Definition: According to Merriam-Webster's online dictionary, a Venn diagram can be defined as: "a graph that employs closed curves and especially circles to
represent logical relations between and operations on sets and the terms
of propositions by the inclusion, exclusion, or intersection of the
curves." Or, to be a bit less technical, a Venn diagram often takes the shape of two partially overlapping circles, each circle represents a particular category or set. When the two sets share a characteristic it is identified in the middle overlapping part of the two circles, but when a characteristic is unique to only one set it is placed in the part of that set's circle which is not overlapping. For example, if Circle A represented the set of dog characteristics and Circle B represented the set of cat characteristics Circle A might uniquely contain "makes the sound 'woof'" and Circle B might uniquely contain "makes the sound 'meow,'" but the overlapping parts of Circle A and Circle B might contain concepts such as "has four legs" or "has fur," which are characteristics shared by both animals. Significantly, Venn diagrams are traditionally drawn by hand, but a living Venn diagram is employed for the purpose of dramatic arts. Therefore, while a living Venn diagram shares the same rules and characteristics of a traditional Venn diagram it has the additional quality of the interaction of a live participant. I will explain how this works in the "application" section below.
Application: To create a living Venn diagram participants need to create two overlapping circles on the floor. Different coloured chalk can be used if participants are outside or different coloured hula hoops can be used if participants are indoors. Once the Venn diagram is in place participant #1 must stand in front of it and is told the category or set that each of the two coloured circles represents. When that has been established participant #2 must ask participant #1 a series of questions. The answers to these questions must either be a characteristic which is unique to one of the two sets or is shared by both sets. After participant #1 listens to the question they must answer by either stepping into one of the two circles or by stepping in the part of the circles that are overlapping. After a determined number of questions participant #1 and participant #2 change roles. Note: instructors may desire that students prepare their questions prior to the activity so they have ample material to engage with as well as an understanding of the validity of their questions and answers.
Curriculum: A living Venn diagram is a fantastic drama strategy because it can be used for cross-curriculum purposes for any academic discipline. The only requirement necessary for employing this strategy is for a particular discipline (or disciplines) to have two particular sets or categories that contain both unique and shared characteristics. For example, one Ontario Math Curriculum expectation for Grade 6 states, "sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies (e.g., using charts, using Venn diagrams)." To successfully apply this curriculum expectation students could, for example, have each circle represent a particular quadrilateral and then ask questions regarding their unique or shared properties in relation to symmetry, angles, etc. Many other examples are easily conceivable, for instance, the subject of science and plant and animal cells. It should also be noted that a living Venn diagram activity also coincides with The Arts curriculum. For instances, this drama strategy coincides with grade 6 expectation B1.1, which states, "engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places."
Accommodations: One major benefit of the living Venn diagram drama strategy is that it can be tailored to suit the learning needs of a particular class and also specific students. For example, students with an Individualized Education Plan can answer questions suitable to their particular modifications. In terms of accommodations, it would seem that one obstacle to successful engagement with this activity are students with hearing impairments. However, if a student has difficulty hearing verbal questions this can be accommodated by writing questions on prepared cue cards.
Reflection: In my opinion, a living Venn diagram drama strategy is an excellent activity to use in the classroom for a variety of purposes. Its flexibility and adaptability to a broad scope of curriculum expectations make it a great learning tool with an almost universal applicability. Furthermore, it also offers students a fun and interactive means of learning and thinking about sets and comparisons. This also benefits students by differentiating instruction and offering kinetic learners the opportunity to get out of their seats and engage with a learning style more suited to their learning preference.
No comments:
Post a Comment