§ Experience and develop fundamental skills in using drama as a teaching tool
§ Explore the process of conducting community interviews about Southeast Alaska’s fisheries

§ Study and share research materials on the power of, and strategies for, student-led community interview project
§ Explore video technology for capturing interviews (with John Wahl)

§ Conduct the first Alaska interview of the project, with a special guest interviewee

§ Experience a ‘menu’ of dramatic interpretation possibilities students may create based on community interviews

§ Experience visual arts interpretation possibilities students may create based on community interviews (with Sarah Conarro & Jan Neimeyer)

§ Create and share your own drama event, using our first interview as source material

1 Workshop Agenda
2 Basic Drama Activities for the Classroom
3 Notes on Place-Based Education
4 How to Conduct Your Community Interview
5 Essential Interview Questions
6 Assigned reading: Jo Carson, Your Playwright’s Instructions…, pg 3-4
7 Assigned reading: Jo Carson, Your Playwright’s Instructions…, pg 12-14
8 Assigned reading: Daniel Kelin II, To Feel As Our Ancestors Did, pg 62-64
9 Elements of Tableau
10 Gestures from the Past Lesson Plan
11 Found Poem Performance Lesson Plan
12 Fishers’ Voices, A Talking Slideshow Lesson Plan
13 Sample Guide for Writing Good Interview Questions
14 Template Interviewee Release Form (from Daniel Kelin)
15 Transcribing Interviews Guide
16 Bibliography & Resources

MONDAY, JANUARY 4, 2010 – 4-7pm

The story collecting interview experience is a fishing expedition if ever there was one. You may get nothing. But “A day spent fishing is better than (fill in the blank).” Make your own bumper sticker. You may get the bass you thought you were fishing for. You may catch a trout instead. Or, you could, once or twice in your life, hook onto the 90 lb catfish nobody knew was down there, the one that will rock your boat and everybody else’s as well. …Go for what you get, not for what you thought you were looking for.
-Your Playwright’s Eccentric, Joyous, & Secret-Filled Instructions for Collecting Great Stories, by Jo Carson
  • Introduction to drama activities for the classroom – Ryan (30 min)
…& welcome to this workshop!

  • Visual arts activity – Sarah & Jan (30 min)

  • Why and how should we conduct community interviews? – Ryan (1 hr)
    • Place-based learning
    • Discuss & revise list of Essential Interview Questions
    • Interview protocol and etiquette: follow-up questions, wait time, and more

  • Community interview – with special guest (approximately 45 min)

  • Reflections; wrap-up activity; assigned reading

SATURDAY, JANUARY 10, 2010 – 10am-4pm

Interviews bridge communities, making this whole project personal and unique. Through the interview process, students share in the world of the informant, becoming a part of it and investing themselves in it, making the interviews a very active form of learning. The interviews can also be a wonderful exploration or even introduction to some of the student’s own family history and culture or their community.
-To Feel As Our Ancestors Did: Collecting & Performing Oral Histories, by Daniel Kelin II
  • Strategies for creating performance pieces from interviews; investigate past examples of interview-based theatre – Ryan (2 hrs)

  • Lunch Break 12-1pm

  • Videography 101, a process for capturing interviews – John (30 min)

  • Visual Arts Activity Part 2 – Sarah & Jan (1 hr)

  • Creating Interview-based performance pieces – small groups (45 min)

  • Sharing interview-based pieces – (30 min)

  • Workshop wrap-up, reflections, and evaluations
…Thanks to those of you who were a part of this workshop!