In this topic, why rules students will discuss what they already know about rules, complete relevant worksheets and activities which will give them the cognitive tools they require to complete their final products: the classroom rules, assembly item and IMovie.
Section A (Weeks 1 & 2 – Introduction and subject matter)
- Lesson one commences with an introduction to rules and a class discussion of what the students already know about this topic.
- Lesson two, in small groups students converse and complete the reasons and responsibilities worksheet, following a brief analysis.
- Lesson three students are handed a worksheet example called School Act where they read the example rules and are encouraged to contribute in the question and answer process; whilst delving even further into the subject matter.
- With all the knowledge gathered students now can individually reflect on what they already knew about rules and what they know now, and complete the final worksheet called My Classroom Rules. The educator then prompts a final deliberation with the class to find what rules are duplicates, to eliminate unpopular rules and to find the agreed set of classroom rules that can be created into a poster and actioned upon.
Section B (Weeks 3, 4 & 5 – Acting skills and assembly)
Incorporating their understanding about school rules and the arts curriculum drama, students are asked to rehearse and perform a rendition of Annie’s “It’s a hard knock life” which is a representation around students who are slightly ignorant about the significance of school rules yet through direction from their teacher and group collaboration, they quickly realise why rules are vital.
- Lesson 1, Students are handed the Assembly Item song and are given a briefing on what the song and characters are about. The educator then sings the song to the students so they know how the tune goes and encourages students to commence singing with them. Students rehearse the song for half of the lesson and spend the rest of the time working on exploring a combination of student character roles (angry, stubborn, miserable, attitude), thinking about the location, time, vocal production, movement and complete characterisation.
- The up and coming lessons from weeks three, four and five run similar to lesson one obviously slightly changing depending on the group of students, however the same rehearsal rule stands; students are learning the song and rehearsing characterisation through reflecting, excepting different point of views, empathising, debating and so on. See example below:
Rendition of Annie's a hard knock life by Sharon Young and K.P.S
Section C (Week 6 & 7 – Digital representation)
With all their knowledge gathered from weeks one to five having interconnected Civics and Citizenship with The Arts and having prior experience with iMovie, students can now bring in the final subject, Digital technologies and complete their end product of digital representations.
Optional: Educators can have an expert performer (example: the school principal) come in and talk about their school rules and why they have them.
- Lesson 1: in groups of three students are asked to create a variety of four small scripts that they will perform, narrate and discuss school rules using different locations (example: playground, classroom, library)
|Location Undercover concrete area: Student 1 and 2 perform to camera|
|Student 1||Hey David, did you know that another school rule is no running on hard surfaces|
|Student 2||Yes Molly, I did know that, because its a hazard|
|Student 1||Exactly, you could fall and hurt yourself|
|Student 2||Or someone else!|
Lesson 2: Students will commence video recording their school rules on the group iPad. (Please note: The educator must be with the students at all times so it is suggested that all students go to each filming location whether they are needing footage from that location or not.)
Lesson 3: This lesson is for students to complete their filming on school rules. It is likely that they will need this extra lesson time for this process especially for retakes.
- Lesson 4: students create their group iMovie that they want to present to the class and later to be displayed on the school website. Sample below:https://
Why Rules, Rules and regulations imovie: by Sharon Young
- Actor Agreement Form
- Why Rules – I Movie example
- Assembly Performance
- Jan Herrington's 9 Elements of Authentic Learning
- Digital technologies, ACTDIK007
- The Arts, ACADRM031
- The Arts performance, ACADRM033
- Civics and Citizenship – Rules, ACHASSK071
- Western Australia. School curriculum and standards Authority. (2016). Retrieved 8 May, 2017, from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/the-arts/drama3 ACADRM031 , ACADRM033
- Western Australia. School curriculum and standards Authority. (2016). Retrieved 8 May, 2017, from Technologies (Digital) : http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2 ACTDIK007
- Student handouts inspired by Foster, J. (1994), Person, Social and Health educational, Answers. London, HarperCollins Publishers.
- Rendition of Annie's “It’s a hard knock life” inspired by Kinlock Primary School. Australia. (1985).
- Imovie creation inspired by Kelly, M.(2016). Parkwood Primary School. Australia.
- The resource block logo created by Sharon Young in Tugal (2017)
- Home Page is a photo of coloured background blocks, created by Young (2017)
- Adapted actors contract from the website Sonnyboo.com
This work by Sharon Young is licensed under a Creative Commons Attribution 4.0 International License.