Presentation: Drama kids vs. Art stem theatre class by using Danielson frameworks
I evaluated and compared Drama Kids Online- Elementary and BCSS Arts STEM Theater Lesson Grade 7 through the Danielson Framework. Drama Kids is an online course conducted through Zoom and aimed at elementary school students. In the case of BCSS Arts STEM Theater Lesson, it is conducted offline for 7th-grade students. Therefore, comparing these two lessons evaluates online/offline and lectures for lower/higher grade students.
In the case of Drama Kids, classes were conducted according to a well-prepared curriculum that actively utilized audio-visual and media technologies in advance,
So it received high scores in knowledge transfer and systematic demonstration in Domain 1. However, because it is conducted online, it has limitations in that it is difficult to evaluate students.
On the other hand, in the case of Arts STEM Theater Lesson, since it is an offline class that is conducted impromptu using body and voice without audio-visual assistance, it has the disadvantage of not being able to measure students' prior knowledge or skills individually and organize the class in a structured way. I judged it effective because I can construct meaningful classes by evaluating students according to the content and forming rapport.
In domain 2, Drama Kids received a low score because it was an online class, and had difficulty establishing rapport with students.
However, because the class time and content are set in advance, it can proceed naturally according to the time. Since the environment as a physical space is not considered, 2e may receive the lowest score or be unable to score, so an online evaluation tool is likely required.
In the Arts STEM Theater Lesson, I could feel that the student's achievement and concentration were substantial due to the teacher's outstanding talent in maximizing student interaction. In addition, it received high scores for considering the safety of students, such as ensuring that furniture, etc., was removed from the surrounding area.
In domain 3, it can be seen that the communication of the teacher's instructions is clearly expressed in the case of Drama Kids due to the clear lesson pre-planning and objectives and the expertise of the instructor's demonstrating skills.
Even though it's online, well-prepared, relevant, and humorous questions help students focus in class. However, it received low scores for the difficulty of providing smooth feedback to students and the inability to control the pace.
Arts STEM Theater Lesson received high scores for controlling the pace directly, communicating clearly with students, and receiving appropriate feedback.
In Domain 4, Drama Kids received a high score, showing the instructor's expertise in clothing, poses, and gestures as befits professional content. However, the inability to reflect on teaching and student achievement is still a barrier that must be overcome.
The Arts STEM Theater Lesson was given high marks in that it approached students with relatively natural clothing and attitudes and conducted classes by giving and receiving appropriate feedback to students through motions, gestures, and acting.
Through Danielson Framework Evaluation, I compared Drama Kids, an online class for elementary school students, and offline art/stem theater classes for 7th graders. As a result of combining the scores for each domain, the Art Stem Theater class scored 54 points, 10 points higher. Of course, this is not a meaningful result because there are differences between online and offline education or differences in grades.
However, personally, this evaluation tool was a good opportunity to evaluate each lecture and compare two lectures. Above all, I concluded that it would be effective to benchmark Drama Kids' visual presentation techniques and skills and Art/Stem Theater's interaction and feedback skills and apply them to educational settings.
Myungja Anna Koh