Drama Reflective Account

User Generated

Zfnu

Humanities

Description

-Your ‘Critical Commentary’ should be an individual (solo-authored) assessment of your work on and delivery of your group project, focussing especially on the subject and transferable skills you practised in preparing and delivering the 'student-led seminar'.

- Your critical commentary may take any appropriate form you like – a learning journal, blog entries, a written account – but it should go beyond merely describing your process to analyse your decisions, assess their success and propose targets for similar assignments in the future.

I would like to have some second thoughts on a written reflective account or journal.

Please colour highlight any grammar errors/amendments.

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Student ID: 17105358 Approaches to Drama Reflective Account Task Summary: Developing oral presentation skills are key and essential aspect to us as humanities students at university level. Therefore, we were assigned in groups to plan a thirtyminute student-led seminar activity based on a play we had during the term time. In my group, we were assigned to deliver a student-led seminar on The Octoroon by Dion Boucicault, and explain how it is related to its historical context, an example of the Victorian Melodrama. Throughout this written journal, I would include the process on how myself and the four other members of the group had structured this piece of work and the experience I have personally attained from working on this assignment. We started to work on the assignment straight after we conceptualized the requirements and needs to complete it. We had discussed with our tutor how could we get the most important materials from the play and the proper methods of information delivery, based on the task requirements. It was relayed to us that this seminar had to be activity based focusing more on engaging the students and less information delivery. For that reason, we constructed our seminar activities on two forms of discussions, group discussion and two teams debate (See Appendix 1). The primary focus of generating discussion points is to make the students more hooked and use to these types of scenarios in the classrooms during their learning journey at the university. Consequently, the students were able to identify and explore the pivotal themes of the play such as: love, culture, politics, gender, and even race. Before the work was presented, we arranged several meetings, as well as contacting via e-mail to discuss our progression to organize and plan the task’s roles between the group’s members. All of the team members did their own research at first before merging the ideas into one power point. Everything went smooth and according to the plan, apart from the power point slides, which we couldn’t manage to load them on to the screen on the day of the seminar. Student ID: 17105358 Evaluation and Analysis: I believe that because our group consisted of 5 students, which is more than any other groups in the seminar had a positive impact on our performance and was one of the most important factors that aided our process of working on our seminar materials. Each one of us had a different role, for me personally, I focused more on the introduction of the play along with a brief summary of Dion Boucicault (See Appendix 2). The general research we did focused on the interpretation of melodrama and the different categories that comes under this form of writings. I found that many of the literary texts that I read previously were hard or difficult to understand and absorb, until I started to set my focus on how to approach any dramatic play or text by understanding the different genres and to which category the play belongs to. By doing this, I become more capable of analyzing and viewing the text from different angles, as well as how to perceive the content by looking closely to it’s deeper meanings. Working in a group, commitment, and punctuality where my highlights while working on this seminar presentation. I became more aware of my strengths and how I can strengthen them further for better results. In the past, I get easily nervous when speaking publicly or in front of the class, but all the nervousness and fear vanished when I had to face it. Presentations where a nightmare to me and can be horrifying before working on this assignment. On the other hand, I noticed that being fully prepared and become more engaged with the other students are essential during the course work, especially when it comes to talking with confidence. In contrast, I had recognized some of my weaknesses too. I see myself sometimes as indecisive person, which can lead to serious consequences such as being easily distracted. However, after working with the group for the seminar and become more in control of my own ideas, I started to notice improvements in my communication skills, which I’m looking forward to develop through my education process. Our group faced some minor complications throughout the process of the seminar delivery. A few of us haven’t entirely understood the key issues raised in the play, which affected our progression. Therefore, we had to re-read the text until we can identify its most important contents. With the help of the tutor’s and other students’ comments, we finally had an in-depth knowledge of the play and became ready to present the work. The accompanied power point didn’t load on the day of the seminar because of a technical problem in the room we where in, thereafter we had to continue without it. Regardless of all the obstacles, we enjoyed the feedback from our fellow students; they were absolutely encouraging. Student ID: 17105358 Conclusion: Outcomes and Planning for the future: In conclusion, I think that we reached our main goal by rendering a well-organized student-led seminar that includes purposeful discussions and covering most of the significant aspects of the play. The work was enjoyable and fun, despite the problems we faced. I’m delighted with my contribution and the expectations I had met. The skills that I had gained are crucial, and I’m looking forward to improve and develop them. I believe the experience made me more confident in oral assessments, planning and researching, not to mention the process of information delivery. Next time I would focus more on the research stage before presenting, by maintaining the emphasis on re-reading the materials I shall use. I would also try to check the room where the presentation will take place beforehand to avoid any kind of problems. Personally, I feel that this type of seminar activity helped me to explore more about the essence of university studies and the important skills that I need to be successful through my learning journey. Student ID: 17105358 Appendices: Appendix 1 Group Discussion ´In what ways does The Octoroon go against the typical concepts of a melodrama. Debate 1 ´Do you think the play works better with the American ending or the British ending? Debate 2 ´Do you think the play is Antislavery or not? Student ID: 17105358 Appendix 2 Dion Boucicault ´ Born in Dublin. ´ Mother was Anne Darley, the sister of the poet/mathematician George Darley. ´ At the age of 13, Dion was enrolled at University College School (otherwise known as UCS Hampstead) and went on to study at the University of London for a year. ´ He left London to pursue acting, using the stage name Lee Morton, after which he began to write his own plays. ´ His first play, A Legend of the Devil’s Dyke, was performed in Brighton in 1838, with his second play, London Assurance, being performed three years later at Covent Garden. ´ After this he rapidly produced a number of different plays across a few years. ´ From 1854-1860 Dion lived in America, with his current wife and actress Agnes Robertson.
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Explanation & Answer

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Student ID: 17105358

Approaches to Drama
Reflective Account

Task Summary:

Developing oral presentation skills are key and essential aspect to us as humanities
students at university level. Therefore, we were assigned in groups to plan a thirtyminute student-led seminar activity based on a play we had during the term time. In
my group, we were assigned to deliver a student-led seminar on The Octoroon by
Dion Boucicault, and explain how it is related to its historical context, an example of
the Victorian Melodrama. Throughout this written journal, I would like to include the
process on how my group structured this piece of work and the experience I have
personally attained from working on this assignment.
We started to work on the assignment straight after we conceptualized the
requirements and needs to complete it. We had discussed with our tutor how could
we get the most important materials from the play and the proper methods of
information delivery, based on the task requirements. It was relayed to us that this
seminar had to be activity-based focusing more on engaging the students and less
information delivery. For that reason, we constructed our seminar activities on two
forms of discussions, group discussion and two teams debate (See Appendix 1). The
primary focus of generating discussion points is to make the students more
interested and use these types of scenarios ...


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