AEB2251 Assessment 3: Individual Arts PresentationRobert Saliba: 3821419: 2012 Reflection: Throughout my educational experiences, both as a student and

a teacher, I have always found art subjects such as music, art, sculpting etc. to be difficult and disengaging. However, I did like graphic design and really enjoyed and excelled in drama and acting throughout my entire education experience. I performed in various productions in primary and high school, and chose to complete studies of drama during years 7-12 and in year 3 of tertiary study. I feel that this has enhanced my social, public speaking and communication skills, along with my confidence and, has further improved my development as a student, teacher and a person. Drama has helped me better engage and communicate with students, and build stronger relationships with students, along with creating a good classroom environment which enhances learning, teamwork and communication between all. What I have watched in the last 3 months: Gabriel Iglesias - http://www.youtube.com/watch?v=JOQJiZ_g3Ho The Inbetweeners Movie and T.V Show Two and a Half Men How I met your mother Big Bang Theory Modern Family The Simpsons Family Guy Tosh.O 21 Jump Street - Movie American Pie: The Reunion Fawlty Towers - http://www.youtube.com/watch?v=H-oH-TELcLE Benny Hill The Three Stooges T.V Show South Park T.V Show

What is absurd humour? As the name suggests, it is a style of humour that is absurd, unpredictable, zany, surreal and sometimes even unrelated and incoherent. (Dictionary.com 4/3/12). Despite these traits, Surreal/absurd humour includes many intellectually and politically driven comments, thoughts and views. It has been used as a dramatic element by many performers, actors and shows to subtly comment on society, politics, religion and historical events. Surreal and absurd humour often starts off at one point, completely goes off track and, then comes back to the original point. Many pointless things happen in-between the beginning and the end of the performances, but there is usually no resolution to the initial problem or it is solved abruptly. Most things in surreal and absurd humour are made blatantly clear to the audience; character names, signs on places, errors in performance and explanations to the audience of what the actors are doing i.e.: evil laugh MWAH HA HA!

AEB2251 Assessment 3: Individual Arts PresentationRobert Saliba: 3821419: 2012 Observing student behaviour whilst viewing on the Interactive White Board: Below is an extract of an observation chart which I devised to monitor student engagement whilst viewing lessons and videos on the IWB and whilst sitting and listening during lessons and assemblies with no stimuli.

(Refer to Appendix 1) These findings were altered during the course of my time at placement and reflect student engagement over a period of time. It is clearly evident that the use of the IWB and other forms of media had a positive impact on student focus and engagement. Students were more engaged when the IWB and media were used during lessons compared to when they were required to listen with no or minimal stimuli. Student situational engagement assessment: During my week block of placement at Sunshine Harvester Primary School, I asked the students to participate in a brief self-analysis survey about their engagement during school. Below is an example of a survey completed by a student.

AEB2251 Assessment 3: Individual Arts PresentationRobert Saliba: 3821419: 2012 The above self-analysis highlights the need for enjoyment, entertainment and laughter in the classroom setting. It also is primary evidence that students focus and engage when an activity and/or a lesson is exciting. The students deemed videos, music, the IWB, comedy/laughing/joking, talking, games, drawing and acting as their most favoured and engaging activities in the classroom. Plans to use/benefits of using absurd humour in the classroom: To brainstorm certain topics; i.e. the Olympic Games and Space. As a warm-up activity or break activity during lessons. To create a more engaged, fun and social classroom. Build better relationships between each student and myself enhancing communication skills. To enable student to have the opportunities to be creative and imaginative. Allow the lesson to discuss tangents: things that may not have been planned for the lesson or relate to directly but are still of some importance. Allow for lessons to be taught in different and new ways such as YouTube videos, animations and performances.

How I have incorporated surreal humour and drama into the classroom? What? Positive Education Activity/Lesson Theatre Sports: Space Jump In this particular positive education lesson, the students were to find peoples strengths i.e. confidence, respect, trustworthy, friendly etc. I decided that the game of Space Jump would be a fun and engaging activity for the students to participate in. through the game, individuals strengths were displayed and the students were able to recognise these easily. The game allowed the students to perform absurd humour and allowed me to practice my art focus. Literacy: Writing To generate creative writing, we watched various YouTube clips before writing as a stimulus. Most of the clips were of an absurd nature e.g. The Angry German Kid, The Annoying Orange. We discussed the clips then students went on with their creative writing. When students become or seem restless, I would get them to stop what they are doing and do something as a class similar to the game Simon Says. It would usually be something strange like touching your nose,

Creative Writing Process

Classroom Management

AEB2251 Assessment 3: Individual Arts PresentationRobert Saliba: 3821419: 2012 hopping on one foot and saying the first colour that pops into your head. This absurd act would only take a minute but it refocussed the students and allowed them to have a very brief break from work. During class discussion, if a student would say something inappropriate, as some do, I would embrace it rather than punish it, depending on the degree. This often generated other discussion and caused laughter amongst the classroom. I would sometimes add my own absurd remarks before we continue with the intended material. (E.g. tableaux game, Edmond)

Class Discussion