Catalogue of Critical Creativity

Creating with words: Phrankenword (143-145)

• I love using Phrankenword in drama to explore and solidify definitions of theatre terms. While in a theatre space they can show us and describe what a phrankenword is and how it's perhaps something that doesn't have a name. Another idea for drama is to have the vocabulary list come from action verbs and tactics that characters go through. Therefore, they would create phrankenwords to describe their specific feelings in a line of their monologue or scene.
• In english I would be fascinated to create phrankenwords from words in Shakespeare's text. This will help them understand the process of creating and understanding different parts of the word and their meanings. This will also help them venture outside their comfort zone of the "correct answer".

• Resume Rationale- for actors homework. Instead of a whole life story- a resume.
• Potent Quotables- often misconstrued shakespeare quotes

Creating with images: Emoji Story (175-176)

• In drama I love the idea of retelling the story in a new way with the emoji story, yet I also would love to focus on just the character they play. Make their story through this time and place seen through emojis. Or I had the idea to take a scene/conversation and translate their communication back and forth into a texting conversation with only emoji's
• In english I love using their creative skills in a new way to try to be articulate yet simple enough to be understood. In an english class they are trained to develop full thoughts and complex ideas, yet sometimes the basics are just as important. Do you know the basic story arc? Can you condense your thoughts to an outline of the story using just emotions?

• Minimalist Poster- directors concept, objective
• Color Pallet- costume design

Creating with Sounds: Soundtracking the Moment (204-206)

• Through this exercise you can bring up the power and artistic choices for sound design. Take a scene from a play and discuss the theme and feeling of the scene. After find a soundtrack that fits the arc and purpose of the scene. When they have found a good match, have them go back into library of sounds and find a soundtrack to contrast their theme and feeling of the scene. How does that change the audience's feelings, and even the actors portraying these characters?
• In english I would have them take a movie clip and discuss the overall theme and tone. This will create a basis for their first soundtrack to underscore the clip. After, split the clip into more specific and a larger variety of tones, emotions, themes, etc. Using a variety/series of clips and sounds to help portray the flow of the movie clip.

• Soundtracking the moment- use in real time scene. How does that effect the acting
• Playlist a life- create a playlist for a character for important events

Creating with the Body: Sensory Map (224-227)

• In drama I love the idea of creating a sensory map for a play/ a specific location in the play. Therefore knowing how we can include the environment into our set design. Then also having a conversation about in a specific scene if you have made a sensory map, in accordance to the stage, you can show and react to when you start to smell the flowers from the garden or feel the grass beneath your feet. This might help create depth and sincerity into the acting within a specific location.
• In english going though the pathway helps students discover how much detail you need in a location to help it come to life. After identifying the locations and specifics of their short story they will write a short description of a landscape within a story they are working on or someplace they have been throughout their life. Use descriptive words to take the reader into the location, but still tell a story or about an experience.

• Dallowinian Party- role play dinner party to explore objectives and tactics.

Creating with stuff: Five- Course Meal (254-257)

• In drama I want them to create menus for drama processes such as memorization, rehearsal process, or costume design. This will help them think of specific steps within processes they have been apart of. It also challenges their thinking and experience with metaphors to better understand some texts.
• In english create a five course meal with writing process, a plot structure, or a poetry analysis buffet. By creating a menu or perhaps describing the process of cooking it will help show their understanding of these processes and creating metaphors for themselves where there isn't one right answer.

• Look into Oreo challenge
• Book Stack Summary- story summary, character summary, short story
• Board Game Remix- warm up/hook

Creating with Social Media: Character Gallery (278-281)

• In drama build a collection of characters from a play. Have a choice of who they will dive into within the story. Let them choose between a specific list of characters so they can discuss with their groups and evaluate differences and similarities in their work and how this might relate to different actors playing the same role, etc.
• In english follow the pathway to help students discover and create digital collages for a characters thoughts, actions, and identity. I love the curator's notes to help describe each element in their character gallery, and the use of actual art from other art gallery's online. Explore a story they have been studying to better understand all aspects of a character. Or perhaps have them create character gallery's for characters that are in one of their short stories, therefore more able to better understand this character and make them more specific.

• Belief Board- Pinterest board for your character

Intention- Critical Creativity in the Classroom by: Amy Burvall and Dan Ryder