Lesson Report:
**Title: Exploring Communication: Performance with & Without Sound**
**Synopsis:**
In this class session, the focus was on understanding and experimenting with the concept of communication, particularly through the medium of performance. Students engaged in a creative exercise where they worked in groups to convey stories with and without the presence of sound. The objectives were to explore the nuances of communication, emphasize the power of non-verbal cues, and reflect on the challenges and strategies involved in soundless storytelling.
**Attendance:**
– No students were explicitly mentioned as absent.
**Topics Covered:**
1. **Introduction to Performance Exercise:**
– The session started with casual conversations to ease into the activity, reminiscing about a familiar Uzbek song.
– The instructor explained the purpose of the day’s activity focusing on communication with and without sound and revisiting previous discussions on non-verbal communication.
2. **Group Formation & Prompt Assignment:**
– Students were divided into four groups via a number-counting method.
– Performance prompts were assigned:
– *Prompt 1 for Groups 1 & 3:* A hospital waiting room scenario.
– *Prompt 2 for Groups 2 & 4:* Rediscovery in an attic.
– Instructions emphasized definitive roles for each performer, maintaining character consistency and creating performances of 2-4 minutes.
3. **Performance Guidelines:**
– Groups 1 and 2 performed with sound, while Groups 3 and 4 performed without sound.
– Participants were encouraged to explore the university’s environment to enhance their performances creatively without being restricted to the classroom.
4. **Performance Preparation and Execution:**
– Groups were given 25 minutes to prepare and scout locations.
– Performances took place in the classroom despite initial encouragement to use different settings, focusing on observations of the use or absence of sound.
5. **Reflective Discussion:**
– Post-performance discussions involved comparing the conveyance of similar actions such as phone calls, expressions of danger, and portraying environments with and without sound.
– The conversation highlighted how emotions and actions had to be exaggerated in soundless performances to compensate for the lack of verbal cues.
**Actionable Items:**
– **For Further Learning (Urgent):**
– Students were tasked to read “Letter from a Birmingham Jail” by Martin Luther King Jr. for the next session as preparation for upcoming discussions on boundaries.
– **Class Improvements (Moderate):**
– Encourage students to explore more varied settings for future activities to diversify the learning experience.
– Possibly allocate more preparation time, depending on the complexity of the tasks, to allow deeper engagement with the material.
– **Long-term Goals (Low Urgency):**
– Continue developing strategies for enhancing communication skills, focusing on the effective use of non-verbal elements in storytelling.
Homework Instructions:
ASSIGNMENT #1: Reading “Letter from a Birmingham Jail”
This assignment requires you to read Martin Luther King Jr.’s famous “Letter from a Birmingham Jail” to understand his arguments and viewpoints, especially in relation to discussions we’ve had about communication and expression. The purpose of this reading is to prepare you for a discussion on boundaries and how they were addressed in the American civil rights movement.
Instructions:
1. Locate the “Letter from a Birmingham Jail” in your course reader. It should be found within the first few sections, but if you are having trouble finding it, please consult the table of contents.
2. Read the letter thoroughly. It is approximately three to four pages long, so allocate enough time to read it carefully.
3. As you read, jot down notes on Martin Luther King Jr.’s key arguments. Pay special attention to how he communicates his message and the methods he uses to persuade his audience.
4. Be prepared to discuss and analyze these arguments in our next class session, focusing particularly on the themes of justice, timing, and moral responsibility.
5. If you have questions about the text, note them down and bring them to class for further exploration during our discussion.