iDrama: Folktales

By Roché Buckle

HOME STORIES iDrama: Folktales

"I've been teaching since 1997 but getting an iPad in 2017 and being exposed to the wonders of apps and how they could enhance my pedagogy changed my life. My teaching became more learner centered and I continue to learn and grow each day through sharing and collaboration with others."  

 

See how Roché and her team of Art, Music and isiXhosa educators worked together to design and implement a Grade 6 PBL unit about folktales.

Roché Buckle
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The vision

The vision

History and traditions are getting lost through the ages. Preservation of these tales is usually done through storytelling and this could get lost in translation and fade away with time. What if we start recording or documenting them somehow? (Like museums are doing now, digitising various media to preserve them for the future.) - Thoughts like these served as the impetus for this learning design. My culture team (consisting of Art, Music, and isiXhosa educators) work well together to foster curiosity, passion, creativity, empathy and inquiry within our learners through experience and collaborative projects. We want our learners to be effective communicators who can use their voice clearly and confidently, who are creative agents who can ‘think out of the box' to express their ideas and thoughts, and who are purposeful collaborators who work well in a group and present their work with pride.

Curriculum standards

The vision

This learning facilitated the development of the following skills identified in CAPS:

  • An African folktale or traditional story. Read and interpret an appropriate story, then improvise and develop a short drama for presentation. Consider: clear plot and credible characters; highlighting key moments; using space and narrative devices effectively.
  • Simple rhythmic patterns on a drum or equivalent, exploring techniques such as base slap, open slap, muffle, etc. Use these at key moments in the drama performance to underscore action, create an interlude, introduce tension and/or character.
  • Drawing and/or colour media: exploring a variety of media and techniques
  • Art elements: monochromatic colour used in own images of figures in an environment
  • Design principles: balance used in own images of figures in an environment
Curriculum standards

Learning journey

The vision

DURATION: 20 hours of lessons (Art - 8, Drama - 4, isiXhosa - 4, Music - 4) = 8 weeks of lessons

Teacher Feature

The vision

Teacher planning

The vision

Have a look at this comprehensive planning document compiled by the teachers who dreamt up this magnificent learning journey...

Student Creations

The vision

 

'Shaka Zulu' by Aya and Thato

Finding a quiet space to record was tricky.

 

'The Lion and the Hare' by Michelle

Some final projects needed a little more explanation

 

'Why the Bear has a short tail' by Miya, Sophia and Lize

Learners still need to remember to crit their own final product before submitting to ensure that all elements are clear.

 

'Why the Giraffe has a long neck' by Morgan, Talia and Siba

The learners enjoyed experimenting with the style of their final product.

Student reflections

The vision

Teacher reflections

The vision

Technology used

The vision
  • iPads
  • iBooks
  • GarageBand
  • Google Sites
  • Google Docs
  • Flipgrid and more!
Technology used

What's next?

The vision

I’d like to fully integrate Drama into every Project-Based Learning unit because…

Closing thoughts

The vision

"You’ve always had the power, you just had to learn it for yourself”

- The Wizard of Oz

 

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