MATERIAL/PROCESS OVERVIEW: CONSTRUCTION/SULPTURE

a. Personal response to each material/process explored in class relating it to course readings.

I was really excited to see what we were going to do with the guest speaker for theater. After
the movement day, I had so much fun being active and just having fun so when I heard we were
doing theater I was really excited to see what was planned for that day. I thought that reading
aloud and acting out specific details was a great way to get us engaged in a book. I have read
Where the Wild Things Are many times but reading it with a theater arts lens was a totally
different experience. We also got to create our own wild things and present them to the class. I
loved this activity because it was a chance to display personality through our art which is tied to
the expression that is “Art”. This was an incredible community building activity and I felt
comfortable and excited throughout the whole experience.
b. Images and captions that illustrate process and learning and document the material
explorations.

This is an image of the entire class participating in an activity where we walk around acting as if
we were the oldest we would ever be.

This is an image of Shawn Fuller reading the where the wild things are book.
This is the class acting out where the wild things are.

This is me showing the class my own wild thing and sharing his story.
c. Two ideas for classroom explorations and curriculum integration.
-This lesson I imagine going to a play or performance and doing this as a strategy when we
return to class. For the students to analyze the performance I will prompt them beforehand
with the details they will be analyzing. This lesson will take place as a discussion with peers and
with the whole group. Because this is a discussion I would use a Speaking and Listening
standard such as CCSS SL.1.4 Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly. I would also use the theatre standard TH:Re8.1.1.a.
Explain preferences and emotions in a guided drama experience (e.g., process drama, story
drama, creative drama), or age-appropriate theatre performance. I would do this because I
want the students to see an age-appropriate performance to see real people act the part of
characters.
-Another lesson could be to identify and explain relationships between two concepts in the
historical genre. This could be about two events in the American Revolution. This could also be
the same event from the opposing sides. This could follow the CCSS RI.5.4 Explain the
relationships or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text. As well as the
TH:Re8.1.5.b. Explain responses to characters based on cultural perspectives when participating
in or observing drama/theatre work.

d. Extra Materials:
Link to Shawn Fuller’s lesson plan we did in class about Where the Wild Things Are.