잘 조직된 학생들은 시계를 보고 할 일 목록을 확인하여 지원할 수 있습니다. 그들은 최종 이벤트/프로젝트로 이어지는 작업 일정을 업데이트하고 수업이 당일 의제를 따르도록 도울 수 있습니다.

For students who are sociable but not interested in being in the spotlight and who feel more comfortable staying in one space during the event, they can collaborate by greeting guests, handing out programs, distributing snacks, making signage such as direction arrows for the restroom(s), managing traffic flow, and directing guests to their seats. They can also manage the audience volume and level of engagement by kindly asking audience members to silence phones and keep the volume down.

Some students may enjoy working closely with a Classroom Professional on selecting the content for the culminating event/project: songs written, play performed, drawings made, choreographies, poems crafted, drum solos played, etc.

During your time together, you may identify students with a strong sense of observation who could focus on documentation. This is a great opportunity for students who have one-on-one time with a Para. They can photograph the class while working, they can record audio snippets, take video, and even live-sketch. Students can work directly with the Teachers or the Para to decide how the above documentation can be incorporated into the culminating event/project, and the students selected as the documentarian(s) can document the final pieces which will be presented. Documentation can keep students who prefer to be behind the scenes engaged during the residency and culminating event/project.

There may be some students who are shy about sharing their work, but are not necessarily shy on the mic. Have them MC the show, host the party, or narrate the play. Also consider an offstage speaking role for a larger-than-life character (e.g., a giant, a ghost, the voice of a puppet that’s being manipulated onstage, etc.). This voice will move the story and event forward!

Inviting students to facilitate parts of opening rituals, warm-ups, and activities during the culminating event can be a wonderful form of reflection and celebration. Student facilitators can lead audience members or other students, depending on the format of the event.

마지막 행사가 진행되는 동안 학급에서 오프닝 의식, 워밍업 및 활동을 통해 청중을 이끄는 경우 학생들은 진행자에게 에너지와 관심을 집중하도록 돕고 청중이 열정적으로 참여하여 모범 참가자의 역할을 할 수 있습니다. 경험에서 환영받고 지원받는다고 느끼십시오.

Students may support adults in setting up sound/tech equipment; facilitating sound and mic checks; starting/ending a slide show or music when prompted; and controlling the lights. These students can also help in creating special effects with light and shadow, and/or sound effects with their voices, bodies, and objects (e.g., stomping for thunder, rice for rain, etc.).

Kinesthetic learners may be tasked with how artwork is to be displayed. For example, they can help to hang 2D work and mount 3D work. They can also provide support for physical tasks like holding a chair/ladder in place, using a tape measure, moving tables and chairs, and having tools handy/organized for use with adult supervision. They can also be in charge of decorating the space.

방에 있는 성인 및/또는 성인의 지원을 받아 작업하는 학생은 감각 공간의 호스트 역할을 하여 배우와 청중이 절정 이벤트 동안 필요에 따라 공간을 탐색하도록 도울 수 있습니다.

This area can be a good opportunity for students who enjoy visual arts or working with their hands/bodies. If you have discovered a doodler in class, you can ask them to doodle some costume ideas. If a student has shown interest in using their hands to build and is drawn to three-dimensional objects, ask them to make some props. A group of students can also collaborate with the TA(s) to create scenery—which can be simple (a few scene-setting elements) or extravagant (a mural backdrop).

Front Stage 승무원은 공연 공간을 깔끔하게 유지하고, 풍경을 변경하고, 즉각적인 공연자를 돕는 데 집중할 수 있습니다. 데모 댄스 앞에 앉고, 큐 카드를 들고, 지시하고, 학생이 줄을 잊어서 도움이 필요할 경우 "책에" 있기, 등.

Backstage crew can help performers with changing costumes; hair/makeup; moving sets, furniture, and props; and curtain opening/closing.

Maybe there’s an offstage band! Add a drum beat, some shakers, or any other instruments the students know how to play.

성능 팁

배치에 대해 생각하십시오

공연자들을 가장 잘 응원할 수 있는 무대가 있나요? 아마도 전면과 중앙이 그들의 성공에 가장 도움이 되지 않을 수 있습니다. 아마도 그들은 성인 및/또는 출구에 가까운 무대 쪽에서 더 편안하게 느낄 것입니다. 아마도 그들은 무대 앞(높은 무대가 있는 경우) 아래에 있을 수 있으므로 앞줄에 있는 어른들과 더 가까워질 수 있습니다.

비디오 구성요소

Is there anything from your show that could be shot ahead of time? Perhaps one of the characters appears on a screen (e.g., Could Mufasa’s ghost be a projection?), or maybe there’s a commercial you could make for the show to use as a transition. If students get stage fright, it can be much more comfortable to film something in the classroom and watch themselves during the show than to perform live on stage.

장치 활용

Help nonverbal students to program dialogue into their devices and hold the speakers near a microphone. Alternatively, you might print large dialogue/lyric signs they could hold up during their lines or songs.

Hold up cards with dialogue, lyrics, and directions, both written and visual. For example, if you need a certain actor to come down to the mic, you might print out a picture of that student.

A student or staff member can stand behind or next to an actor to say their lines quietly for the actor to repeat. You can even make it theatrical by writing in an assistant role: Maybe the Queen has a butler, or the Diva has a stage mom, etc. The Line Buddy can prompt lines by saying the full line and having the actor repeat it; providing an intraverbal, such as the first part of the line that the actor can fill in; and by asking questions that prompt the line. Line Buddies can also use nonverbal cues to help their partners.

You can create roles that support students speaking/singing as a group, such as the Hyenas in The Lion King.

Classroom Professionals can perform alongside students to support memory, ease stage fright, and maintain the flow of the performance. This can also be a role for a student who can act as a great role model, knows the lyrics/lines, is giving it their 100%, and is actively working to make sure their scene partner does well!

댄스 공연의 경우 성인 파트너를 댄스 라인의 가장자리에 배치하여 안무를 모델링하고 학생들의 초점을 빼앗지 않도록 합니다.

학생과 성인은 직접 지원을 통해 다른 학생을 지도함으로써 지원을 제공할 수 있습니다. 초등학생과 함께 작업하는 성인의 경우 모든 사람이 같은 높이에 있도록 학생 뒤의 의자/벤치에 성인을 앉히십시오.

Have students who enjoy writing poetry, fiction, nonfiction, and any other form of literature contribute writing for a final anthology. Students who enjoy writing can also write something to be displayed during the final sharing or to be read aloud (another student can read this piece if the Writer is not comfortable performing/sharing their writing during the culminating event).

If you are creating an anthology, offer the option for students to illustrate their classmates’ work or create the cover design and/or images for the margins.

최종 작품이 선집에 실리는 것을 원하지 않는 학생들을 위해 편집자 역할을 맡을 수 있는 옵션을 제공하세요. 학생 작품을 검토하고 작품 순서를 결정하세요. 편집자는 선집에 대한 짧은 소개를 작성할 수도 있습니다.

콜라주나 그래픽 디자인을 즐기는 학생들에게 선집의 레이아웃을 만드는 데 도움이 되는 디자이너의 역할을 제공합니다.

For tech-savvy students, offer the role of Printer. This student can print out students’ work for the physical pieces for the anthology, or cue cards, or other visuals. Or alternatively they could handwrite anything that is needed.