2. Masters of Arts in Teaching Endorsements: Grade Level 6-12 Drama and Speech Communication Southern Oregon University July 2003- June 2005

3. Table of Contents C.P.D. Parental Involvement Extra- Curricular Closing Thoughts Classroom Management Student Teaching Letters of Recom. Cover Letter BiographyRésumé Honors Philosophy Lesson Plans Teacher Materials Student Materials Assessment Inclusion Technology Skills Exit Professional Reading

4. Table of Contents Cover Letter Spending a year student teaching at the Eagle Institute of Performing Arts, within Eagle Point High School, has been an amazing experience. I have had the opportunity to work with the same group of students all year, giving me an accurate representation of all the idiosyncrasies the real world of teaching has to offer. This portfolio is just a glimpse into the beginning of my career as a teacher. I am especially proud of the classroom management, student work and photo sections. It allows anyone to understand the impact theater arts has on today’s youth. I hope you enjoy the journey through this portfolio, as much as I enjoyed creating it.

5. Table of Contents A Look At: Natalie Vandever Natalie Vandever is originally from Overland Park, Kansas. She has been actively involved in theater since the eighth grade. After attending Fort Hays State University for three years, the Oregon Shakespeare Festival brought her to Ashland, Oregon to complete her Bachelor of Arts in Theater Arts in June 1998. After July 1999, her Master of Arts in Teaching will be complete. Her love for the theater, propels her love for teaching. She hopes to share her passion and knowledge for learning with her students.

6. Table of Contents Résumé Continued on next slide

7. Table of Contents Résumé Continued on next slide

8. Table of Contents Résumé

9. Table of Contents Letters of Recommendation Click to Read Click to Read Click to Read Dennis Foster, Director Eagle Institute of Performing Arts Eagle Point High School Steve Thorpe, College Supervisor Education Department Southern Oregon University Tom Carlton, Assistant Principal Eagle Point High School

10. Table of Contents Recommendation Letter from Dennis Foster Continued on Next Slide...

11. Table of Contents First letter of recommendation continued. Reference Letter from Dennis Foster Continued

12. Table of Contents Continued on Next Slide... Reference Letter from Steve Thorpe

13. Table of Contents Reference Letter from Steve Thorpe Continued

14. Table of Contents Recommendation Letter from Tom Carlton Continued on Next Slide...

15. Table of Contents Recommendation Letter from Tom Carlton- continued

16. Table of Contents Honors/Awards/Recognitions  Dean’s List SOUFall 2004-Present  Alpha Lambda Delta  Alpha Psi Omega  Jellison Memorial Scholarship  James Whitney Evans Memorial Scholarship  French Club  Raider Theater Club  Theatrical Productions  Member of Homecoming Court SOU

17. Table of Contents Philosophy of Education Statement Every child has the right to an imaginative, relevant, and exciting education. The ideal classroom is student- centered with learning facilitated by the teacher; quality is high, and maintained by the students themselves. It is the teacher’s responsibility to provide each and every student with the opportunity to obtain the tools he or she needs to be successful in school, society, and life.

18. Table of Contents Student Teaching Experiences I did half day student teaching at Crater High School and full day at Eagle Point High. I was in the drama department, but also taught English classes. I was in charge of putting on two plays.

19. Table of Contents Sample Lesson Plan: Lesson Three: Concept: What are theories? Performance Objective: The learner will demonstrate the ability to relate color theory, shape theory, images, and symbols to his or her own scene. Evaluation: Discussion, and final project outcomes Teaching Methods: Inquiry, discussion, lecture, participation, and collaborative group techniques. Activities: 1) Hand back quizzes, and discuss answers, as well as any questions. 2) Discuss homework questions, and share discoveries 3) Listening to music activity 4) Discuss colors, and what emotions and moods they relate to 5) How does shape relate to images, moods and emotions? 6) Discuss the link between above concepts and research 7) Homework: Read the chapter in Magic Garment, related to concepts and research, and bring in a list of colors and shapes related to the characters in our chosen scene to share with the class next time.

20. Table of Contents Costume Design Unit Design Unit Examples of Teacher Created Materials Movement Unit Lesson Plan Lesson Plan Journal Costume Design Costume Design Scavenger Hunt

21. Table of Contents Costume Design Unit Goals May 2004 · Understand that the arts have a historical connection · Explain how a work of art reflects the artist’s personal experience in a society or culture · Understand how the arts serve a variety of personal, professional, practical and cultural needs. · Express ideas, moods, and feelings through various art forms

22. Table of Contents Costume Design May 2004 After completing the design process unit in the costume design class, students will be able to do the following: ·Demonstrate the ability to list the steps a costume designer takes in the design process ·Demonstrate the ability to analyze a script by illustrating the script requirements ·Demonstrate the ability to describe the relationship between the costume designer and the director, and its significance ·Demonstrate the ability to research any time period, and justify their findings ·Demonstrate the ability to define costume concept, and it’s relevance to the design process ·Demonstrate the ability to define color, line, and shape theory, and it’s significance to costume design ·Demonstrate the ability to produce a final rendering ·Demonstrate the ability to give a professional design presentation Unit Objectives

23. Table of Contents MOVEMENT UNIT January 2005 Comments: · Express mood, feelings, and ideas through movement · Explain and demonstrate the varying level of movements · Explain and illustrate the varying velocity of movements · Explain the components of a dynamic scene GOALS

24. Table of Contents MOVEMENT UNIT January 2005 After participating in the movement unit in the acting class, students will be able to demonstrate the ability to do the following: ·Develop an improved sense of physical ability ·Develop a sense of inner focus ·Define the levels of low, medium, and high movement ·Develop vocabulary terms related to movement activities ·Expand on their personal comfort levels pertaining to body movement ·Develop the ability to communicate feelings through movement ·Develop awareness of external factors that influence movement ·Develop the ability to create improvisational scenes ·Develop group rapport GOALS

25. Table of Contents MOVEMENT UNIT January 2005 Concept: Becoming more confident with body movement Performance Objective: The learner will demonstrate the ability to participate in a collaborative group activity utilizing different parts of the body to create movement. Evaluation: Each student will participate in the class exercises, then write in their journals about their experiences. Teaching Methods: Discussion, inquiry, and cooperative learning techniques Activities: Group Mirror 1) Everyone gets into a circle. 2) One student leaves the room. 3) One student within the circle becomes the leader for the rest of the class to follow. Lesson Plan

26. Table of Contents MOVEMENT UNIT January 2005 4) The leader begins moving, using slow, exaggerated movements—the rest of the class follows. When the student returns, he/she should not be able to determine who the leader is. 5) Debrief the process *Each student should be the leader at least once High/Medium/Low 1) Discuss characteristics of what the students think high, medium, and low levels of movement consist of. 2) After the students have established definitive definitions, they will experience each level of movement as they move about the room. 3) While the students move about the room, direct them what level of movement they which they should be moving. 4) Discuss the activity Journal: One page description of how movement is incorporated into our daily lives Lesson Plan - continued

27. Table of Contents Costume Design Scavenger Hunt March 2005 Below you will find a unique list of articles of clothing, accessories, etc. related to specific eras in history. Split up the list. For each answer discover the definition of the given term, who wore it and how was it used, what time period it came from, in which country was it worn. Finally, display a illustration of the term (not all questions will apply) a drawing, photocopy, etc. Have your answers ready to share next class period. HINT—all of the answers can be found in the books on reserve in the school library. 1) What is a sack coat? 2) What does an Assyrian military costume consist of? 3) What is a cravat? 4) What “extreme accessory” was replaced by modest bonnets in the 1840’s? 5) Define bourgeois 6) What or who is Michelangelo Fresco? 7) What are sumptuary laws? 8) What is a Justaucorps? 9) What is a Chemise? 10) What is a Doublet? 11) What is a Spanish Body?

28. Table of Contents Lesson Plan Journal December 2004 At the beginning of the year, my co-operating teacher asked me to help him develop some way to keep track of what each class was going to accomplish for the day, and what they actually did accomplish. I developed the following Lesson Plan Journal to correspond with the classes taught on an alternating block schedule. The students found it easy to use as well; especially when they were absent and needed to find out what they missed.

29. Table of Contents Oliver Examples of Student Created Materials Costume Design Student Journal Entries The Odd Couple- Female Version

30. Table of Contents The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005 Comments:

31. Table of Contents The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005 Comments: Coordinating Costumes for over 40 men, women, and children was quite a challenge! With a lot of help and patience it turned into an extraordinary learning experience.

32. Table of Contents The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005 Comments:

33. Table of Contents The Eagle Institute of Performing Arts Presents: OLIVER! Spring 2005 AFTER ALL IS SAID AND DONE... WHAT A FABULOUS PRODUCTION!!

34. Table of Contents The Odd Couple- Female Version Fall 2004 Comments:

35. Table of Contents On this production, I served as technical advisor over the student costume designer, stage manager, and hair/make-up designer.

36. Table of Contents Comments: Final Costume Design Renderings STUDENT DESIGN CONCEPT Sorry Wrong Number Written By: Lucille Fletcher

37. Table of Contents Final Costume Design Renderings STUDENT DESIGN CONCEPT TAMING OF THE SHREW 10 th Grader

38. Table of Contents Final Costume Design Renderings 7TH GRADER THE STORY OF PRINCESS HISE HAME PRINCESS HISE HAME EVIL STEP MOTHER

39. Table of Contents Student Acting Journal Entry

40. Table of Contents Student Journal Entry This is taken from a student’s stage management portfolio. The final requirement for this class was to compile all of the information gathered in class into a stage management handbook, for student stage managers to use in the future.

41. Table of Contents Classroom Management: Developing a classroom management plan is like a scientific experiment; several trial and error strategies take place before the definitive answer is discovered. Throughout my student teaching experience thus far, my ideas related to Classroom Management have changed drastically. I have taken ideas both from my personal experience and by listening to others successes. Each piece that I pick up along the way is evolving into what I feel will be the root of my classroom management plan. The two theories I feel best describe the learning environment that I am striving for come from Maslow’s Hierarchy of Needs and William Glasser’s Reality Therapy. Maslow Glasser

42. Table of Contents Most people have heard of Maslow’s Hierarchy of Needs, it assumes that an individuals behavior at anytime is determined by his or her needs. The list of needs that every human needs to be meet are: “the need of the individual to fulfill physiological requirements, the need to safeguard one’s existence, the need to build personal affiliations, the need to find self-esteem, and the need for self-actualization, or personal fulfillment” (Orlich 194). According to Maslow if one of these needs isn’t being met, then misbehavior occurs. When a student is misbehaving the teacher should question what need is not being met, and try to assist the student in meeting that need so learning can continue. In implementing Maslow’s ideas into a classroom environment, the teacher must believe that each one of their students is important, as well as loved. Structure, consistency, and routines are all important to a positive classroom environment. The teacher must guide the student to develop intrinsic motivational skills to assist them in the learning process. Maslow’s Hierarchy of Needs

43. Table of Contents William Glasser’s Reality Theory This theory allows people to reshape their own behaviors to meet selected needs based on their own recognized reality. The student must be accountable for his/her own actions including his/her learning. The main underlying idea is that individuals must be responsible for their failures and becoming successful. The teacher is no longer in charge of the student’s world, the student is. Within this theory, students should be able to identify whether a behavior is good or bad, and what they can do to change it. A main principle of reality therapy is the absence of punishment. Glasser believes that punishment hinders the personal involvement that is essential between the student and the teacher. “The purpose of punishment is to change an individual’s behavior through fear or pain,” (Orlich 198). Why instill fear and pain in students when one can just make each student responsible for his/her own actions without the unnecessary heartache. In Glasser’s approach, the teacher is no longer the boss teacher, but the lead teacher or facilitator. The students as well as the teacher have to be involved in the learning process. Curriculum chosen by the students themselves proves to be most effective. If the student has a part in the development of the curriculum then they are more likely to participate, and less likely to become bored and cause problems.

44. Table of Contents Assessment Techniques: “When we evaluate ourselves and our own progress, we learn much more than if we evaluate someone else or try to find out what someone else thinks of us.” William Glasser, The Quality School Example of scoring guide Example of rubrics

45. Table of Contents Assessment: Scoring Guide This assessment tool was developed by myself, my co-operating teacher, and the students themselves. It has been a work in progress all year, and this is the end result.

46. Table of Contents Assessment: Type in or import an essay about your experience with assessing student work. 5 DISTINGUISHED · Can list 5 elements of the design process · Can illustrate how lighting affects costumes on stage · Illustrates how one justifies their design to a director · Can define color theory, and its purpose in the design process · Illustrates elements included in a final rendering, (e.g.: color, labels, play title, scene, character, designer, period, justification, proportional figure drawing). 4 PROFICIENT · Can list 4 elements of the design process · Illustrates how one justifies their design to a director · Can define color theory · Illustrates at least 3 elements included in a final rendering 3 ADEQUATE · Can list 3 elements of the design process · Can define color theory · Illustrates at least two elements included in a final rendering 2 APPRENTICE · Can list 2 elements of the design process · Illustrates 2 concepts necessary to complete a final rendering 1 NOVICE · Unable to demonstrate the knowledge necessary to define the elements incorporated in the design process. Costume Design Rubric

47. Table of Contents Inclusion: In an introduction to drama course, there are a wide variety of levels and experience. Each lesson will be adapted to suit each individual student’s needs on a daily basis. Therefore, theater arts are conducive to be adapted to meet the needs of either a special needs student, or a TAG student. The performance objective for a TAG student would be the same as stated in the basic lesson plan. However, I would ask the TAG student to try to use less numbers (e.g.: “one, two, three,”). If the exercise seems to be coming easily for them then I would add more complicated actions for them to try to get their partner to do. For example, Make your partner feel depressed, or make your partner run away. Actions that are harder to convey, and that would make the TAG student struggle more. Continued on Next Slide...

48. Table of Contents Inclusion – continued For the Special Needs Student, I would ask them to focus on their ability to work with another individual, promoting positive social skills. If at first they were unable to understand the concept of using numbers instead of word, I would allow them to use words. Their super-objective would be to focus on the interpersonal relationship that is being developed. After the first task is accomplished, without causing too much stress or frustration, I would then ask the student to try to use a few numbers instead of words. The student working with the special needs student would be asked to focus on how this relationship is different than other relationships they have been involved with. I would want the special needs student to always have the opportunity to work with a variety of students, however I would keep the working group limited to 5- 8 people, so the student could have the possibility to develop positive, and comfortable social relationships that may not occur in other classroom situations.

49. Table of Contents Parental Involvement Parental involvement is essential to any successful theater arts program. Theater arts activities are often very demanding of students and their time. If the parents are involved, then they are more likely to understand why their child is spending so much time on one activity. Parents also have skills and experiences in areas where the lead- teacher often has less experience. The parents can share these skills with the students, further expanding their knowledge base. Finally, parents are a part of the school’s community. If they are supportive of the arts programs, then the rest of the community will be more likely to join.

50. Table of Contents Technology Skills: Adobe Photoshop Apple iMovie Camcorder operation Audio recording Web searching Digital still camera operation.

51. Table of Contents Extra-Curricular Activities: Golf Modern dance Creative writing Photography Life time Girl Scout

52. Table of Contents Continuing Professional Development: Multicultural Youth Forum Conflict Resolution Training Persuasion Character Education Training Anti-Discrimination Workshop Oregon State Writing Assessment

53. Table of Contents Professional Reading:  To Teach, William Ayers  The Quality School, William Glasser  The Quality School Teacher, William Glasser  Teaching Strategies: Guide to Better Instruction, Donald Orlich  The Challenge to Care in Schools, Nel Noddings  Acting One, Robert Cohen  The Magic Garment, Rebecca Cunningham  Stage Management, Lawrence Stern

54. Table of Contents Closing Thoughts There are so many different aspects of my teaching career I would like to share with each viewer, too many to display in this portfolio. However, I hope that this portfolio has given you, the viewer, an accurate glimpse of who I am as a teacher, what beliefs I hold, and what an important part the student plays in our classrooms. Exit