Multimodal theory and the creative process

This was probably my favorite theory and strategy to explore as it integrated so many different strategies and subjects; as a teacher this is a great tool since we all know the year doesn't provide as much time for teaching as we would like! Multimodal theory regards the process of designing, producing, negotiating and disseminating. It is a non-cyclical process, meaning it may not happen in that order, and is a continuous process in that you could do the same activity again using this process.

Multimodal theory

In our own drama class, we were able to integrate this theory into language arts and the dramatic strategy of news reporting. I really liked this as news reporting is a part of the curriculum for language as students must learn about non-fiction reports and procedural writing! What a great way to integrate subjects, conserve time and have fun all at the same time! This also involved the creative process, which encourages students to inspire, imagine, plan, explore, produce, revise, present, and reflect. In our example, we had the teacher in role as the news reporter, with the students situated in a circle. The news reporter can approach various students (ensuring the right to pass is always an option), asking for their opinion on the current situation, which in our situation we called 'Crisis in Perfectville'. This strategy of approaching different people or characters for their opinion is called hot seating. Hot seating allows for the development of characters within the classroom setting in regards to a specific story, subject or activity. A way to modify this activity for students who may be uncomfortable participating or hard of hearing would be to allow the use of pictures and drawings by providing students with white boards before beginning the hot seating activity. As previously stated, but worth repeating, it is also important for students to know they always have the right to pass.

This activity relates to the Drama expectation which states that students will be able to:
B1.2 demonstrate an understanding of the element of role by communicating thoughts, feelings and perspectives appropriate to the role being played (e.g., devise and share a group of mime showing how characters respond to the tension in a situation of conflict, departure, or anticipation; use voice expressively to convey an interpretation of a character's attitude). 

 The Creative Process

This is a great activity that could even last a few days if you wanted to incorporate it within even more subjects, such as math or science. The possibilities are endless when it comes to incorporating drama into the classroom and I surely hope this blog is starting to demonstrate that!