Michele Vicino

 (15)
United States - Maryland - Silver Spring
Michele Vicino
3.8
13 votes
"To open a heart, inspire a thought, ignite an imagination - That's why I came to work today." -Janet Stanford
 
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Students create their own masks based on characters in a given Greek play (I use Oedipus Rex and Antigone).
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4.0
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This "Motivational Poster" was created by one of my Drama classes at Archbishop Carroll High School in Washington D.C. I thought their responses (though some minor grammatical errors exist) were enlightening & inspiring, and demonstrated how
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This powerpoint is used to introduce the first period of Theatre History, Ancient Greece. This lesson takes about 30 minutes, as students take notes and ask questions. There is a Jeopardy powerpoint that is used in conjunction with this unit, to
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4.0
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Following any concert, performance, or competition, students should engage in the art of self-reflection. This form allows student vocalists to reflect on their own performance individually, and on the choir as a whole.
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For classrooms with Chromebooks or a Computer Center, this Word Document can be shared with students as an independent activity. This Document contains hyperlinks to two websites (for which any user has permission). Students navigate via these links
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Open Scenes are an excellent tool for developing a sense of CROW (character, relationships, objectives, whereabouts) in the actor. You can partner these scenes with lessons about Given Circumstances. Give students one element such as "Whereabouts"
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4.0
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Useful for any class/subject! For creative and informational writing. Promotes collaboration and peer-editing.
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Use this planning template to organize your lessons one week at a time. Allows teachers to see the scope and sequence of lessons.
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CROW: Character, Relationship, Objectives, Whereabouts - This worksheet is distributed to students when they are assigned a character as independent work. This outline frames for students the "actor homework" that goes in to preparing for a role.
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4.0
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I adapted this Rubric from one I found in the textbook, THEATRE: Art in Action (c. 1999). I added some specific points to the rubric itself as well as a notes section below for the teacher/director to provide specific feedback.
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The purpose of this lesson is to introduce students to Improvisation, engaging students in the art along the way, concluding with students developing a list of guidelines for successful improvisation to display in the classroom.
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This One-Semester Course Syllabus is meant to be used as a guideline when creating your own. When I set out to establish a Theatre program at ACHS, I had to create much of my curriculum, lessons, and syllabi from scratch. After three years (six
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2 ratings
3.0
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For use after students take a field trip to see a Stage Musical. Used as a guide for writing a thoughtful reflection essay and for grading student work.
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This Rubric is used as a tool to assess students on their speaking; specifically within a unit on Shakespeare. For English, Theatre, or any regular education classroom teacher who teaches The Bard. This Rubric contains a space for the teacher to
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For Choir teachers to implement during student self-assessment following a Vocal/Choral performance. This chart organizes the basic elements of a successful performance, breaking them down into skill-based concepts. Students will be able to assess
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An easy way to objectively grade and score Non-Fiction writing
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This quiz is used to assess basic theatre history concepts from Ancient Greece (c. 300 B.C.E.). This was written for Drama 1~Introduction to Theatre for grades 9-12.
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To be paired with the Syllabus for Drama I_Spring 2015, this Final Exam can be used as is, or as a guideline for your own creation based on your class goals.
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Basic Music Theory Test: Time Signature, Note duration and keyboard note identification
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3rd, 4th, 5th, 6th, 7th, 8th, 9th
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A motivational Poster about Ensemble building for Performing Arts Classes, created by students for students.
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TEACHING EXPERIENCE

Michele has taught grades 4, 5 and 6 at North Chevy Chase E.S. (Montgomery County Public Schools, Maryland). After 7 years in MCPS, Michele spent three years establishing a new Theatre Program at Archbishop Carroll High School in Washington, D.C. In addition to teaching drama classes, she took on the role of Choir director and school pianist. Now, Michele is a Freelance Teaching Artist and Actor, affiliated with top Professional Theaters in the DC Metro Area.

MY TEACHING STYLE

Guided Reading/Literature Circles Hands-on activities Discourse Performance assessments Research projects

HONORS/AWARDS/SHINING TEACHER MOMENT

Yet to be added

MY OWN EDUCATIONAL HISTORY

B.S. Elementary Education, specialization in Music, Messiah College, 2005 M.A. in Theatre Education, Drama, The Catholic University of America, 2012

ADDITIONAL BIOGRAPHICAL INFORMATION

Affiliations/Memberships: The Washington Chorus, Soprano I and Alto I AATE: American Alliance for Theatre and Education The Actor's Center of Arlington

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