Reflecting using video footage in TAPS

As part of our Children's Book Reading unit, focusing on conveying meaning through vocal and facial expression, students were required to film and reflect on their reading performance.  Students used their laptops to film, then uploaded this footage into their TAPS folder.  They filled in a self-graded rubric (uploaded googledoc), noting specific strengths and areas for improvement.  

Students then took this information, and recorded some 'Feed Forward' - to ensure that they're aligning their areas of growth, to our next book buddy session and will be specifically looking for these aspects in their next footage collected.

Standards and Benchmarks:
1.0 ARTISTIC PERCEPTION

• Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Theatre.
• Students observe their environment and respond, using the elements of theatre. They also observe formal and informal works of theatre, film/video, and electronic media and respond, using the vocabulary of theatre.

Comprehension and Analysis of the Elements of Theatre 1.2 Document observations and perceptions of production elements, noting mood, pacing, and use of space through class discussion and reflective writing.

Feed Forward by anonymous students:

Feed Forward
On the next session, I would like to work on vocal tones, because I felt that my performance in this session was not that good. My voice was at times monotone, and it did not capture the attention of the 2nd grader.		I felt that my gestures though, were plenty and spaced evenly throughout my presentation. I felt that they pulled my buddy into the story.		I feel that I should also work on eye contact, because I rarely look at my buddy while reading, with meaningful eye contact.

For my third session, I want to focus on maintaining long and meaningful periods of eye contact by finding a good time to pause and look at my book buddy. I can do this by planning out where I am going to pause and memorize a few of the next words so I can speak while looking at my buddy. I also want to make sure that when I am making eye contact it doesn't get too long or too awkward, because that would creep my buddy out. Another thing that I want to focus on, is my voice. I want to be able to do more with my voice by portraying more emotions in it and changing it to match the characters of the book.

Mrs. Catherine Widdifield