetheart. Despite the difficulties, I love her to bits. We sat on my couches and eventually the conversation wandered into that territory where my mind had been so frequently. She told me, "you know Mr. H, I really wasn't sure about you at first. I didn't know how you'd measure up to Mrs. --------. And I know we haven 't made this the easiest year for you, but you know..... you had me on your side from the moment you shook our hands on the first day. No one's ever done that before. That's when I knew you'd be okay."

John, I just thought you deserved to know that that little tidbit (the hand-shaking) was a real help! So, thanks!

By the way, there's something else you should check out, if you wish, and also share with your potential Drama teachers. This year, I have made the decision to have my Grade 11 students keep their Portfolio journals online, in Blog form. Because it's always somewhat of a hassle to convince students that journals are a worthwhile endeavor, and don't have to take a lot of time, I have also decided that I will keep an online Drama Teacher Blog, a public teacher's journal. if you will. I can't promise that it will alwasy be interesting or inspiring, but maybe that's just reality, huh?

Check it out, and feel free to have your students check it out - the day to day happenings in a Drama departement.
www.hedivanteacher.blogspot.com

Cheers John, good luck with your "troupe"s
Colin Hedivan"

The Children's Hour

These are some of my favorite moments from our department's production of Lillian Hellman's "The Children's Hour" as performed back in February. It's the first non-musical full-length that I've directed. All in all I was truly happy with it's outcome, as was seemingly everyone who came to see it.

None of the moments are visibily dramatic, but each one captures the true drama that lies at the heart of this wonderful piece of theatre. These first two are my favorites, capturing the three main characters as they stuggle with the fallout of the "great lie." (These two pictures will soon adorn the walls of my renovated office.)

A few shots of life in my Drama Department

I just wanted to publish some of my favorite moments from this past year.

The following pictures are from our Evening of Drama and Comedy, in which my Grade 9's presented their own adaptations of The Little Match Girl and The Gifts of the Magi, and in which my Grade 12's presented the one-act comedy "This is a Test." The evening was brilliant.

I'll post some more in another post, so the pages are so overwhelming.

Hedivan's Drama Teacher blog

Hedivan's Drama Teacher blog

Well all right. It's summer vacation. I know that everyone thinks teachers just take the whole summer off - travel, rest, read, garden... whatever. Well, whatever is right. I should be so lucky.

This drama teacher still works. I mean, come on, I'm living in one of the most expensive cities in the country, supporting myself, and my lovely wife, who is a stay-at-home-mom to our three year old son. So I work. I'm a cook. It's all good.

Of course, when I'm not working, I'm "working." I'm planning for my fall show. We're producing Little Shop of Horrors, and I honestly think it will be the most exciting thing this school has seen in a long time. My students are pumped for it, and so am I.

The set design is almost complete- I have to finish an accurate floorplan blueprint before I can "officially" start blocking on paper. I've got it all in my head, pretty much, and I actually can't wait to get started- on paper, I mean. Weird huh? I actaully like the process of planning out blocking.

My choreographer has completed several numbers, and has now left for Europe for the summer - Switzerland, I think.

My puppet designer is fervently working on her designs for the plant. I can't wait to see what she comes up with. Our meetings are alwasy so creative.

And of course, my cast is busily going over every note of their music- I think... I hope... High school kids will do that over the summer, right? Yeah, I know my cast - they rock!

So, there you go. Let's see what else the summer (when teachers don't work) has in strore for me.

The first post

All right. This is a trial really. I'm going to see if this bloggin thing may be a useful way for my Theatre students to keep their portfolio entries relavent. I mean, let's face it, the biggest problem I'm up against in getting these kids to keep a journal, is the percieved drudgery of actually doing it. And of course, I'm absolutely terrible at actually collecting their things periodically, and then even worse at giving them back. Let's see if this is an effective, alternate means of communication between me and my students.

Hooray!