Why Dramatic-Science?

I have been looking for a copy of this for ages.  This was my final "thesis" for my undergraduate Ed Degree, and goes a long way to explain the history behind my handle "@dramaticscience".  Just thought I'd share for those who are passionate about the Theatre, or about Science Education.

Link to the original document through HERE

If all else FAILS improvise.

Today was the culmination of a project that (though not ill conceived) was certainly bred from a trial and error hodgepodge of good intention and the type of foresight you might expect from a gnat.  Gnats have foresight, I'm sure of it, it's just not very much I presume.  I did not look this up on wikipedia so please don't quote me on that.

Anyway...  Our journey along the path of mystery-story-telling-for-grade-6-science-students came to an end today, and that WAS planned for, and deliberate and rather last minute as school ends for the season come Friday.

Last week we used technology to create, manage, and curate EVIDENCE that students would provide to those who did not participate in the project.  The non-participators (heretofore referred to as: investigators) would then take said-evidence and try and solve the mystery story that was created.

Things needed to succeed?

We successful stored date, properly catalogued it but due to (again) this boiling pot of good intention and gnat-sight we have not yet found an effective or efficient method for retrieving data from a class set of iPads.  We leave our data at the whim of the Apple Cart users.  (aside: we call it the "Apple Cart" because Apple makes iPads and we put them on one big rechargeable wagon.  Clever right?)  I digress.

Today we arrived raring to go, only to find that our data had been wiped for an unanticipated software upgrade.

Four weeks of work finally stored and it was all for naught... or was it?

What to do.  I have 20 sixth grade students ready to participate in a project they have been waiting patiently to close for four weeks, and another 20 sixth grade students who have lost their proverbial mittens and didn't know where to find them.

This is where good structure, and a bit of flexibility comes in.

Because the students spent four structured weeks building the stories they had timelines, story-boards, documents, and mind-maps of the work they had done.  They were intimately familiar with the work that went into building an evidence bank (that was sadly wiped) and they were able to tell a good story.

Digital Curation

With minimal preparation they were able to welcome in a flurry of eager investigators and lead them through a story our drama students had carefully crafted collectively and collaboratively.  In a style similar to 20 questions the investigators were allowed to ask about the evidence they would have seen and then report their assumptions and conclusions to an online Google Form that would help them document their thinking.

After one failed attempt (which we applauded due to the fact that it inevitably led to successful learning so we could just as easily have labeled it the more PC "practice attempt") the students were able to (within 30 minutes) visit two different groups, hear two different mystery stories, and document two different conclusions with absolutely no direct intervention from resident adult "expert".

Things that were lost: physical data
Things that were gained: an adequate end to a project, and a set of data illustrating student thinking, and students capable of being flexible in how and when they show their learning.  They did a great job cleaning up after the mess that had been created.

Cleaning Up

One important item that I have purposefully left until now to reference is that there was one group who did not use their data.  Rather than trust the school "blanket" of iPads they chose to use their own personal devices (privately because of course they wouldn't want to get caught having their own personal devices out on school time) and so when they arrived today they had their entire project organized, itemized, and digitized for dissemination.  Suffice it to say, our investigators were over-joyed to be allowed to interact with this group.

I have, myself, compiled my own digital portfolio of work on my own personal device.  As you may have already realized I am working at incorporating a strong and appropriate use of modern technology in the drama classroom, and documenting processes and strategies for making work -- well -- work.

What follows is a short list of links and apps that have helped make the process easier and more "expressive".

My digital booklet showing the students' good work:
http://ebooks.scribblepress.com/book.php?g=LXLMZ4ZN

The app used to create the book on the iPad:

The app used to create annotations in the pictures shown (and published):

The apps are both free - and I like them.