DEC Scan Journal : May 2011
Scan Vol 30 No 2 May 2011 21 Resources bubbl.us <https://bubbl.us/> Lloyd, C. (2010) Why Elephant has a trunk, Tinga tinga tales (series), London, Puffin Meet the animals <www.tingatingatales.com/meet.aspx> NGAkids jungle <www.nga.gov/kids/zone/jungle/index.htm> Tinga tinga tales <www.tingatingatales.com/> Watch Tinga tinga tales videos! <www.tingatingatales.com/watch.aspx> Drama Making: Tinga tinga tales are animal creation stories from different places in Africa. They describe how many how animals came to be the way they are today. Students will use imagination to create a magical world of animal transformation stories through drama. Specific focus: In small groups, students use their knowledge of Tinga tinga tales' themes and characters to create and perform their own story. They may choose to use storytelling, puppetry, masks and soundscapes in their performance. Quality Teaching elements: Higher-order thinking • Students manipulate information and ideas and engage in problem-solving to prepare for performance. Narrative • Students read, listen to, view, write and tell about and demonstrate their understanding to construct their own stories and performances related to the task. Topic/Unit support: Stage 2 Drama -- playbuilding using Tinga Tinga tales Syllabus outcomes Creative Arts K--6 DRAS2.1 Takes on and sustains roles in a variety of drama forms to express meaning in a wide range of imagined situations. DRAS2.2 Builds the action of the drama by using the elements of drama, movement and voice skills. • consolidate interpretive and symbolic work in the drama form of puppetry or mask. Related English K--6 outcomes: RS2.7 Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes. • makes comparisons and identifies differences between text produced in different media Related computer competencies focus: Students will: • use keywords to search for and in Tinga tinga sites • use digital tools to create digital sequences. Related information skills focus area: organising and synthesising Students will: • organise their ideas through group negotiation and story map scaffold Suggested teaching and learning activities/strategies Getting started • discuss the way students need to work • establish the dramatic contract -- students agree to explore the make-believe and work together to create the drama • discuss the way the drama involves using voices and bodies to create characters and stories -- recall reading, viewing, talking and listening experiences with Tinga tinga stories and Meet the animals and Watch: Elephant • discuss how drama communicates the ideas of the group. Exploring space, mood and symbolic movement Students: • discuss how drama can bring stories alive by stepping inside books and taking on the roles of the characters e.g. Elephant, Monkey, Crocodile • experiment with movement and space to create the environments in Why the elephant has a trunk! Teacher: • talks the students through the exploration, instructing them to become animals in the jungle and at the river (appropriate music can be used as a background) • encourages students to create their own soundscapes using voice, instruments and other objects to create mood and atmosphere. • asks questions to encourage student responses about the feelings and ideas evoked from the previous activity. Playbuilding short scenes Students, in small groups: • create a short scene that shows, for example, the tension felt by the animals when Crocodile snaps the end of Elephant's stubby nose and pulls and pulls Pre-unit assessment to gauge current level of understanding (in terms of unit/topic/focus) eg pre-test, teacher judgment, brainstorm, discussion questions prior to unit study Using the information skills framework to support learning: in Defining, Locating & Selecting phases students have • brainstormed the oral tradition of storytelling • read, listened to and viewed examples of traditional animal creation stories • explored the characters and environments • discussed their understanding of the reasons for such tales. Evidence based practice: As a pre-test, before any explicit teaching is done, students could write a brief response to the questions: What is oral storytelling? What do you know about animal creation stories? How could you tell others about how jungle animals came to be the way they are today? Re-visit these questions at the end of the sequence of lessons. Compare the pre-test and assessment task work samples, including the performance and students' reflections.