HANNAN HOUSE THEATRE CLASS OBSERVATION SHEET

Date: 9/28/2017

Jotting (Things to Remember):

This week, I forgot to begin jotting down things to remember. However, I did take a moment to
jot down that every student came in this morning, ready to begin. There was some lateness, but I
was notified before class of their tardiness. I always prepare my lessons prior to class meets, yet
they tend to change based on attendance and instinct. In this session, students are to engage in
theatre games and warm-ups to prepare their voice, minds, and body for theatrical works. Today,
the students will be introduced to understand the characters language through understanding Commented [AH1]: When I speak of in depth emotions, I
how to use their breath properly and in connecting it with the text within their monologues, am meaning how the students learn the meaning behind
the text within dialogues and monologues through an
bringing clearer understanding of the word meanings and producing stronger and in-depth actors work in developing their characters for stage
emotions. performances.

Description (What is Remembered about the Session):

Our class is usually facilitated in one of the conference rooms at Hannan House Foundation.
However, I had to request a room with wooden floors to accommodate one of my new students,
who has sinus issues that are inflamed by the carpet in the building. We were set-up in the Art
Gallery on the main floor and the room temperature was fair. We always begin in a circle to
carry-out our warm-ups and to go over our daily lesson plan. The students started with a short Commented [AH2]: The circle also symbolizes as
meditation and breathing exercise to get them focused on the space in which they occupied and togetherness within the ensemble. Usually after meditation
and breathing exercises, the students become focused and
to release any tensions and or anxieties that reflected anything before arrival and after class ready to learn and engage in the days session.
ending. They then moved on to breathing exercises that would allow them to warm-up their
diaphragm and voice. Moving on, students engaged in a theatre game titled, question, question.
Students sat in a circle and had to use eye contact and turn to the person next to them and ask a
question and everyone can only respond with a question. If you answered and or hesitated, you
were eliminated. After a few rounds of the theatre game, I moved them on to the lesson of the Commented [AH3]: I recognize that most of my senior
day. I introduced from the book, The Actor In You, Robert Benedetti, step 13, Exploring the citizen students mobility is restricted and out of respect for
their physical limitations, it serves them better to
Characters Language. From this chapter of the book, I taught on denotation, connotation, and participate in games in their chairs.
syllable cadence. They were given an example from Samuel Becketts, Endgame, to aid in their
practice with breath, connecting to the words, and emotional build ups. We ended with written Commented [AH4]: This was an idea in which I at first
and verbal reflections of the session. doubted that I could facilitate with clarity, however, I found
it to be important to their work as actors.

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Analysis (What is Learned in the setting):

We always begin with warm-ups. This includes games, voice, mind, and body exercises. The
first warm-up is always a meditation and breathing exercise. The students sit in a circle, feet flat
on the floor, with their hands on their thighs, palms up or down. The purpose of this exercise is
to bring them into focus, letting go the moments before entering the space, and thoughts of things
after the class is done. Using the breath, they were instructed to take in on the inhale what they
wanted to get out of the session and to release what was irrelevant to the class. Students were
taking full advantage of this exercise. I could see how they became relaxed, filling the room with
a sense of calmness and focus. After two sets of tens, the students stood to their feet and began
an exercise to circulate the breath while simultaneously, exercising their diaphragm. Using sound
with breath, the students begin on deep inhales and released from the diaphragm. The purpose of Commented [AH5]: I recall how the students struggle
this exercise is to bring focus on where proper breathing is rooted and how to begin becoming with diaphragm work. In reflecting on this exercise, students
admitted the challenge was due to the fact that most of
conscious of how to make proper use of this technique. I observed them struggling a little with them arent used to breathing fully, and in awareness of
the usage of the diaphragm, trying not to breath from their chests. In noticing this, I lead them how the breath is properly used.

through a few rounds of this exercise as a way adding it as a mental note to become aware of
their diaphragm. The warm-ups ended with a game called, question, question. The students were
instructed in the already made circle, that they were to go around and ask a question, but the
response can only be a question. No one can ask the same question and there cannot be any air in
the questions, using eye contact. The purpose of this game for my practice, is to exercise focus as
an ensemble, as it is important to be aware of your cast mates on stage. It is also a fun game to
play. It took about two rounds for them to get the flow of the game, but once they caught on by
the third round, they were laughing and having a ball. They made it through the game with a
winner. In observation, I saw how students made the effort to focus more as we began the
elimination process of the game. Eye contact improved per student, and they were moving from
their heads and into their bodys. Meaning, that they stopped trying to think about what to ask Commented [AH6]: What I remember is that the
and just let the questions flow or not, allowing themselves to go with the feeling. This is a game students demonstrated a determination to understand the
game and became very focused, and that allowed many to
that will definitely be, revisit. Now, going into this lesson, my original guiding question was, can stay in the game longer. In discussion on reflecting on this
the students comprehend what character language and syllable cadence truly means? Will they game, it was understood that focus and listening is
important as an actor on stage.
be able to participate successfully? Can I facilitate this lesson clear enough for them to learn a
new technique to connecting with feelings and emotions, using breath control and or awareness?
Never under estimate the mind of humans. The students were guided through the process of
reading Becketts passage while tapping their feet. I observed that this was more of a challenge
as a whole and so I had to break them into groups of three, and that allowed each group to better Commented [AH7]: Reflecting back, even when they
understand the process of rhythm speaking or syllable cadence. During my lecture at moments, were in groups of three, some of the students struggled
with the exercise. From my observation, I feel it was due to
using examples from memorized text from monologues, I talked about proper breathing and its thinking to hard on completing the exercise correctly and
aid in connecting with the text within a dialogue or monologue, my eyes scanned the room perfectly.

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taking notice of how each one of them drank every last word that I spoke. Through their body
language and verbal sounds that indicated an understanding. When I noticed a facial expression
of confusion, I stopped and asked if there were any questions. Everyone responded with a smile,
giving me confirmation that we were all on the same page. I then realized that the facial
expression only meant that they were connecting the material with their own work in the text and Commented [AH8]: At this moment, I should have picked
as an actor. One student volunteered and engaged in the exercise to take the passage to another students to get on their feet and read the assigned text that
would have demonstrated if they really grasped the lesson.
level. She had to read aloud the passage while being mindful to take small breaths at every
comma, a full breath at each period, and a long breath at each pause. While I observed her
presentation, I could feel more emotions from the passage as she connected in the pauses and
short and long breaths. It drew me in to want to hear more and the desire to understand her
feelings. I asked her how to reflect on her thoughts and feelings about the process. Her response
was that she felt more meaning in what she was saying than before, however, I observed
hesitation that may have come from the thoughts of being correct. So, I challenged her on the
spot and asked her to use the same exercise but reciting her own monologue from August
Willsons, Joe Turner Come and Gone. The student delivered so much more passion through her Commented [AH9]: I feel that I should have instructed
words and she too, felt her characters decision to leave her husband and child behind to find a this student and all the others to take the time and
paraphrase their monologues and then incorporate the
better life for herself. I observed that this student made a deeper connection with her character breathing and pausing techniques as they presented their
and with confidence. In this observation of her presentation, I noted that I had reached my works. I believe that this would have also gave them the
opportunity to see how well they are truly connected and
teaching goal and that she had reached a learning goal, based on my guiding questions. The understand the words in their text.
session ended with written and verbal reflections. Each student has the task of writing about their
experience in the class in a journal provided by the instructor. I walked around the space, giving
them time to think and write down their thoughts and feelings. I quietly observed how most of
the students were eager and happy to write down their reflections, while a few of them sat and
pondered how to best express their experience. I could make this assumption from their facial
expression that spoke the language of memory recall-reflect. Of course, I just made that up, but it
sums up the look on these students faces. In conclusion of the session, I opened the floor for
anyone to verbally share their reflections. For this part of the class, I used my laptop to video
record their responses. (See Video Attached) At first, I noticed that most of the students
displayed a look of uncertainty about being on camera. It wasnt because they disapproved of my
documentation choice, however, it was more about how they would look. One brave student said,
Ill go! After he read his reflection, this gave comfort to the other students to share with the
class and on camera. Class has ended and my students are lingering with excitement and joy
about what they learned from the lecture and material. Inside, I was smiling very big, watching
the smiles on their faces as they discussed amongst each other what they were taking from the Commented [AH10]: Time was of essence. I did not get
lesson. Although, I could not assess if every student truly grasped the lesson this week, observing an opportunity to open the floor for more students to
their body language, facial expressions, and afterward discussions, I can assess that my guiding present their wok, incorporating the lesson, and so better
classroom time management is needed. This will assist me
questions were answered. Can the students comprehend what character language and syllable in the future for assessing my students.

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cadence truly means? Will they be able to participate? successfully? Can I facilitate this lesson
clear enough for them to learn a new technique to connecting with feelings and emotions, using
breath control and or awareness? My fieldwork continues next week and more students will be
able to share and demonstrate how well they comprehended from todays facilitated lesson.
Commented [AH11]: I will revisit this weeks lesson in
order to assess my teaching goals and to observe how much
my students actually learned.

Reflection (What was Learned of a personal nature):

As I reflect about what I learned, it isnt an easy response. I take in so much as a teaching artist
when I am facilitating, and when I observe my students as they present their work, I am taking
back. This doesnt make it easy to put into words. Today, my focus was on if my student would
be able to comprehend my lecture. I began my session/lecture, and instantly, I felt myself going
into a zone. I will name it the focus zone. I knew what I wanted to get through to them, but I was
concerned if I could reach the teaching goal of doing so. As I lectured, I used examples to add Commented [AH12]: I am aware of going into my zone of
more understanding of what I was teaching, and I felt myself being the lesson, and I could concentration and focus, however, I must be more aware
that while in the zone, that I dont lose any of my students
observe how my students were learning from my demonstrations, allowing them to further focus on what I am teaching. This will allow me to balance
connect to the material from the lecture. As a TA, I felt like I was knowledgeable about the my observation as I teach and stop more frequently if
anyone has any questions. They are so captivated in what
material and realized that I just need to be more confident in what I know. My students never lessons that I bring to the classroom, but I need to make
cease to amaze me. It is their open and willingness to learn theatre that makes what I do so sure that they are truly learning, and not letting things go
over their heads for the likes of me.
joyful. They all come in and it is being in my class that usually makes their day, and gives them
something to look forward throughout their week. Each of them always share how they love
what I bring to them every week and how I am an excellent teacher. I take it in with much
gratitude for their compliments, however, I always remain humbled. I never feed it to my ego. It
is my practice of knowing what is in my head but delivering it from the body. This is how I
connect to the lesson as a TTA, and, Im able to come from a place of truthfulness of what I
teach. I must say that it brings joy to my heart when they express their feelings about my artistry,
because it is confirmation that I am reaching my teaching goals. When my students present any
work in front of the class, I am able to observe how well they are grasping and understanding the
lesson, indicating if they are reaching any learning goals. Today, I was satisfied with the one
student that volunteered. She demonstrated that she understood how to use the breath with
punctuations throughout the text, and connecting it with the text within her monologue. What I
learned in watching her presentation was that she raised the stakes as she got to the end of her
monologue by utilizing the syllable cadence exercise. As usual, with practice comes perfection
and or mastership, but I am confident that she understands the technique. I learned how I learn
from my teaching artistry and through the observation of my students presentations, and
presence. Today, I became aware of awareness on a deeper level in my practice. Knowing that I

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must take notes and document my journey, I was more aware of what was taking place in the
learning space. In conclusion, in using my laptop to record my students verbal reflections, it
wasnt a bad idea. I need to figure out how to make my video documentation process easier,
however, it is in the process that I know I will learn. So as jotting while lecturing proved to be a
challenge, media documentation continues to tug at my bootstraps. Overall, I am learning how to
raise the stakes in my practice and within my students.
Commented [AH13]: Writing down fieldnotes during this
session was a challenge, but it was only because I was so
engaged in my observation while simultaneously, facilitating
my warm-ups, games, and lecture. So my question became,
I can I rise above this challenge? I have no answer right now,
but each week I shall challenge myself to seek and find
those moments when I can jot down notes.
Commented [AH14]: What can I do to raise the stakes
and what does raising the stakes really mean in my practice
and lessons for my students? Answering these questions will
aid me in creating and reaching both, teaching goals and
learning goals in my practice.