Summer Musical
On May 19th, 2015, my afternoon was spent observing for a summer production of Shrek the Musical in Adel, Georgia. This would have been my third year being a part of this wonderful acting experience held every summer for any student between the ages of preschool to college level to be on stage. As I arrived for the beginning of the first group rehearsal, I was able to meet students from my community coming together and introducing themselves. While waiting, I absorbed the newest students joining this eccentric group of students for the next month. A small family group, whom I had never met, sat closely together looking around and talking to themselves. Another group of small children sat smiling giddily awaiting for their opportunity to be on stage.
Once everyone was settled and placed into their character groups of major and minor characters, the students began to search for their lines without a teacher asking them to. I noticed, however, that there were fewer children present than all of the years I have seen prior to participating productions. It was different to see more middle school and high school students, in the group, rather than mostly primary to elementary students. This may have been because most of the roles required experienced actors and actresses. Nevertheless, it was heartwarming to see my friends again after graduating from the high school.
The official observing began at 1 pm with warm ups led by chorus teacher Mrs. Teresa Williams. She began to instruct the group by saying “Repeat after me,” while playing scale chords on the piano. The students began to recite back to her different ways to warm up their vocal chords for singing. Mrs. Williams did not have to raise her voice for a student to focus during anytime or after the warm-ups were being performed. The class room was decorated with class management postures on what is to be expected while being in that specific room. Those flyers had different saying through the mouths of musical notes on what pitch is and how to breath while singing.
At 3:30 pm, there was a scheduled break were the students could relax and get something to eat or drink for thirty minutes. During that time, I had a chance to speak with a young student experiencing his first time being in this musical program. The student was a second grader at the local primary school. He was so sweet saying that he couldn’t believe how much fun he was having today and how acceptance he was feeling. The character he was portraying was Puss in Boots, so the young student wanted everyone to call him Puss; they happy obliged. It was wonderful to witness someone that has never experienced this type of environment become welcomed into this safe atmosphere with people who want his best interests.
For the remainder of the observation, Mrs. Williams’s guided the students through the different parts of certain songs. I began to focus more on her ways of teaching and the reactions of the students. If a student was to mess up, she would begin to encourage them by “well the part before was really good, but let’s work on this next.” The other students would begin to follow her lead to keep their peer’s attitudes positive and supportive. This program did more than just bring students together, but helps them to grow into caring citizens.
Summary
Personally if I was the teacher, I would introduce myself and present an ice breaker with everyone in attendance. This way students would be more comfortable knowing another person’s name and seeing who they can go to for help. It would also give myself the opportunity to make complete eye contact with the student speaking.
Summer Musical
My fantastic day began at 12 pm traveling to Cook High School on May 20th, 2015. I am scheduled to observe a local summer musical as though it is my first year witnessing this group of students and educators. This summer’s them was Shrek the Musical Jr. that casted students starting at a primary level to college age. The program is purely volunteer experience for the community to come together and put on a strong theatrical production. After the first day I began to notice how my former peers where feeling as they were given many independent work sessions.
This day I arrived early before observing to see how students were productive before the class began. I was greeted with happy smiles of a few students finishing up their lunches before the practices start. The climate of the theatre department is full of trust and safety. All the students who come into this extended classroom feel at ease with each other and the educators present. Mr. J., the theatre teacher, puts his students first in every production, bringing out themselves in the characters he casts them as. He does not discriminate against race, culture, sexuality, and many other deemed controversies that students face when trying to find their individual identities.
As the class begins, Mr. J. asks the older students, to gather the younger children for warm-ups before blocking set, meaning to put them in their acting places. The students enter the stage and begin to stretch their bodies together and then begin vocal training. The students are rowdy due to just coming from lunch and wanting to chat longer with their friends. After a while, Mr. J claps his hands in a musical rhythm and the response is with a returning clap. This non-verbal cue to listen brings the attention to the theatre teacher without him having to raise his voice. He then starts to block meaning to set the stage visuals with a few groups of students at a time, while the remaining students wait in the corridor.
For the first few hours, I was on watching the student’s reaction to being stage learning simple choreography and movements as their characters. After finishing with the first group, I moved to another place in the audience to watch how Mr. J. interact with the students. He would say “be more expressive” or “remember to project for the grandma’s in the back of the auditorium” being that he wanted them to feel natural on stage and not worry if it feels ridiculous. Once finished he with the whole run-through of the act, all of the performers would sit at the edge of the stage for a group critiquing. Mr. J. would speak to the students in a way that he could look them in the eye and tell them how he felt about their actions.
By 5pm, I was enlighten to see how well the production was coming together after two classes being conducted. Students were encouraged by the educators and themselves whether it was good or bad. When I spoke with these students about if they have enjoyed this program, they responded with enthusiastic applause and happy smiles. These students feel that is important being here with others of the same passion. There is no biases within these walls, because the students see each other as a large family.
Summary
Personally, I would not allow students to frivolously guide others, unless they have known what is expected before hand. Usually the older returning students knows how timely the process is and how to execute it before I even enter into the room. Although having the non-verbal tool would help to quiet down a noisy class and gain attention to the course at hand.