TIE - Part 18

After the performance last Thursday, we made some slight adjustments in order to amend mistakes made and to further enhance our facilitation. The amendments we made on Thursday after the performance and on Wednesday at N2C were mainly how to facilitate and the ending of the piece.

For the facilitation on Thursday's performance, we found that we didn't know how to ask appropriate questions to allow our TA to develop their understanding as our client wanted. Moreover, we found that in some aspects the facilitation was too complex in that we weren't explaining it appropriately or it was too simple for the higher ability students. The complicated section was during the character mixing desk where Leah spoke rather fast and thus the meaning was lost; the speed of talking and clarity of voice was something that we needed to improve on as a group. We were reminded that not all of our TA can differentiate between the characters and thus we needed to pronounce our words appropriately. Moreover, a good proportion of our TA have English as their second language so may not understand the character's names or what we're trying to get them to do. Thus, Leah has been told to slow down her words and have more enthusiasm and variation in her tone. The 'easy' section is our modern version of Act 2, Scene 2 - we felt that especially for higher level students that this was too easy and this could be similar to lower level students. Thus we asked them to find all quotes including the bonus quote and then afterwards we can single out the quote that we had before. This allows our TA to stay engaged in the piece. Additionally, Chipp has suggested that during the feeding back portion of the facilitation - that Leah, myself, and Maya engage in - we repeat and clarify what our TA mean in order to further their understanding. This allows the whole of our TA to hear what has been said and have the interpretation stick in their head.

At the ending of the piece on Thursday, three people spoke at the same time which our TA became confused at because they didn't know who to listen to. We decided to change it in order to allow our TA to know who to listen to and allows the things we're saying to be clarified.

Throughout the piece, we've made subtle adjustments in order to clarify our speech for the reasons suggested earlier in the blog.