Transcript Bravo! Final Presentation

Bravo!
From Page To Stage For
Increased Fluency
Ellen Gilberti, M.F.A. Theatre, TEFL Certificate
Lauren Remenyi, M.A. TESOL, B.A. Theatre
Patrice Soriero, B.A. Theatre, TEFL Certificate
Workshop Agenda:
• Approach & method
• Steps in the process
• Break-out groups
• Performances of group work
• Conclusion & questions
Rationale:
• Textbook exercises create "eavesdroppers,” not
participants
• Material is “canned” – does not include subtleties
which students get “stuck” trying to decipher
Wagner, 2014
Rationale:
• Page to stage allows students to produce & respond to
near-authentic language in real time
• Provides compelling comprehensible input
• Develops all four language skills
• Facilitates self-directed learning
• Promotes analytical thinking
Krashen & Terrell, 1983
Wagner, 2014
Rationale:
• Can lower affective filter
• Provides opportunity to self-identify knowledge gaps
• Enables accumulation of more realistic vocab &
grammar knowledge
• Culminates in overall improved communication and
fluency
Krashen & Terrell, 1983
The Page To
Stage Process
7. Rehearse
1. Read
Final Performance
Bravo!
2. Analyze
Scene
6. Observe
3. Analyze
Characters
5. Directorial
Feedback
4. Read
Through
1. Read
Students take the scene home and read for new vocabulary,
making a list of words to discuss. Work with students in the
next class period to clarify:
• What do new words mean?
• How are they pronounced?
• What idioms, slang, or phrases
are new?
• How are they used?
2. Analyze Scene
Students discuss what is happening in the scene,
what has happened prior, and what might happen after.
Ask questions such as:
• Where are they?
• What's happening?
• Why are they there?
3. Analyze Characters
Students discuss what the characters are like in their
everyday lives as well as in the current situation:
• Age
• Job
• Family
• Physical appearance
• Reasons for being in present situation
• Personalities, worries, self-consciousness, confidence, etc.
• Attitudes and interactions with other characters.
4. Read Through
• After clarifying vocabulary, establishing the scene, and
developing the characters, students do their first
read-through of the script.
• As students do read through, teacher watches for what
needs improvement, focusing on one language element at a
time.
5. Directorial Feedback
• Analyze how well your actors accomplished their goals set
out in steps 2-4. Suggest changes can they make to
communicate more effectively.
• Ask the actors how they are feeling about the scene & what
questions have come up about the scene & characters as well
as the language. Do they feel they need to revisit any portions
of their script? Make any changes to their objectives?
6. Observe
• If necessary, find recordings of native speakers performing
your scene or find the movie version.
• Ask students to notice the delivery and tone of the actors
performing the scene.
• Are they making their point clear or accomplishing their
goals better by doing something differently?
• Can they learn anything about their pronunciation or tone?
• Students should not imitate, but be inspired and guided by
this step.
7. Rehearse
Put all the pieces together and prepare to perform
the scene, including as much feedback from the director
(teacher) as necessary. Apply the changes you’ve
discussed and consider using:
• Memorization
• Props
• Costumes
• Blocking
• Sound effects
• Audience
8. Final Performance
When all the pieces are put together, allow students the
opportunity to perform their scene and show off the progress
they’ve made, either for you, for each other, for other students in the
program, or for family and friends.
A final performance:
• Results in improved memorization of lines
• Increased rehearsal time/practice
• Boost in confidence
• Increased motivation
Assessment
• The final performance can serve as
assessment with this method, evaluating
linguistic elements such as pronunciation,
comprehension, rhythm & stress, etc.
• If you prefer more objective assessment, this
method can facilitate assessments such as
written or spoken summaries of the scene,
vocabulary quizzes based on scene content,
or scene-related research.
Expansion
• This method can also be scaffolded to
accommodate different levels & learning
styles
• Can serve as a basis for additional contentbased, creative assignments such as writing
alternate endings or creating mind maps
based on characters.
Questions? Email us!
Thank you!
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