Audition Materials Are Here!

Hey all...

I came in this morning and all the audition info. was copied! I have put it out, and it is in folders on the Callboard in the Greenroom. Come and get it!

See y'all on Wednesday!

Peace.

Audition Materials!

Ok...

So the copy tech. will not be in until Fri. With our dept. copier not working, it looks like the Audition Packets will not be done until Tues. (the day before school starts!) Don't panic; everything will be fine! You will still have a week to prepare before the audition.

If you would like to get a little headstart:

For those auditioning for an ENSEMBLE role ONLY: Look at Lockstock's opening number, "Urinetown" - first verse and chorus.

For those auditioning for FEMALE principal roles: Look at "Privelege to Pee" (the high part - up to the G)and "Follow Your Heart."

For those auditioning for MALE principal roles: Look at "Mister Cladwell" and "Look to the Sky."

If you want to stop by on Tues., please come after noon, as not to distrupt the district meeting in the auditorium.

Sorry for the delay, and I'll see you all soon!

Peace.

A little delay on the audition info...

Hey all...

Sorry about the delay on the audition info. We are having some department copy machine issues and the school copy tech. was not in today. My guess is that she will probably have the copying done by Tues., and I will put it out when I get into school on Wed.

Worry not... you will still have plenty of time to prepare for your audition. Look at it this way, you still have a couple of days to slack off.

I'll be in my office on Wed. if anyone should need to talk to me.

Peace.

Urinetown and the beginning of another year...

It is almost that time, children.... :o)

Enjoy your last week of summer, because as soon as we get back, we are in full swing for this year's fall musical.

In case you have been living under a rock, this year's musical will be the neo-Brechtian "Urinetown: The Musical." The production team is extremely excited about the project, and we hope to see all of you at auditions. I'm looking forward to seeing all of your familiar faces again, but I would also like to see some new faces. So... convince your friends that might never have been on stage before to come out, take a risk, and audition!

As of now, Vocal/Acting Auditions will take place on Monday, September 10th with Dance Auditions on Wednesday, September 12th. Remember you have to sign up and show up to BOTH auditions! With Rosh Hashanah break on Thursday and Friday of that week, we won't be able to have Callbacks until Monday, September 17th. We'll all just have to be a little patient.

I highly suggest that you educate yourself on the show before you audition. The show is extremely funny and has a lot of principal and featured roles. If you want to read the script, I will have copies available in my office. Unfortunately, due to an impending law suit, the video of the show at the Library of the Performing Arts at Lincoln Center is currently on restriction. However, there are numbers from community and college productions available on YouTube.com. Just type "Urinetown" into the search box.

Feel free to comment on the show selection in the link at the bottom of this post. I'd like to know what you think of the show. Also, Seniors, take some time to fill out the Senior Musical poll to your right. It will help us get a preliminary vote before the official vote later in the fall.

See you all in a week!

Learning Log - Week 8: The Video

Q: How can you prepare a language arts lesson that uses technology?

Software Applications:

Word Processing - Like mentioned in the video, Word Processing programs are applicable across the curriculum, and certainly apply to my theatre and speech classes. From constructing speeches, to playwriting, to text analysis, my students use Word Processing on a daily basis for numerous lessons.

Discussion Boards - Could be helpful in the exchange of ideas and cooperative learning in discussing a specific text(s), its themes, etc. Like I mentioned earlier, it just needs to be monitored closely to prevent Cyber-bullying and making sure that all written "voices" are heard.

Video-Conferencing - Similar to the Discussion Board, it allows students to share ideas in relation to a play or text, however now they get to practice their oral language skills as opposed to their written.

Web-Projects:

Web Quests - This could be a great method for having the students research and explore more information on a certain play or playwright. Because the nature of Web Quests lends itself to small group work, it also promotes cooperative learning.

Virtual Field Trips - Again, it can give students the opportunity to visit someplace like the Ancient Roman theaters during a Roman theatre History Unit, without ever leaving the classroom. It then can provide multiple opportunities to inspire written or verbal discussion or work.

Authoring:

Hypermedia tools - Students can make aural/visual/text projects on speech topics, plays, playwrights, actors, etc. that can also be linked to the class website for a greater audience. This type of authoring certainly lends itself to students utilizing more of their multiple intelligences, as opposed to a traditional "book report."

Learning Log - Week 8: The Readings

Q: Which strategies can you adapt to help students who need help with reading?

1. Internet resources to engage students in literature - finding specific websites based on the plays or texts we are reading in order to provide background and analysis in the hopes to make the reading (especially the classical texts) more relevant to the students.

2. Internet resources to motivate student reading - websites that provide additional readings based on the text, but also accomodate students different interests.

3. Talking Books - this seems like a strategy to engage younger readers and I'm not sure where this would fit into my curriculum.

4. Tracking Systems - again, this seems like a strategy aimed at younger grade levels, but could be useful for younger high school students still struggling with reading comprehension. This seems to be more supplemental and used outside the classroom to strengthen skills.

Q: How can you use technology to assist in the writing process within your classroom?

1. Electronic Publishing - putting students work, such as their short plays, on my class website can motivate them to spend more time writing.

2. Keypals - discussing plays and other literature with students from around the globe would give students an audience for their writing and encourage them to take more time and care.

3. Concept Mapping - in my playwriting class, it could help students map out the plot and characters of their one act plays.

4. Spelling and Grammar Checkers - this is pretty obvious. I personally can't imagine using these tools on any writing I do; assists in teaching correct spelling, grammar, and usage.

5. Discussion Boards/Threaded Discussions - could provide a safe environment for students to express their thoughts and ideas. However, it would have to be monitored pretty close in order to prevent Cyber-bullying and the like.

6. Blogs - used as an online journal, students are motivated to write concerning topics being covered in class. It also provides an opportunity for others to read and respond to the journal entries.

Q:Consider the English language learners in your classroom and describe strategies for using technology to assist them in their language development.

1. Images downloaded from the Internet - for use as "visual scaffolding" as well as incorporating Gardner's theory of Multiple Intelligences and providing a catalyst for students to discuss, read, and write about.

2. Interactive "Storybooks" - perhaps hearing online readings of plays and other texts could strengthen language skills.

3. Presentation Aids - especially in my public speaking class, visual formats accompanying a speech teach students how to use language effectively to communicate.

4. Virtual Field Trips - Students get to see places they would normally not see; and thus have the opportunity to discuss and write about them. For example, taking a virtual field trip to The Globe during a Shakespeare lesson.

5. Listening Labs - to help with listening comprehension, but could also aid in improving interpretation of Old English and foreign dialects often used in the theatre.

Learning Log - Week 7: The Readings

Q: Categorize the tools you use for administrative purposes into the six categories of software support tools.

Materials Generators: I have used MS Publisher to create programs, posters, and flyers for shows, but I have found that I am more familiar with Word, and it basically gives me the same options in creating these items. Maybe I just don't know how to use the program that well.

Since most of my assessment is performance based, I don't give a lot of quizzes or tests. Most handouts I have created on my own in Word. I would like to try some test generating software this year for the two big tests I give. I have no idea what kind of software the district has...I would have to investigate that. The Rubric Generator would be a great tool for me! Again, I'll have to see if my district has the software.

I am constantly using PDF and form making software for contracts, letters, and sending things to publishers. Remember: Anything you don't want to be altered, send in PDF format!

Data Collection and Analysis Tools: I use Infinite Campus as my electronic grade book and attendance record. It also serves as a SIS. We switched to it a year ago, so I am still learning some tricks.

Graphic Tools: I am constantly using Photoshop and Illustrator to help with program design as well as some handouts. It also helps in taking past production photos and turning them into flyers, examples on paper, etc.

Organizing Tools: I am still Lesson Planning the old fashioned way. I would like to explore the software that would help with the formatting. Again, I'm not sure if my district has any...

For scheduling and time management, I am basically just working off of MS Outlook. The calendar in there sends me reminders when I have CSE meetings, meetings with parents, when things need to get to the printer/photocopier, etc. I find this most helpful!

Research and Reference Tools - Very rarely do I need to use an online encyclopedia, but on occasion to refresh on a play or playwright I might. I also find that Word has a thesaurus, so I'm not using online dictionaries and thesauri a lot.

Content Area Tools - I use CAD in my Stagecraft class when it comes to designing scenery. I don't how to use it very well, and I certainly need to take a class! I would like to give my students more opportunities to design with CAD. I would also love to get my hands on some Lighting Design software.

Besides my stagecraft class, I don't think there is much software designed specifically to assist in acting...

Q: Which tools could you use with students that would enhance your lessons?

Like I stated earlier, I would love to start using some more CAD and design programs with the students, especially for those going on into those career fields. Although they will be introduced to it in college, I would like to give those with the interest a head start.

PowerPoint definitely aids in my Public Speaking class, and has become a necessary skill.

Perhaps some screen or playwriting software could help in my Playwriting and Directing class. At least making sure that everyone's play is in the same format.

Q: Based on the research findings in the chapter, what applications of hypermedia and multimedia are most effective?

"Research finds that multimedia's benefits center on its ability to offer students multiple channels through which to process information. Several studies also have offered recommendations on designing and using multimedia products for instructional purposes" (Roblyer 209.) In light of Gardner's theory of Multiple Intelligences, this only makes sense, and it seems that almost any application of multimedia can be effective in teaching and learning. Whether it be presentation software, video, audio, VR or a combination of all, it seems that multimedia can only help to keep the teacher and students engaged.

How will the findings change the choices you make in your own classroom?

I would like to try to incorporate some of it into my own teaching. Possibly using PowerPoint when doing a Theatre History lecture, or the like.

In the past I have made it optional to do a PowerPoint presentation in my Public Speaking class, but I think I'm going to make it mandatory this year. I feel it will make their speeches more dynamic, keep their interest, and add that component of 21 Century preparation that is being pushed by the administration.

Learning Log: Week 6 - The Video

Q: How does the fifth-grade teacher organize her students for the social studies activity that uses keyboarding?

Each student has access to their own computer so that there is equity in the use of the technology. In addition, the teacher goes through step by step, the directions, as well as she demonstrates them with the help of an LCD screen attached to her computer. She also periodically checks students work to make sure that they are on task.

Q: What word processing and technical skills do students need to use a computer to complete a writing assignment? How would you teach these skills?

First, the students need to be familiar with the program/system before they can even open a blank Word document. By the time they get to high school, they probably know how to do this, but in a beginning lesson, the teacher should review the process with the whole class. Also, I think it is important that the software amongst schools in the district are alike. This would save time in having to re-teach to a new program or OS.

Secondly, the students need to be able to type! I don't think they teach typing in our district. I know I had to take it in 9th grade and it has clearly become an invaluable skill. I liked that the teacher's district required students to take typing in 5th and 6th grade, so that by the time they reach middle school, they have adequate 10-finger typing skills. If we want educational equity, we have to keep teaching our students these skills.

Learning Log: Week 6 - The Reading

Q: Consider the tips for teaching students to use each of the three basic software tools.
Which skills have you already taught? Did you skip any of the basics?

Word Processing - By the time students get to my classes in high school, they have already mastered a lot of the basic skills of the program, so I do skip a lot of the basics. I do take some time to illustrate how I prefer to have things formatted, and how to document sources (this is always a must.) I also encourage the students to take the last five minutes of the period to title, spell-check, and save their work in order to avoid disasters.

Spreadsheets - In my classwork, I have little use for Excel. In my extra-curricular work (setting budgets and recording spending for shows) a few students and I use it constantly. I find that the students usually know more than I do. I know how to set up a basic spreadsheet, and know some of the formula commands (and know how to instruct the students to do so), but I certainly could use a lesson or two. Because I only have one or two students a year using this with me, it is easy to sit along side them an instruct them.

Databases - I do not think I have ever used a database with students. I personally only use it to sort, file, and locate information.

Q: Are there more advanced features that you need to learn better?

Word Processing - I think I am pretty familiar with Word. If anything, I would like to memorize more of the shortcuts so I don 't have to pull a drop down menu for commands, and I would like to become more familiar with inserting/creating graphs and charts.

Spreadsheet - I definitely need to know how use more of the formula commands, as well as integrate Excel info. into Word documents and all the Graphic/Interactive/Web features.

Databases - I know almost nothing about Databases, and would need to take a class in order to learn how to use it in my teaching.



Q: The companion site for the textbook provides links to many online tutorials for common software packages. Summarize in your own words the research on instructional use of software tools.

Word Processing - The use of MS Word and other word processing programs have helped both teachers and students save time in preparation and assignments. Aesthetically, Word has also improved the quality of papers that were once hand written - and most of the time illegible. Word also provides the opportunity for documents to be shared by students and teachers, thus promoting cooperative learning. In addition, assignments can be "handed-in" across large distances by attaching them to emails. Research has proven both a better quality and greater quantity of writing by students who use word processing programs (Roblyer, 124.)

Spreadsheets - The use of spreadsheets have helped teachers and students save time when documenting numbers or data (mostly in the Science and Math classrooms.) With the right formula, data can be processed as quickly as one can type the numbers. Because of this, it helps not only the aesthetic display of information, but allows the user to play with the numbers to visualize hypothetical situations. Research has shown that spreadsheets can aid in teaching across the curriculum in "topics ranging from mathematics to social studies" (Roblyer, 131.)

Databases - Although I don't know a lot about teaching with databases, the text does show its benefits. They strengthen research, study, and organization skills; as well as show "how to make decisions based on information summaries" (Roblyer, 142.) They also aid in demonstrating how to ask the right questions to encourage problem solving.