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Traditional approaches to instruction involve the delivery of the subject matter in steps of increasing difficulty and complexity. This non-linear approach is ideal for science, math and language courses where prerequisite knowledge is required for advancement into new knowledge. The approach presented here has been applied successfully so far to courses like MIS, E-Business, E-Commerce, Math, Physics, Chemistry and Biology. This is an introduction to teaching performance arts non-linearly.
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A Non-linear Delivery of Instruction as Applied to Performance Arts to Enhance English as a Second Language Don “Orfeo” Rechtman, Performance Arts Consultant, Shenzhen, China Modeled after work by Nicholas Harkiolakis, PhD,Northcentral University
Required Time Available Time Subject Delivery - Teaching nth Concept/Topic ………………. ……………….. 4th Concept/Topic 3rd Concept/Topic 2nd Concept/Topic 1st Concept/Topic
Search Depth First Breadth First
Available Time nth Concept/Topic ………………. ……………….. 4th Concept/Topic 3rd Concept/Topic 2nd Concept/Topic 1st Concept/Topic
Available Time nth Concept/Topic ………………. ……………….. 4th Concept/Topic 3rd Concept/Topic 2nd Concept/Topic 1st Concept/Topic
Available Time nth Concept/Topic ………………. ……………….. 4th Concept/Topic 3rd Concept/Topic 2nd Concept/Topic 1st Concept/Topic
Applying the Non-Linear Approach to Performance Arts Syllabus • Organizational needs for integration and flexibility • Present status of music and acting skills • The integration of creative process, writing, composing, and performance • Self-expression—saying what is important to you • Creating a safe environment for self-expression and experimentation • Teamwork • Working with individual strengths and weaknesses and personal preferences • Improving reliability • Communication • Confidence • Stagecraft • Marketing • Improvisation • Becoming comfortable with nervousness • Balancing parts of a story in a musical • Originality • Memorization skills • Musical Creation and Production • Duration: 12 sessions (weeks) • Student’s Background: • Music • English as Second Language • Project
Writing and Composing • Brainstorming for story ideas • Mindmapping • Drawing a storyboard • Writing the story and script • Improvising the script • Writing the script • Creating lyrics • Identifying places for songs • Deciding what to sing about • Writing the lyrics • Creating music • Finding rhythms in words • Finding melodies in words • Transcribing the music • Arranging accompaniments • Rehearsals and Marketing • Planning rehearsals • Preparing sets, costumes and props • Marketing the performances • Performances • Performing • Performance overview • Basic acting skills • Basic music performance skills • Pantomime • Improvisation • Creating character • Body language • Voice • Emoting (expressing emotions) • Costumes and props • Set design • Assigning roles and responsibilities • Actors • Musicians • Stagecraft roles (sets, lights, sound, house) • Directing roles
Second Session • Emphasis on Music Theory • ABRSM focus • Emphasis on Story Creation • Editing Concepts • Balance of Drama • Emphasis on Creativity and Confidence • Improv • Body Language • Third Session • Emphasis on Music Arranging • ABRSM Applied • Emphasis on Dialogue • Script Concepts • Integrating music into drama • Creating character • First Session (Introduction) • First Three Weeks • Overview • Basic acting and music concepts • Creating a short musical • Rehearsing and performance • Remaining Nine Weeks • More acting and music concepts • Creating a longer musical • Rehearsing and performance
Available Time Student Anxiety
Incidental English Learning They don’t even realize they are learning English! • Confidence of expression • Provides a new way of expression and thinking • It is my story; I want to tell it well!
