Western Michigan University

ED 430: Creativity in the Classroom

Allison Downey

Diane Eberts


 

ED 430/ DOWNEY
Mini-Lesson / Dramatic Activity

Mini-Lesson: for this assignment, you are required to lead a mini-lesson consisting of a theatre game, creative drama, or community building activity of your choice. This lesson should be no more than 5-10 min. in length and should to be an activity we have already done in class, nor should it be one you have lead before. You will be graded on preparation, clarity of instructions, and leadership ability. Be prepared to discuss how your activity could be used in the classroom.

The purpose of this assignment is twofold: to give you an initial experience in leading a drama-related, or community-building activity as well as to introduce new activities to the class.

Activity Sheet: In conjunction with your mini-lesson, you are required to turn in and distribute to your classmates the directions for your mini-lesson activity.

This activity sheet must be typewritten and copied on 3-hole punched, 8 1/2 x11 paper. Make sure there are enough copies for everyone in the class (31). Please make 2 COPIES TO TURN IN FOR GRADING.
The Activity Sheet must contain the following:

1. NAME OF THE ACTIVITY - Give the activity a name you will remember and one that typifies it. If you did not mak\e up the activity, please call it by its original name.
2. NUMBER OF PLAYERS - How many people can comfortably participate in this activity?
3. AGE RANGE - What is the appropriate age range? Is it an advanced game that has prerequisites? Can anyone do it?
4. TIME NEEDED - Ideally, how much time is needed to play this activity?
5. SPACE REQUIREMENTS - Is this an indoors or outdoors activity? What are the spatial requirements?
6. MATERIALS - What materials do you need for this activity?
7. DIRECTIONS - There should be enough diagrams and/or explanations provided to enable anyone referring to your sheet to easily understand how to play it.
8. SIDE-COACHING COMMENTS - Most activities benefit from constructive side-coaching. List some possibilities for side-coaching comments that might be helpful during the activity.
9. VARIATIONS - Are there any possible variations of this activity that would be useful to know?
10. PURPOSE - why might you use this activity in educational contexts? What skills, concepts or understandings might the participants develop as a result of playing?
SOURCE: -- List the source in which you found this activity. If you have adapted a childhood game make that clear. Please specify if you have made up the game or activity or if the source is unknown.

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