A blog by Jordan Rosin ...dedicated to making theatre with meaning.
Very insightful, indeed! I look forward to reading your book, as this sense of shifting, "shared responsibility" seems to be essential to understanding theatre as a collaborative process. I am wondering if you have any advice on how a group "leader" can best facilitate so the transitions are clear and everybody knows WHEN and WHERE to shift. In particular, how might I as a classroom teacher more effectively communicate the transitions between teacher-led instruction time and student-centered performance time? Any thoughts?
Hey Derek! Thanks for following my blog. That's an excellent question. As far as effectively facilitating transitions between instructor-led activities and self or peer-led activities in a classroom goes, the first thing that occurs to me is to establish transitional rituals. In my pre/k gymnastics classes, I have found that ritualized symbols (like striking a bell or singing a song or implementing unique hand gestures) especially ones which appeal to kinetic, auditory, AND visual learners can reinforce (or even take the place of) rhetorical sign posts in the demarcation of different classroom activities. I've found these kinds of rituals similarly useful in the running of rehearsals and teaching of adults. Furthermore, I would imagine that the seeds of such rituals already exist somewhere in your work, ripe for nurturing and amplification. As blogger Michael Hyatt is fond of saying,"the key is to be intentional."
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Physical Theatre Artist and TeacherVisit my bio page to learn more about me.