AEB2251 Creativity, Imagination & Design: Assessment 3 - Individual Practice

7/31/2019 AEB2251 Creativity, Imagination & Design: Assessment 3 - Individual Practice

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AEB2251 Assessment 3: Individual Arts PresentationRobert Saliba: 3821419: 2012

Reflection:

Throughout my educational experiences, both as a student and a teacher, I have always found

art subjects such as music, art, sculpting etc. to be difficult and disengaging. However, I did

like graphic design and really enjoyed and excelled in drama and acting throughout my entire

education experience. I performed in various productions in primary and high school, and

chose to complete studies of drama during years 7-12 and in year 3 of tertiary study. I feel

that this has enhanced my social, public speaking and communication skills, along with my

confidence and, has further improved my development as a student, teacher and a person.

Drama has helped me better engage and communicate with students, and build stronger

relationships with students, along with creating a good classroom environment which

enhances learning, teamwork and communication between all.

What I have watched in the last 3 months:

Gabriel Iglesias -http://www.youtube.com/watch?v=JOQJiZ_g3Ho The InbetweenersMovie and T.V Show Two and a Half Men How I met your mother Big Bang Theory Modern Family The Simpsons Family Guy Tosh.O 21 Jump Street - Movie American Pie: The Reunion Fawlty Towers -http://www.youtube.com/watch?v=H-oH-TELcLE Benny Hill The Three StoogesT.V Show South ParkT.V Show

What is absurd humour?

As the name suggests, it is a style of humour that is absurd, unpredictable, zany, surreal and

sometimes even unrelated and incoherent. (Dictionary.com 4/3/12). Despite these traits,

Surreal/absurd humour includes many intellectually and politically driven comments,

thoughts and views. It has been used as a dramatic element by many performers, actors and

shows to subtly comment on society, politics, religion and historical events. Surreal and

absurd humour often starts off at one point, completely goes off track and, then comes back

to the original point. Many pointless things happen in-between the beginning and the end of

the performances, but there is usually no resolution to the initial problem or it is solved

abruptly. Most things in surreal and absurd humour are made blatantly clear to the audience;

character names, signs on places, errors in performance and explanations to the audience of

what the actors are doing i.e.: evil laugh MWAH HA HA!
http://www.youtube.com/watch?v=JOQJiZ_g3Hohttp://www.youtube.com/watch?v=JOQJiZ_g3Hohttp://www.youtube.com/watch?v=JOQJiZ_g3Hohttp://www.youtube.com/watch?v=H-oH-TELcLEhttp://www.youtube.com/watch?v=H-oH-TELcLEhttp://www.youtube.com/watch?v=H-oH-TELcLEhttp://www.youtube.com/watch?v=H-oH-TELcLEhttp://www.youtube.com/watch?v=JOQJiZ_g3Ho


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Observing student behaviour whilst viewing on the Interactive White Board:

Below is an extract of an observation chart which I devised to monitor student engagement

whilst viewing lessons and videos on the IWB and whilst sitting and listening during lessons

and assemblies with no stimuli.

(Refer to Appendix 1)

These findings were altered during the course of my time at placement and reflect student

engagement over a period of time. It is clearly evident that the use of the IWB and other

forms of media had a positive impact on student focus and engagement. Students were more

engaged when the IWB and media were used during lessons compared to when they were

required to listen with no or minimal stimuli.

Student situational engagement assessment:

During my week block of placement at Sunshine Harvester Primary School, I asked the

students to participate in a brief self-analysis survey about their engagement during school.

Below is an example of a survey completed by a student.


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The above self-analysis highlights the need for enjoyment, entertainment and laughter in the

classroom setting. It also is primary evidence that students focus and engage when an activity

and/or a lesson is exciting. The students deemed videos, music, the IWB,

comedy/laughing/joking, talking, games, drawing and acting as their most favoured and

engaging activities in the classroom.

Plans to use/benefits of using absurd humour in the classroom:

To brainstorm certain topics; i.e. the Olympic Games and Space. As a warm-up activity or break activity during lessons. To create a more engaged, fun and social classroom. Build better relationships between each student and myself enhancing communication

skills.

To enable student to have the opportunities to be creative and imaginative. Allow the lesson to discuss tangents: things that may not have been planned for the

lesson or relate to directly but are still of some importance.

Allow for lessons to be taught in different and new ways such as YouTube videos,animations and performances.

How I have incorporated surreal humour and drama into the classroom?

What? Activity/Lesson

Positive Education Theatre Sports: Space Jump

In this particular positive education lesson,

the students were to find peoples strengthsi.e. confidence, respect, trustworthy, friendly

etc. I decided that the game of Space Jump

would be a fun and engaging activity for the

students to participate in. through the game,

individuals strengths were displayed and the

students were able to recognise these easily.

The game allowed the students to perform

absurd humour and allowed me to practice

my art focus.

Creative Writing Process Literacy: Writing

To generate creative writing, we watchedvarious YouTube clips before writing as a

stimulus. Most of the clips were of an absurd

nature e.g. The Angry German Kid, The

Annoying Orange. We discussed the clips

then students went on with their creative

writing.

Classroom Management When students become or seem restless, I

would get them to stop what they are doing

and do something as a class similar to the

game Simon Says. It would usually be

something strange like touching your nose,


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hopping on one foot and saying the first

colour that pops into your head. This absurd

act would only take a minute but it

refocussed the students and allowed them to

have a very brief break from work.

Class Discussion During class discussion, if a student wouldsay something inappropriate, as some do, I

would embrace it rather than punish it,

depending on the degree. This often

generated other discussion and caused

laughter amongst the classroom. I would

sometimes add my own absurd remarks

before we continue with the intended

material. (E.g. tableaux game, Edmond)

AEB2251 Creativity, Imagination & Design: Assessment 3 - Individual Practice

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