迎接新的一年，没有什么比一场精彩的汇演更合适啦！

为什么在戏剧课上选择教授无声电影？

Jessie：首先，将无声电影纳入戏剧课程提供了一个绝佳的机会——通过关注思想而非文字来跨越语言沟通的障碍。启明星学校是一所双语学校，在戏剧课上实现双语教育的一项做法就是鼓励学生有效交流，并且不仅仅是依靠语言来表达自己。这种能力（通过肢体运动和面部表情，无需口头对话来传达情感和叙事）是一种具有挑战又很美丽的技能。

其次，将更多的技术融入戏剧课堂一直是我的职业目标。戏剧是一门非常注重形体表达的学科，和典型的课堂环境非常不一样。结合使用iPad和iMovie制作影片，也是学生发展IT技能，探索快速发展的技术领域的机会。

无声电影单元和其他学科学习之间有什么联系吗？

Jessie：有趣的是，戏剧具有和每个学科相关的特点。从讲故事到建立信心，从理解肢体语言到培养空间意识，这样的课堂有一种和学生学习过程的不同领域建立联系的非凡能力。通过学习，学生学会展示角色、表达想法和探索情感。这促使他们对周围世界产生更全面的了解。经由这种多学科的学习方法，我们鼓励学生将自己在课堂上学到的知识应用到课外的生活中。

这个单元的学习是怎样进行的？

Jessie：我们完成整个单元花了大约6周，这样能确保我们有足够的时间来完成学习过程的每一步。首先，学生们分成若干个小组，以组为单位共同创意电影故事的大纲，详细设计人物角色，确定需要什么道具和服装。另外，学生也要决定在校园的哪个地方完成影片的拍摄。之后，他们一起拍摄，一起剪辑，分别承担演员、导演和剪辑师的角色。这个由学生主导的项目需要非常大的能动性和内在动力。我们的学生真的很享受这个项目赋予他们的独立感。

怎样评价学生在无声电影单元的表现？

Jessie：无声电影项目最棒的一点，是它包容了每种类型的学习者。我的教室里满是兴趣各异、个性和学习风格不同的学生。无声电影让每个学生都获得了平等的学习和成长机会。一些学生在镜头前发现了自己的巨大兴趣。有些学生可能更喜欢在幕后担任导演、剪辑师或摄影师。其他人可能更倾向于写作、阅读或做研究。5年级的学生有机会在整个项目中探索多种不同的角色和责任。通过这样的学习，孩子们的团队合作和协作能力也得到了提升。他们还获得了主人翁感和自豪感，因为他们见证了自己的创作从理想一步步成为现实的过程！

Why do you select ‘Silent Film'  as a teaching unit for drama class?

Jessie：I am thrilled to share more information on our Silent Films unit!  Firstly, the inclusion of Silent Films into the Drama curriculum offers a wonderful opportunity to transcend linguistic barriers by focusing on ideas rather than words. We’re a dual language school here at Daystar Academy. Part of developing that initiative within Drama class, is through encouraging students to communicate effectively without relying solely on words to express themselves. This ability (to convey emotions and narratives through body movement and facial expressions, without spoken dialogue) is a challenging yet beautiful skill to develop.

Secondly, integrating more technology into the Drama classroom has been a professional goal of mine. Drama is a very physical-focused subject, and is quite different to a typical classroom setting. By incorporating iPads and iMovie, it provides students with the opportunity to enhance their IT skills and explore the rapidly growing field of technology. 

Is there any connections between silent film and other subjects?

Jessie：Interestingly enough, I believe Drama has the unique ability to relate to every subject. From storytelling to building confidence, understanding body language to developing spatial awareness, Drama has the remarkable ability to establish connections with the diverse areas of our students’ learning journeys. Through the lens of Drama, students learn to embody characters, express ideas, and explore emotions. This fosters a more holistic understanding of the world around them. Through this multidisciplinary approach, we can encourage our students to apply what they’re learning in the classroom, to their lives outside of school.

How did you carry out this unit teaching? 

Jessie：This entire unit took about six weeks. I wanted to make sure there was ample time to complete every step of the process. First, the students were organized into small groups and worked together to create an outline of their story, come up with detailed characters, and determine what materials (props) and costumes they would require. Additionally, they assumed the responsibility of deciding where on the school campus they would complete their film. Following this, our students worked together to film and edit their movies, with designated roles such as actors, directors, and editors. This student-lead project required a tremendous amount of student agency and intrinsic motivation. I can say our students really enjoyed the independence this project gave them.

How do you comment students' learning of this unit?

Jessie：One great aspect of this project, is that it’s inclusive to every type of learner. As an educator, I know my classroom is always filled with students who have different interests, personalities, and learning styles. This project allows every student an equal opportunity to learn and grow. Some students find their passion in front of the camera. Some may prefer to work behind the scenes as a director, editor, or cinematographer. Others may feel more inclined to write, read, or do research. Our Grade 5 students had the opportunity to explore multiple different roles and responsibilities throughout this project. Through this, the project fosters teamwork and collaboration. It also gives our students a sense of ownership and pride as they witness something they’ve made on their own, come to life.