The Busk Stop

A few weeks ago I asked the Kiddoes what they would like to have in the drama centre once the grocery store was gone. I was overwhelmed with requests to sing and dance from both classes as well as both genders! This request required a great deal of thought. I wondered how I could provide this opportunity, connect curricular outcomes, as well as maintain classroom management. I came up with the idea of a busk stop. On Monday, the Kiddoes and I discussed what busking was. I told them about walking the harbour in Victoria and watching different shows put on by individuals who possessed various gifts. I explained that in order to busk, one needed to obtain a busking license. As well, since we only had one stage in our room (yes... stage... my dad and I built one on the weekend out of pallets and plywood) they had to sign up for performance times. We talked about what kinds of performances they could showcase, explored the dress up props, and brainstormed strategies they would need in order to work collaboratively. Once these discussions ended, I turned the centre over to them. What has transpired in three days has blown me away. 

The first day required a bit of guidance on how to collaborate with each other to decide what kind of show they would like to perform. Once this was decided, I found the music they requested, and let them practice their 'show'. The first show on Monday saw the groups moving as individuals on the stage. 

On Tuesday, I found the Kiddoes needed less guidance in using collaborative language with group members. As such, they were able to quickly decide on their 'show' and finish practicing. When there was a lag time between practicing and the show, I was shocked to see many Kiddoes walk over to the art centre to grab a piece of paper in order to make posters. Even more shocking was watching them take their new skill in segmenting words (what they are learning to do when sounding out words with the PWIM program) and try to write the titles of the songs they were performing. This is a skill I usually don't see students attempt to do until at least March. I never once heard, "I can't do it". Instead, all I was asked, was to help when they couldn't figure out the sound/symbol relationship. When show time came, the Kiddoes used these posters to introduce their show. 

Yesterday, the Kiddoes almost independently organized themselves, and continued to work on their posters from the previous day. A few of the groups even began to choreograph similar movements. The show they presented yesterday was heads and tails above what I saw on Monday.

Where I at first struggled to figure out ways to infuse literacy into a project, the Kiddoes independently did this for me. I am reminded of a quote I read a few weeks ago, "Children know... they just know differently". Once again I have been shown how powerful, imaginative and brilliant children are. 

Next Steps:

- Discussing and viewing production posters to provide guidance for their creations.

- A few grade 7 students have volunteered to teach choreography.

- Broadening the scope of what a performance can be.

- Digging into the strengths/gifts of each Kiddoe.

- Videoing to enable the Kiddoes to assess/reflect on their performances.

- Perhaps creating programs, tickets, invitations for the show.

I am really excited to see where the Kiddoes take this centre! It may turn into a project, or it may not. However, I am leaving it in their capable hands!

a.m.

 

 

 

p.m.