COVID Adaptation - In or Out

Elementary Drama/Dance: Junior - Public

Adapted from Lessons 4, 7 & 8 of https://www.code.on.ca/resource/or-out

These lessons explore the theme of exclusion and inclusion that encourage students to consider these ideas in creative ways. Through language, dance and drama strategies students make personal connections that allow them to build resilience and empathy for others. Through a critical literacy lens they ask questions about how power, identity and representation or portrayal of individuals and groups intersect to include or exclude others. Students gain understanding of the relationship between exclusion, discrimination and different expressions of power.

Critical Literacy Focus

Students examine how the dominant social order and its relationships get reproduced and can be challenged. To do so they examine what power is and how it circulates in relationships. Students benefit from developing a 'power' vocabulary  so that they can articulate what they see and experience. People can exercise power based on their gender, race, economic and educational status, size, etc. Critical theory maintains that everyone finds ways --even in the most constraining situations to exercise power: through active or passive resistance, through silence,  through violence, through dialogue. Students might examine person-to -person relationships and person-to institutional relationships. The focus is not on who 'wins' in a power struggle but on understanding how and the degree to which people might negotiate power within their circumstances--for example, of being included or excluded.

General Tips for Safety in our Classrooms:

• Stay home if you are feeling ill or showing signs of COVID 19
• Avoid contact before, during and after school hours with people who are sick
• Wear a mask and/or a shield. All teachers and students in grades 4 to 12 must wear them. 
• Although the Ontario government allows people in classes with mandatory masks to work 1 metre apart, CODE recommends that all dance and drama work be done with 2 metres of social distancing in effect to maximize safety.
• Primary students are not required to wear masks although you may encourage them to do so.  Always maintain at least 2 metres or more of distance between these younger students. 
• Practice mask wearing etiquette (see infographic posted) 
• Because students are not touching one another, masks should not be a safety problem in dance or drama work.
• Ensure students are hydrated at all times as masks can be hot.
• If you have more than one classroom door, designate an in & out door
• Greet each other with a smile, bow or nod 
• Agree with the students on a signal or word they will use if they feel others are getting too close to them.  Practice it to normalize its use
• Open doors and windows to allow air flow
• Work outside whenever possible
• Wash your hands with soap and water frequently
• If soap and water are not available, sanitize your hands at the beginning and end of class
• Post info-graphics about coughing, sneezing and mask wearing etiquette
• Practice good cough and sneezing etiquette (see infographics posted)  
• Avoid touching your face
• Use assigned seating
• Class circle should be larger than normal  or staggered to accommodate physical distancing
• Use more groups with smaller numbers of group members
• Project or send electronic versions of handouts & course outlines rather than using paper
• Post or project handouts and success criteria on the wall 

Drama Specific Tips:

• Avoid the use of costumes and props. 
• If used, never share them. 
• Store individual costumes and props in a separate plastic or garment bag
• Clean equipment and props (e.g. lighting and sound) before and after use
• Avoid the use of equipment. 
• If used, limit the number of people using each piece of equipment
• Use disposable (one-time use) or personal gloves only while using sound & lighting equipment
• Roll-up carpet if that is possible. 
• Wall-to-wall carpeting will require regular disinfecting. Use chairs that are more easily disinfected, ensuring students use the same chair the entire class or the entire day. Chairs may have to be disinfected between uses. 

Dance Specific Tips:

• To ensure adequate distance practices, tape out designated spots for students which are 2 metres apart.  Use different colour tape to mark out pathways for across the floor work and designated teacher instruction space.
• If space and safety allow consider working in outdoor settings in order to maximize on space
• If using mats ensure proper sanitizing practice and encourage students to bring their own
• If going across the floor work consider using tape to indicate pathways
• Avoid the use of costumes and props. 
• If used, never share them. 
• Store individual costumes and props in a separate plastic or garment bag
• Clean equipment and props (e.g. lighting and sound) before and after use
• Special attention must be paid to sanitizing barres (if used) and floors.

Safety Adaptations specific to the instructional strategies and dance conventions are embedded in green throughout the lessons. 

Equity Considerations:

When inviting students to create something at home to bring to the classroom for personal use, teachers need to be aware of possible equity issues for students without the resources or ability to do this without support; teachers may choose to have craft materials in their original packaging available to distribute to those who need them.

When deciding if technology and online applications or software is the best route for your adaptation to physically distanced learning, you must be aware of the technological needs, internet capability and capacity of your students.  The utilization of technology to substitute in person collaboration can create equity issues related to the socio-economic status of the household, or access to the internet (e.g., rural versus urban internet capacity).  Please take into account the differentiations and adaptations that meet the needs of your students.