Unit 5 - Collective Creation
Lesson 2 - The Collective Process

Introduction:
The purpose of the collective is to use all the ideas students have learned during the year to complete and original drama production.

Objectives:
- to understand the process of building a collective creation (not a curriculum objective)
- to recall and respond to drama experience
- to share responses with other students
- to initiate ideas for drama experiences
- to work in groups of all sizes to plan and participate in drama experiences
- to demonstrate the ability to script a short scene
- to demonstrate the ability to direct a short scene
- to purposefully use the elements of focus, tension, contrast and symbol in all their drama work
- to demonstrate an ability to contribute to one area of technical theatre

Resources:
Examples of Student Collective Creations:
Web Site,"Learning to Fly" (North Battleford Comprehensive High School collective documentation)
(pdf) Learning to Fly, script
(pdf) Collective Creation (process handout)

CELs:
C, CCL, PSVS, TL

Components:
Creative/Productive, Cultural/Historical

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Background Notes:

Collective Creation: What is it?

It is important for the teacher (facilitator) to listen well to the members of the group and allow the process to unfold accordingly.

Principles:

1. It is a Group Process: everyone must agree to work together, contribute ideas, remain flexible.
2. It is Collaborative: there is a sharing of power and decision making, everyone has a voice, respect one another.
3. It Requires Rigorous Thinking: engage in a world of ideas and concepts; explore ideas through image, music and metaphor; it involves creative and critical thinking.
4. It Requires Trust: building an atmosphere of trust and support is the most important task of the teacher or facilitator.
5. It is Aesthetic: an aesthetic experience occurs; the need to think as artists; emphasis must remain on the work, decisions that make the play stronger (not catering to individual egos).
6. Document the Process: this project is an invaluable source of reflection and evaluation.

Dramatic Elements to consider:

focus
tension
contrast
symbol
rhythm
mood

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Activities:

The Collective Process: (pdf version of process)

Theatre, by definition is about communicating meaning to an audience whereas Drama education is about finding meaning for oneself through personal exploration. The Collective Creation is a way to successfully bring together both into one meaningful experience. You will answer the question,"What shall we do a play about?" by following the steps outlined Preparing for a Collective. It is important to do at least one activity from each step - pick and choose as you wish.

If you choose to do the lesson on getting ideas for the collective, some of these activities will be redundant. You may wish to start at Activity 6. There you will be working writing, rehearsing and performing.

Preparing for Collective Activities 1-5

Writing, Rehearsing, and Performing Activities 6-9

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Instructional Strategies:
Structured Overview, Reflective Study, Games, Simulations, Focused Imaging, Role Playing, Discussion

Evaluation:
Evaluation should be developed by the students and the teacher in cooperation, but over-all weighting and general categories should be preset. A sample of evaluation weighting is found below:

A) Individual
- participation /50
- acting or directing /75
- reflection and self-evaluation /50

B) Group
- collective scripting /75
- group work skills and use of time /50
- rehearsal process /75
- production /25

Overall /400

Note that the evaluation considers both group and individual work, and that final production is not worth much of the mark. Collective development is about process not product, so marks should be weighted far more heavily in formative categories. Within each category, specific expectations and mark allocation will need to be established.

On-line Alternatives:
Omit the Activities 1-5 and be sure the Virtual Collective (Unit 5, Lesson 1) is completed. Following the development of background material, two options are possible choices.

Option 1 - fast, technically easier.
Students should submit an rtf file of a two minute monologue that follows the theme. These monologues could be e-mailed to another student for editing and suggestions, then video taped and streamed. The final collective could be created by a one-day weekend workshop where the class meets, or by posting all the scenes and bridging material on the class web site. Once the material is posted, students create journal responses and complete an evaluation of the project as a whole, then it is published in final form on the site.

Option 2 - more in the spirit of a collective
The class should send a video tape (through the mail), with each student adding in his or her monologue. Each student is also responsible for the transition between his or her monologue and the previous one. Prior to sending the tape, students decide as a group how to do transitions - even if just a fade in and fade out with similar locations. The tape gets sent around until complete. This process allows student work to feed off of the work of others.

Finally, the tape returns to the teacher for final editing, and he or she makes copies for everyone. The material is also posted and annotated on the web site for the class. Once the material is posted, students create journal responses and complete an evaluation of the project as a whole. This option is preferable because the process is more meaningful and has a more appropriate outcome.

If using this process, ensure that students have access to digital video cameras and the ability to copy tapes. Each student should keep a copy of the current material and send on the original. The copy is kept so the class work can't be lost, and the original is sent on to keep the quality of the recording high.

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