Inquiry+Production+T3

toc = Production RTC 1 7 8 =

** Riverslea **** School **** Inquiry Plan T3 2013 **


 * ** Production **
 * Dynamo Jukebox (Dukebox) **
 * Lights camera Action **
 * Te whakaka kamera he ohomauri ** || ** Insights – What is a Production (Meaning) **
 * What is special about it? **
 * Who are experts that can tell us about productions? **
 * What do we want to do for our production? **
 * How can we choose songs/ what actions can we do to them? **
 * Where can we have our production? **
 * Who can come and watch our production? **
 * How can we use our production to help us with other **
 * activities eg Snow trip? ** ||
 * ** Skills (LOs) developed during the inquiry process **
 * Key competenicies- Relating to Others and **
 * Participating and Contributing. **
 * At the end of this Inquiry: I will know what a production is and be able to help make one and perform in it, with others, to an audience. ** || ** Concepts (AOs) **
 * Children will be able to: talk about what our production is about . **
 * : recognise features about it / help **
 * choose songs **
 * : be able to help develop **
 * and perform actions to the songs we **
 * chose **
 * : be involved in setting up and perform a **
 * production to an audience. **
 * : set criteria to be able to assess **
 * how and if theyhave achieved their **
 * goals and understanding **
 * about the Production. ** ||


 * ** Assessment: **


 * Assessment Rubric focus area: Understanding **


 * Teacher conference and self assessment ** || ** Goal setting- **** Dynamo Jukebox(Dukebox) Develop production **


 * Goal achievement – **** Be successful in performance **


 * Help plan, set up and celebrate a production for Riverslea school that is successful. ( Task based Inquiry) **
 * ** Choose, with teacher guidance, 3 songs to perform **
 * ** Relate these songs to a decade **
 * ** Practise and learn songs **
 * ** Develop and practise actions for the chosen songs **
 * ** Discuss clothes and props to use **
 * ** Decide who will have lead roles eg Lions ** ||


 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


 * Using languages, symbols and text || ** Visual Maps **


 * Te Ihi Wk 1**


 * He Patai Big question /wonderings Wks 1**


 * Whaka aroaro ( what can we do now) Wks 2-5**


 * Whakamarama (Enlightened/ research) Wks 2-5**


 * Whai koreo (communicate to peers)**
 * ( and audience)**
 * Wks 5**


 * Te Mahi ( action)**
 * Wks -5-**


 * Aromatawai ( assessment)**


 * Whaiwhakaaro (reflection)** || ** Key Words and Concepts **


 * production **
 * performance **
 * dukebox **
 * decade eg 1980’s **
 * lights/ te whakaka **
 * camera/kamera **
 * action/ he ohomauri **
 * 1980’s music **
 * 1970’s /1990’s music **
 * drama **
 * rhythm **

** global citizen ** ** celebrations ** || ** Resources **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * inquiry **
 * connections-shared experiences **
 * persistence/commitment **

ICT cameras/ ipads/videos etc Computers ipads self whanau community other schools Literacy (Joan Jett and the Blackhearts)
 * Arts/Music/Drama **
 * youtube (R2) **
 * songs:- I love Rock and Roll **

**The Lion Sleeps Tonight** (The Tokens)

**Dancing in the street** ( David Bowie & Mick Jagger)


 * 1980s music plus lyrics on screen ** ||
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **


 * How can I help to perform in a production to an audience? ** ||


 * __ Curriculum links __**


 * __ Music, Drama, Arts __**


 * Literacy Links **
 * Oral language, **
 * Written and visual language **


 * ICT/ ipads/ computers **
 * Te Reo **
 * Numeracy/Literacy eg National Standards **

** Context for Learning and what we did **

 * Plan of Action Production**
 * As a school we held a Production called Dynamo Dukebox at Karamu High School.**
 * Each class was given a different decade to inquire about and choose songs and dances too.**
 * Room 1 had the 1990s, Room 4 the 1970’s and Room 2 1980’s.**
 * Room 2 children as part of their plan of action from their Inquiry on the 1980’s chose the songs:**
 * ‘I Love Rock and Roll’ By Joan Jett and the Blackhearts;**
 * ‘The lion Sleeps tonight,’ By the Tokens and**
 * ‘Dancing in the Street,’ By David Bowie and Mick Jagger.**
 * We listened to lots of different songs on you tube before we decided these 3.**
 * Most of the children thought that they would be easy to learn and sing and dance to.**
 * We also learnt about the 1980's and used google search engine to find out about clothes, games, computers**
 * and movies. We made a keynote presentation which we presented as reporting back to the school.**
 * (See evaluation below)**

** Our Planning **

 * We did wonderings based on Kiplings 7 servants to help us plan for our Production.**
 * This was so that we could record all our knowledge and ideas and plan how to**
 * sing and dance to the songs that we had chosen.**
 * We also looked on google, the search engine, to see what had happened in the 1980’s and what clothes people wore back then**
 * So that we would know what to wear at our production.**



** What I did **

 * I guided the children in this plan of action. I contacted Karamu to organise free hireage of the hall through**
 * Viv Hantler the Principal’s PA ( Personal Assistant)**
 * I guided the children to help develop the dances we would perform to the 3 songs that we had chosen**
 * I guided the children to chose dancing partners so that they matched each others skills.**
 * I downloaded the songs from you tube and shortened them**
 * ( I cut out some verses to both I Love Rock and Roll and Dancing in the Street ).**
 * I chose instruments for some of the children to use and helped refine movements to suit the different songs**
 * I then provided lots of opportunities for the children to practice.**
 * I continually reviewed with the children changes and refinement in their performances.**
 * I wrote letters to parents / whanau****informing them of Production times and dates**
 * and let them know what clothes their children could wear, if they chose, ( Bright/ colourful to match the 1980’s decade )**
 * I helped the children learn the school songs ( What’s the time Mr Wolf; Slice of Heaven;**
 * Mr Rehu’s at the top(How Bizzare) and Taking it Easy)**
 * I took photos of the children at the Production in Karamu Hall.**

** Impact of that learning(Evaluation) **

 * The children learnt to reflect on their Production and follow a plan of action. That was to learn the songs, dances and movements.**
 * This showed them that learning has outcomes, not just learning for the sake of new knowledge. Also that plans of action from Inquiry can be followed through and have successful outcomes. They were proud of their dances and most were keen to perform on stage to their whanau. 4 children did not participate on the night. Soul had a lead role with the Jukebox which he performed with 3 other children, 1 from Room 4 and 2 from Room 1. He was great.**
 * All the children performed to the best of their ability for the 2 performances** **and were very proud of themselves. They were a bit nervous in front of the 2 schools Camberley and Irongate but still did well.**
 * Four children also presented a keynote presentation to the school in reporting back about the 1980's.**
 * The whole class had input into its construction.**







** Where to next? **
**We will continue to use these relections as a basis for new learning for Inquiry and plans of actionfor future endeavours, events and learning.** **We will make up dances to other songs that we sing at school or find on you tube that we want to learn and dance to. We will reflect on the success of the production and children will record this in their stories, on quick voice or video each other.**

**Teacher pedagogy**

 * Encouraging reflective thought and action **
 * Students learn most effectively when they develop the ability to stand back from the information or ideas that they have engaged with and think about these objectively. Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes, and translate thought into action. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created. **


 * Making connections to prior learning and experience **
 * Students learn best when they are able to integrate new learning with what they already understand. When teachers deliberately build on what their students know and have experienced, they maximise the use of learning time, anticipate students’ learning needs, and avoid unnecessary duplication of content. Teachers can help students to make connections across learning areas as well as to home practices and the wider world. **