Don Rechtman, Performance Arts Instructor, Modeled after work by

1. A Non-linear Delivery of Instruction as Applied to Performance Arts to Enhance English as a Second Language Don Rechtman, Performance Arts Instructor, Modeled after work by Nicholas Harkiolakis, PhD,Northcentral University The imagine! School of Creative and Performing Arts

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3. May I ask where you studied engineering?

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14. Theimagine!Approach to Performance Arts • Syllabus • Organizational needs for integration and flexibility • Present status of music and acting skills • The integration of creative process, writing, composing, and performance • Self-expression—saying what is important to you • Creating a safe environment for self-expression and experimentation • Teamwork • Working with individual strengths and weaknesses and personal preferences • Improving reliability • Communication • Confidence • Stagecraft • Marketing • Improvisation • Becoming comfortable with nervousness • Balancing parts of a story in a musical • Originality • Memorization skills • Musical Creation and Production • Duration: 12 sessions (weeks) • Student’s Background: • Music • English as Second Language • Project

15. Writing and Composing • Brainstorming for story ideas • Mindmapping • Drawing a storyboard • Writing the story and script • Improvising the script • Writing the script • Creating lyrics • Identifying places for songs • Deciding what to sing about • Writing the lyrics • Creating music • Finding rhythms in words • Finding melodies in words • Transcribing the music • Arranging accompaniments • Rehearsals and Marketing • Planning rehearsals • Preparing sets, costumes and props • Marketing the performances • Performances • Performing • Performance overview • Basic acting skills • Basic music performance skills • Pantomime • Improvisation • Creating character • Body language • Voice • Emoting (expressing emotions) • Costumes and props • Set design • Assigning roles and responsibilities • Actors • Musicians • Stagecraft roles (sets, lights, sound, house) • Directing roles 

16. Second Session • Emphasis on Music Theory • ABRSM focus • Emphasis on Story Creation • Editing Concepts • Balance of Drama • Emphasis on Creativity and Confidence • Trinity focus • Improv • Body Language • Third Session • Emphasis on Music Arranging • ABRSM Applied • Emphasis on Dialogue • Script Concepts • Integrating music into drama • Creating character • Emphasis on Performance • Trinity applied • First Session (Introduction) • First Three Weeks • Overview • Basic acting and music concepts • Creating a short musical • Rehearsing and performance • Remaining Nine Weeks • More acting and music concepts •  Creating a longer musical • Rehearsing and performance

17. Available Time Student Anxiety

18. Incidental English Learning They don’t even realize they are learning English! • Confidence of expression • Provides a new way of expression and thinking • It is my story; I want to tell it well!

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20. Variations

21. Thank You