Week 4 Blog Post

Using AI as Educators

Part 1: MagicAI Lesson Plan - Basic Theatre Terminology, 10th Grade Introductory Theatre:

Prompt Input Information:

Missouri Theatre MLS Standards - Create 1. Generate and conceptualize artistic ideas and work. A. Envision/Conceptualize a. Apply basic research to construct ideas about the visual composition of a drama/theatre work. ISTE Student Standards - 1.1 Empowered Learner - Students build networks and customize their learning environments in ways that support the learning process. Students should have a basic understanding of theater terminology. Students are in an introductory theatre unit.

GENERATED LESSON PLAN:

Exploring Theatre Terminology and Visual Composition

LEARNING OBJECTIVE:

Students will be able to generate and conceptualize artistic ideas by applying basic research to construct ideas about the visual composition of a drama/theatre work.

ASSESSMENTS:

Students will create a visual representation (such as a mood board or digital presentation) that illustrates their understanding of selected theatre terminology and how it influences the composition of a theatre production.

KEY POINTS:

• Theatre Terminology: Familiarity with key terms such as "set design," "blocking," "stage directions," and "characterization."
• Visual Composition: Understanding how visual elements contribute to storytelling in theatre.
• Research Skills: Techniques for gathering and synthesizing information about theatrical concepts.
• Artistic Envisioning: The process of imagining how different elements in a production come together visually.
• Empowered Learning: The importance of customizing learning environments to enhance creativity and collaboration among peers.

OPENING:

• Begin with a brief video clip of a theatrical production, focusing on the visual elements.
• Ask students to identify specific terms related to what they observe (e.g., "What set design elements stand out?").
• Pose the question, "How do these visual choices affect your understanding of the story being told?"

INTRODUCTION TO NEW MATERIAL:

• Present key theatre terminology through interactive slides, including definitions and examples.
• Facilitate a class discussion on how these terms apply to the visual aspects of theatre.
• Common misconception: Students may think that theatre is only about acting and dialogue, neglecting the importance of visual composition.

GUIDED PRACTICE:

• Divide students into small groups and assign each group a specific theatre term.
• Instruct groups to research their term and prepare a brief presentation on its significance to visual composition.
• Scaffold questioning: Start with "What does your term mean?" and progress to "How does it impact the overall production design?"
• Monitor student performance through observation and provide feedback as they work.

INDEPENDENT PRACTICE:

• Students will create a mood board that represents their understanding of their assigned theatre term and its visual implications for a specific production.
• Set expectations for creativity, clarity, and connection to the researched term.
• Encourage students to use digital tools or physical materials for their boards.

CLOSING:

• Have each student briefly present their mood board to the class, explaining their choice of visuals and how it relates to the terminology.
• Conduct a class reflection on how visual elements enhance storytelling in theatre.

EXTENSION ACTIVITY:

• For students who finish early, invite them to explore additional theatre terms and create a second mood board or a digital infographic that compares and contrasts two different terms.

HOMEWORK:

• Assign students to write a one-page reflection on how understanding theatre terminology can impact the way they perceive a theatrical performance they attend in the future.

STANDARDS ALIGNED:

• Missouri Theatre MLS Standards - Create: 1. Generate and conceptualize artistic ideas and work. A. Envision/Conceptualize a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
• ISTE Student Standards - 1.1 Empowered Learner: Students build networks and customize their learning environments in ways that support the learning process.

EDUCATOR EVALUATION:

1. I believe that the lesson is of good quality, especially for using as a base to build on and edit for your classrooms specific needs. I feel that it is heavily technical theatre centered (revolving around design) so it may be best suited for a technical theatre class, and there could be another lesson of similar nature focusing on terminology more common on the acting side. (Slate, blocking, off book, etc). I do feel that the standards are met in this lesson due to the variety of technology usage and how it can be customizable.

2. I kind of touched on this in #1, but I would suggest tailoring this lesson towards my technical theatre classes and creating an acting based lesson of similar nature for my drama and performance classes.

3. I think this tool could be useful for creating a baseline lesson plan if you are in a brain fart or stuck. The opening,

• Begin with a brief video clip of a theatrical production, focusing on the visual elements.

• Ask students to identify specific terms related to what they observe (e.g., "What set design elements stand out?").

• Pose the question, "How do these visual choices affect your understanding of the story being told?"

has good baselines of questions, but asking students to identify specific terms when they do not know the terms yet is not going to be helpful for them. It would be beneficial to maybe pause the video as it plays to verbally discuss terms as their examples come up. Based on your students needs, you could also provide a vocabulary sheet to the students. I feel as if this lesson plan can assist you as you write your lesson, but it would be best if you as the educator tweaked it and found your own examples, presentations, etc. 

4. The lesson offers opportunity to create diverse and culturally responsive teaching by being adaptable and using technology to conduct research of terminology. Technology allows us to use different tools for translation purposes, something that my district needs to utilize this due to our diverse population. 

Part 2: Interact with at least one AI powered tool of your choosing on the Magic School page.

1. Presentation Generator - This tool creates a guide of slides and what information you could include on each slide.

Prompt Input Information - Introducing basic technical theatre terminology

Slide 1
Introduction to Technical Theatre: The Basics Behind the Stage

Slide 2
The Stage Areas

• Center Stage: The middle of the performance space
• Stage Right/Left: Determined from actor's perspective facing audience
• Upstage: Back of stage (historically elevated)
• Downstage: Front of stage (closest to audience)
• Wings: Hidden side areas of stage
• Apron/Thrust: Area of stage that extends past the proscenium arch

Slide 3
Essential Equipment

• Fly System: Ropes, pulleys, and counterweights to move scenery
• Lighting Instruments: Different types including:
  • Fresnel: Soft-edged spotlight
  • Par Can: Basic stage light
  • Ellipsoidal: Focused spotlight
• Sound Equipment:
  • Mixing Board
  • Speakers
  • Microphones (wireless and wired)

Slide 4
Key Production Roles

• Stage Manager: Coordinates all technical aspects
• Lighting Designer: Plans and implements lighting
• Sound Engineer: Manages audio elements
• Set Designer: Creates stage environment
• Props Master: Manages all stage properties
• Costume Designer: Creates/maintains costumes
• Running Crew: Executes scene changes

Slide 5
Basic Stage Directions

• Blocking: Planned movement of actors
• Cross: Moving from one point to another
• Places: Position before scene starts
• Strike: Remove items from stage
• Spike: Mark positions on stage
• Cue: Signal for technical change
• Blackout: All stage lights off

Slide 6
Theatre Safety and Etiquette

• Always follow safety protocols
• Wear appropriate closed-toe shoes
• Know emergency exits
• Keep wings and crossover clear
• Use proper lifting technique
• Maintain communication with crew
• Report hazards immediately

2. I do not think this is that useful. It only gives you information to put on the slides - nothing more. I would prefer to use the Canva AI Presentation Generator because it gives more information and visuals. 

3. I would not use this tool for my classes. 

Part 3: Reflection

1. I do not think that I would use or recommend Magic School AI. I feel like it is lackluster in what it provides, and there are other resources that create more in depth resources. I also don't love using AI to create materials and it feels inauthentic.
     2. A challenge that discourages me from using Magic School is the generic product it creates. There is no depth or creativity. I also feel that there are almost too many options and it is overwhelming. Our generation is all about convenience and easy access, and would rather do a quick google search to find what they need.
        3. I don't see any true benefits to using Magic School. There are better options out there.
        4. I have used Canva AI before to assist in creating different presentations. I truthfully don't use AI much and don't care for it.