masters of arts in teaching endorsements: grade level 6-12 drama and speech communication
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Natalie Vandever. Masters of Arts in Teaching Endorsements: Grade Level 6-12 Drama and Speech Communication Southern Oregon University July 2003- June 2005. Table of Contents. Letters of Recom. Cover Letter. Biography. Résumé. Lesson Plans. Honors. Philosophy. Student - PowerPoint PPT PresentationTRANSCRIPT
Masters of Arts in TeachingEndorsements: Grade Level 6-12 Drama and Speech Communication
Southern Oregon University
July 2003- June 2005
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C.P.D.
ParentalInvolvement
Extra-Curricular
ClosingThoughts
ClassroomManagement
StudentTeaching
Letters ofRecom.
CoverLetter
Biography Résumé
Honors PhilosophyLessonPlans
TeacherMaterials
StudentMaterials
Assessment
Inclusion TechnologySkills
Exit
ProfessionalReading
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Cover Letter
Spending a year student teaching at the Eagle Institute of Performing Arts, within Eagle Point High School, has been an amazing experience. I have had the opportunity to work with the same group of students all year, giving me an accurate representation of all the idiosyncrasies the real world of teaching has to offer. This portfolio is just a glimpse into the beginning of my career as a teacher. I am especially proud of the classroom management, student work and photo sections. It allows anyone to understand the impact theater arts has on today’s youth. I hope you enjoy the journey through this portfolio, as much as I enjoyed creating it.
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A Look At:
Natalie VandeverNatalie Vandever is originally from Overland Park, Kansas. She has been actively involved in theater since the eighth grade. After attending Fort Hays State University for three years, the Oregon Shakespeare Festival brought her to Ashland, Oregon to complete her Bachelor of Arts in Theater Arts in June 1998. After July 1999, her Master of Arts in Teaching will be complete. Her love for the theater, propels her love for teaching. She hopes to share her passion and knowledge for learning with her students.
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Résumé
Natalie Vandever
OBJECTIVE
To obtain a teaching position at the secondary level
EDUCATION
MASTER OF ARTS IN TEACHING, July 1999Southern Oregon UniversityCertification in Theater Arts and Speech Communication 6th –12th grade
BACHELOR OF ARTS IN THEATER ARTS, June 1998Southern Oregon University
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Résumé
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TEACHING EXPERIENCE
STUDENT TEACHEREagle Institute of Performing ArtsEagle Point High School Eagle Point, Oregon August 1998-Present
TEACHER’S ASSISTANTSchneider’s Children Center Ashland, Oregon October 1997-April 1998
CORPS MEMBERAmericorps: Project Youth Hays, Kansas October 1995-August 1996
CO-FACILITATORTiger By The Tale: Hays, Kansas August 1994-May 1996Peer Theater Troupe
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Résumé
RELATED WORK EXPERIENCE
STAGE MANAGERSouthern Oregon University Ashland, Oregon January 1999-March 1999
PRODUCTION ASSISTANT INTERNOregon Shakespeare Festival Ashland, Oregon April 1998-June 1998
SUBSTITUTE STAGE MANAGER Ashland, Oregon July 1998Oregon Cabaret Theater
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Letters of Recommendation
Click to Read
Click to Read
Click to Read
Dennis Foster, DirectorDennis Foster, DirectorEagle Institute of Performing ArtsEagle Institute of Performing ArtsEagle Point High SchoolEagle Point High School
Steve Thorpe, College SupervisorSteve Thorpe, College SupervisorEducation DepartmentEducation DepartmentSouthern Oregon UniversitySouthern Oregon University
Tom Carlton, Assistant PrincipalTom Carlton, Assistant PrincipalEagle Point High SchoolEagle Point High School
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Recommendation Letter from Dennis Foster
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First letter of recommendation continued.
Reference Letter from Dennis Foster Continued
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Reference Letter from Steve Thorpe
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Reference Letter from Steve Thorpe Continued
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Recommendation Letter from Tom Carlton
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Recommendation Letter from Tom Carlton- continued
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Honors/Awards/Recognitions
Dean’s List SOU Fall 2004-Present
Alpha Lambda Delta
Alpha Psi Omega
Jellison Memorial Scholarship
James Whitney Evans Memorial Scholarship
French Club
Raider Theater Club
Theatrical Productions
Member of Homecoming Court SOU
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Philosophy of Education Statement
Every child has the right to an imaginative, relevant, and
exciting education. The ideal classroom is student-
centered with learning facilitated by the teacher; quality
is high, and maintained by the students themselves. It is
the teacher’s responsibility to provide each and every
student with the opportunity to obtain the tools he or she
needs to be successful in school, society, and life.
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Student Teaching Experiences
I did half day student teaching at Crater High School and full day at Eagle Point High. I was in the drama department, but also taught English classes. I was in charge of putting on two plays.
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Sample Lesson Plan:
Lesson Three:
Concept: What are theories?Performance Objective: The learner will demonstrate the ability to relate color theory, shape theory, images, and symbols to his or her own scene.Evaluation: Discussion, and final project outcomesTeaching Methods: Inquiry, discussion, lecture, participation, and collaborative group techniques.Activities: 1) Hand back quizzes, and discuss answers, as well as any questions.2) Discuss homework questions, and share discoveries3) Listening to music activity4) Discuss colors, and what emotions and moods they relate to5) How does shape relate to images, moods and emotions?6) Discuss the link between above concepts and research7) Homework: Read the chapter in Magic Garment, related to concepts and research, and bring in a list of colors and shapes related to the characters in our chosen scene to share with the class next time.
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CostumeCostumeDesign UnitDesign Unit
Examples of Teacher Created Materials
Movement Movement UnitUnit
Lesson PlanLesson PlanJournalJournal
Costume DesignCostume DesignScavengerScavenger
HuntHunt
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Costume Design
Unit Goals
May 2004
· Understand that the arts have a historical connection
· Explain how a work of art reflects the artist’s personal experience in a society or culture
· Understand how the arts serve a variety of personal, professional, practical and cultural needs.
· Express ideas, moods, and feelings through various art forms
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Costume DesignMay 2004
After completing the design process unit in the costume design class, students will be able to do the following:
· Demonstrate the ability to list the steps a costume designer takes in the design process
· Demonstrate the ability to analyze a script by illustrating the script requirements· Demonstrate the ability to describe the relationship between the costume designer
and the director, and its significance· Demonstrate the ability to research any time period, and justify their findings · Demonstrate the ability to define costume concept, and it’s relevance to the design
process· Demonstrate the ability to define color, line, and shape theory, and it’s significance to
costume design· Demonstrate the ability to produce a final rendering
· Demonstrate the ability to give a professional design presentation
Unit Objectives
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MOVEMENT UNITJanuary 2005
Comments:
· Express mood, feelings, and ideas through movement· Explain and demonstrate the varying level of movements· Explain and illustrate the varying velocity of movements· Explain the components of a dynamic scene
GOALS
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MOVEMENT UNITJanuary 2005
After participating in the movement unit in the acting class, students will be able to demonstrate the ability to do the following:
· Develop an improved sense of physical ability· Develop a sense of inner focus· Define the levels of low, medium, and high movement· Develop vocabulary terms related to movement activities · Expand on their personal comfort levels pertaining to body movement· Develop the ability to communicate feelings through movement· Develop awareness of external factors that influence movement· Develop the ability to create improvisational scenes· Develop group rapport
GOALS
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MOVEMENT UNITJanuary 2005
Concept: Becoming more confident with body movementPerformance Objective: The learner will demonstrate the ability to participate in a collaborative group activity utilizing different parts of the body to create movement.Evaluation: Each student will participate in the class exercises, then write in their journals about their experiences.Teaching Methods: Discussion, inquiry, and cooperative learning techniquesActivities: Group Mirror1) Everyone gets into a circle.2) One student leaves the room.3) One student within the circle becomes the leader for the rest of the class to follow.
Lesson Plan
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MOVEMENT UNITJanuary 2005
4) The leader begins moving, using slow, exaggerated movements—the rest of the class follows. When the student returns, he/she should not be able to determine who the leader is.5) Debrief the process*Each student should be the leader at least once
High/Medium/Low1) Discuss characteristics of what the students think high, medium, and low levels of movement consist of.2) After the students have established definitive definitions, they will experience each level of movement as they move about the room.3) While the students move about the room, direct them what level of movement they which they should be moving.4) Discuss the activityJournal: One page description of how movement is incorporated into our daily lives
Lesson Plan - continued
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Costume Design Scavenger HuntMarch 2005
Below you will find a unique list of articles of clothing, accessories, etc. related to specific eras in history. Split up the list. For each answer discover the definition of the given term, who wore it and how was it used, what time period it came from, in which country was it worn. Finally, display a illustration of the term (not all questions will apply) a drawing, photocopy, etc. Have your answers ready to share next class period. HINT—all of the answers can be found in the books on reserve in the school library.
1) What is a sack coat?2) What does an Assyrian military costume consist of?3) What is a cravat?4) What “extreme accessory” was replaced by modest bonnets in the 1840’s?5) Define bourgeois6) What or who is Michelangelo Fresco?7) What are sumptuary laws?8) What is a Justaucorps?9) What is a Chemise?10) What is a Doublet?11) What is a Spanish Body?
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Lesson Plan JournalDecember
2004At the beginning of the year, my co-operating teacher asked me to help him develop some way to keep track of what each class was going to accomplish for the day, and what they actually did accomplish. I developed the following Lesson Plan Journal to correspond with the classes taught on an alternating block schedule. The students found it easy to use as well; especially when they were absent and needed to find out what they missed.
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Oliver
Examples of Student Created Materials
CostumeDesign
Student Journal Entries
The Odd Couple-Female Version
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The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005
Comments:
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The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005
Comments:
Coordinating Costumes for over 40 men, women, and children was quite a challenge!
With a lot of help and patience it turned into an extraordinary learning experience.
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The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005
Comments:
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The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005
AFTER ALL IS SAID
AND DONE...
WHAT A FABULOUS PRODUCTI
ON!!
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The Odd Couple- Female VersionFall 2004
Comments:
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On this production, I served as technical advisor over the student costume designer, stage manager, and hair/make-up designer.
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Comments:
Final Costume Design Renderings
STUDENT
DESIGN
CONCEPT
Sorry Wrong
Number
Written By:
Lucille
Fletcher
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Final Costume Design Renderings
STUDENT DESIGN
CONCEPT
TAMING OF THE SHREW
10th Grader
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Final Costume Design Renderings
7TH GRADER
THE STORY OF PRINCESS HISE
HAME
PRINCESS HISE HAME EVIL STEP MOTHER
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Student Acting Journal Entry
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Student Journal Entry
This is taken from a student’s stage management portfolio. The final requirement for this class was to compile all of the information gathered in class into a stage management handbook, for student stage managers to use in the future.
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Classroom Management:
Developing a classroom management plan is like a scientific experiment; several trial and error strategies take place before the definitive answer is discovered. Throughout my student teaching experience thus far, my ideas related to Classroom Management have changed drastically. I have taken ideas both from my personal experience and by listening to others successes. Each piece that I pick up along the way is evolving into what I feel will be the root of my classroom management plan. The two theories I feel best describe the learning environment that I am striving for come from Maslow’s Hierarchy of Needs and William Glasser’s Reality Therapy.
Maslow Glasser
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Most people have heard of Maslow’s Hierarchy of Needs, it assumes that an individuals behavior at anytime is determined by his or her needs. The list of needs that every human needs to be meet are: “the need of the individual to fulfill physiological requirements, the need to safeguard one’s existence, the need to build personal affiliations, the need to find self-esteem, and the need for self-actualization, or personal fulfillment” (Orlich 194). According to Maslow if one of these needs isn’t being met, then misbehavior occurs. When a student is misbehaving the teacher should question what need is not being met, and try to assist the student in meeting that need so learning can continue.
In implementing Maslow’s ideas into a classroom environment, the teacher must believe that each one of their students is important, as well as loved. Structure, consistency, and routines are all important to a positive classroom environment. The teacher must guide the student to develop intrinsic motivational skills to assist them in the learning process.
Maslow’s Hierarchy of Needs
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William Glasser’s Reality Theory
This theory allows people to reshape their own behaviors to meet selected needs based on their own recognized reality. The student must be accountable for his/her own actions including his/her learning. The main underlying idea is that individuals must be responsible for their failures and becoming successful. The teacher is no longer in charge of the student’s world, the student is.
Within this theory, students should be able to identify whether a behavior is good or bad, and what they can do to change it. A main principle of reality therapy is the absence of punishment. Glasser believes that punishment hinders the personal involvement that is essential between the student and the teacher. “The purpose of punishment is to change an individual’s behavior through fear or pain,” (Orlich 198). Why instill fear and pain in students when one can just make each student responsible for his/her own actions without the unnecessary heartache.
In Glasser’s approach, the teacher is no longer the boss teacher, but the lead teacher or facilitator. The students as well as the teacher have to be involved in the learning process. Curriculum chosen by the students themselves proves to be most effective. If the student has a part in the development of the curriculum then they are more likely to participate, and less likely to become bored and cause problems.
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Assessment Techniques:
“When we evaluate ourselves and our own progress, we learn much more than if we evaluate someone else or try to find out what someone else thinks of us.”
William Glasser, The Quality School
Example of scoring guide
Example of rubrics
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Assessment: Scoring GuideThis assessment tool was developed by myself, my co-operating teacher, and the students themselves. It has been a work in progress all year, and this is the end result.
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Assessment:
Type in or import an essay about your experience with assessing student work .
5 DISTINGUISHED· Can list 5 elements of the design process· Can illustrate how lighting affects costumes on stage· Illustrates how one justifies their design to a director· Can define color theory, and its purpose in the design process· Illustrates elements included in a final rendering, (e.g.: color, labels, play title, scene,
character, designer, period, justification, proportional figure drawing).4 PROFICIENT· Can list 4 elements of the design process· Illustrates how one justifies their design to a director· Can define color theory· Illustrates at least 3 elements included in a final rendering3 ADEQUATE· Can list 3 elements of the design process· Can define color theory· Illustrates at least two elements included in a final rendering2 APPRENTICE· Can list 2 elements of the design process· Illustrates 2 concepts necessary to complete a final rendering1 NOVICE· Unable to demonstrate the knowledge necessary to define the elements incorporated in the
design process.
Costume Design Rubric
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Inclusion:
In an introduction to drama course, there are a wide variety of levels and experience. Each lesson will be adapted to suit each individual student’s needs on a daily basis. Therefore, theater arts are conducive to be adapted to meet the needs of either a special needs student, or a TAG student.
The performance objective for a TAG student would be the same as stated in the basic lesson plan. However, I would ask the TAG student to try to use less numbers (e.g.: “one, two, three,”). If the exercise seems to be coming easily for them then I would add more complicated actions for them to try to get their partner to do. For example, Make your partner feel depressed, or make your partner run away. Actions that are harder to convey, and that would make the TAG student struggle more.
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Inclusion – continued
For the Special Needs Student, I would ask them to focus on their ability to work with another individual, promoting positive social skills. If at first they were unable to understand the concept of using numbers instead of word, I would allow them to use words. Their super-objective would be to focus on the interpersonal relationship that is being developed. After the first task is accomplished, without causing too much stress or frustration, I would then ask the student to try to use a few numbers instead of words. The student working with the special needs student would be asked to focus on how this relationship is different than other relationships they have been involved with.I would want the special needs student to always have the opportunity to work with a variety of students, however I would keep the working group limited to 5-8 people, so the student could have the possibility to develop positive, and comfortable social relationships that may not occur in other classroom situations.
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Parental Involvement
Parental involvement is essential to any successful theater arts program. Theater arts activities are often very demanding of students and their time. If the parents are involved, then they are more likely to understand why their child is spending so much time on one activity.
Parents also have skills and experiences in areas where the lead-teacher often has less experience. The parents can share these skills with the students, further expanding their knowledge base.
Finally, parents are a part of the school’s community. If they are supportive of the arts programs, then the rest of the community will be more likely to join.
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Technology Skills:
Adobe Photoshop
Apple iMovie
Camcorder operation
Audio recording
Web searching
Digital still camera operation.
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Extra-Curricular Activities:
Golf Modern dance Creative writing Photography Life time Girl Scout
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Continuing Professional Development:
Multicultural Youth Forum Conflict Resolution Training Persuasion Character Education Training Anti-Discrimination Workshop Oregon State Writing Assessment
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Professional Reading:
To Teach, William Ayers The Quality School, William Glasser The Quality School Teacher, William Glasser Teaching Strategies: Guide to Better Instruction, Donald Orlich The Challenge to Care in Schools, Nel Noddings Acting One, Robert Cohen The Magic Garment, Rebecca Cunningham Stage Management, Lawrence Stern
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Closing Thoughts
There are so many different aspects of my teaching career I would like to share with each viewer, too many to display in this portfolio. However, I hope that this portfolio has given you, the viewer, an accurate glimpse of who I am as a teacher, what beliefs I hold, and what an important part the student plays in our classrooms.
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