Lesson Report:
**Title:** Creative Expression through Limited Dialogue: Crafting Performative Narratives
**Synopsis:** This lesson focused on students creating short performances with minimal dialogue, emphasizing creativity, spatial awareness, and narrative structure. The objective was to explore the boundaries of performance art, fostering students’ ability to convey meaning through action and limited text. The activity required engagement with campus spaces, providing an opportunity to incorporate physical and metaphorical boundaries into their storytelling.
**Attendance:**
– Absent Students: Sindat, Abbas
– Mentioned Remaining Students: Miraida, Ekaterina, Azalia, Daniel
**Topics Covered:**
1. **Introduction to the Activity:**
– The instructor acknowledged a ten-minute delay but emphasized that the loss of time would not impact the planned activity. Students were instructed to form groups for the upcoming task.
– Noted absence of Sindat, with implications for her course standing.
2. **Performance Activity Overview:**
– This was a continuation and expansion of a previous activity where students had to create performances with sound and without sound.
– The current activity required students to design and execute a performance using a limited number of words (maximum of seven), allowing repetition but restricting diversity in vocabulary.
3. **Activity Instructions:**
– Each team member must have a specific role that is relatively equal in importance.
– Performances must include an unexpected element, consider spatial boundaries metaphorically or physically, and be conscious of rhythm changes.
– A clear story arc with a defined beginning, middle, and end was necessary.
– Performances should incorporate an area of the campus outside the classroom to set the stage.
4. **Preparation and Execution:**
– Students were given 50 minutes for preparation, including walking around the campus to understand and select significant locations for their performances.
5. **Questions and Clarifications:**
– Students could choose any scenario, and it should last between three to five minutes.
– Organizational adjustments were made due to absences, leading to changes in group setups.
**Actionable Items:**
– **Attendance Follow-up:**
– Contact Sindat regarding her absence, as it affects her course completion.
– Note to check on Abbas’s status.
– **Activity Support:**
– Remind students to review detailed instructions sent via group chat for clarity.
– Follow up on group adjustments due to absences to ensure no group has fewer participants than needed for both robustness and equality in role distribution.
– **Future Planning:**
– Consider back-up plans for unexpected absences that facilitate easier group restructuring.
– Reflect on timing and clarity of initial instructions to enhance future sessions.
Homework Instructions:
NO HOMEWORK
The transcript focused on an in-class group activity and did not mention any assignments to be completed outside of class. Students were instructed to create and present a performance during the class time itself, with no indication of additional homework.