Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Strengths and weaknesses in personal reflection
Strengths and weaknesses in personal reflection
Strengths and weaknesses in personal reflection
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Strengths and weaknesses in personal reflection
Many games I played growing up taught me important life values. For instance, “The Game of Life” would tell me how life can be random and unexpected. “Sorry” would show me that valuing self interest is not a crime, and “Monopoly” would teach me about patience. However, the most important game I ever played was not until I was a freshman in High school. The game was called “Three Changes” and the rules were simple. Find a partner, turn away from each other, and change three aspects about one player’s appearance. The goal of the game is to notice the changes that were made to player one. I did not know it at the time, but this game would become the perfect way to describe my Freshmen year of High School. Walking down the halls on the first …show more content…
I was nervous about not knowing many other students, but theatre was one of my favorite classes, and I could not watch the program struggle knowing that I could do something to help. On the first day, the director wanted to start with a game. “The game is called Three Changes, and it requires a partner.” I quickly became extremely nervous. My eyes frantically darted across the room for a chance to leave, however there was none, and I was trapped. Two by two, the other students quickly found partners to play the game with, and this only increased my nervousness. All of a sudden, there was a tap on my shoulder. It was a girl in my grade named Mati. I had seen her in some of my classes, but we were just acquaintances. “Hi, do you have a partner?” she asked. Obviously we were both left without partners, so pairing up was inevitable. Our director explained the rules of the game, and I had automatically deemed this the worst game ever. A person I had never said more than a couple words to would be intensely looking at every little detail about me, every flaw, and definitely every difference we had. “Face away from each other, and alter three aspects of your physical appearance.” We both faced away from each other and my mind went blank.
Woolway, Joanne. Drama for Students. Eds. David Galens and Lynn M. Spampinato. Vol. 1. Detroit: Gale, 1998. 292-94. Print.
Galens, David, and Lynn M. Spampinato, eds. Drama for Students. Vol. 2. Detroit: Gale, 1998. Print.
When they decided to end the game they all said that they would want to play again. The play observation illustrated Huizinga’s play detentions in terms of free activity, no material interest, own boundaries, and fixed rules. One person suggested to play hide and seek and the rest decided to join knowing that there is no material reward. The A team added their own rules in order to create their own boundaries. In addition, Eberle’s play framework elements of pleasure and strength were displayed by the game because each player demonstrated enjoyment during the game and they enhanced their strength by running quickly. The game also illustrated Brown’s play properties of play being voluntary, and how it diminishes consciousness of self and a desire to play again. Like stated before, every player decided to play at their own will no one forced them to. Moreover, each player did not care who played or how everyone looked like, no one felt self-conscious. Lastly, when the game ended each player said they would want to play
When it was time to pick throwing partners, Sid and I were like magnets and found each other in less than a second. We started to throw the neon yellow ball to each other for a boring fifteen minutes and began the dreaded small talk. “How has your spring break been treating you?” I asked. “Good,” she answered. I could tell she wasn’t going to ask me, so I screamed “Mine has been amazing,¨ If only I knew that in fifteen minutes my life would take a turn for the worse.
Lazarus, Joan. "On the Verge of Change: New Directions in Secondary Theatre Education." Applied Theatre Research 3.2 (July 2015): 149-161. EBSCOhost, doi:10.1386/atr.3.2.149_1.
I have confronted and challenged myself in other realms of my life. Last spring, in Harvard's Agassiz Theater, the lights were dim and the audience hushed as a cool cube of ice melted over my tongue. Through the crack in the curtain, I noticed my friends huddled in the rear of the theater. A moment later the music roared and I leaped on stage with my troupe. Dressed in our radiant costumes, we feverishly danced, skipped, and clicked our sticks in near perfect harmony.
When confronting change, individuals may face perceived fears and challenges. Many current middle schools do not address the needs of middle school students as they transition from elementary to middle school (Akos,2004; Eccles, Midgley, et al., 1993). School personnel understand the problematic transition students embark on when moving from one level of schooling to another. The transition from elementary to middle school may be particularly challenging because it often involves substantial school and personal change at a time when most students are experiencing cognitive, physical, social, and emotional challenges that occur in puberty and have been coupled
"Teaching Games for Understanding ." Teaching Games for Understanding . N.p.. Web. 16 Sep 2013. .
” Drama for Students. Ed. Anne Marie Hacht. Vol. 21.
Students learned in-depth skills for both on and off the stage. Students presented a student run showcase at the end of the two weeks, preforming prepared monologues, scenes and skits. • Town of New Hartford Sumer Theater Program: 2013-2015 • Assistant directed for two years, helped teach the students a variety of improv and acting games. As well as putting on a full-length play for kids ranging from 8-14. •
A mere mention of the term theatre acts as a relief to many people. It is in this place that a m...
If we can harness/utilize the energy, motivation and sheer potential of their game-play and direct it toward learning, we can give students the tools to become winners in real game of life.
Before I started Introduction to Theatre class, I had been only to a couple of plays in my life. Just in this semester I’ve been to about ten plays and have learned so much about the art of theatre. The information I retained from class will help out a lot in the future, but the most important part of this class was the shadowing experience of A Midsummer Night’s Dream. With being able to get an inside look at this play during rehearsal and then going to see the performance was an incredible experience. By going to the rehearsal and then seeing the show, I was able to learn and understand more on how the theatre works. From there, I could understand the long process the actors and directors have to go through before the opening show happens.
What she didn't know was those were exactly the girls who were talking about me when I cracked that smile, as well as those girls who were going to be my first friends in this place. Of course, since I was sitting next to them they chatted about me, even more, pretending I wasn't there or something. I could only make out a few words since the teacher was drowning them out. "She...weird....smile.... friends....
When I entered my sophomore year of high school I never thought that my world could be turned completely upside down. However, at this time my world was very small. I was never involved in anything my freshman year, I didn’t think I would fit in, but I did take theatre. The next year, now my sophomore year, was a turning point in my life. Towards the ending of the first marking period our director, Mr. Stone, asked me if I would be on crew for the fall musical that we were doing that year.