professional

Although I feel that the project was successful because I can see much more description and information in the final drafts than in the initial sketches, there is room for improvement in the lesson design. Students are still having trouble understanding exactly why they made masks, though they seem to see the connection between the wealth of information they collected and all of the components of the unit.

Ensuring completion of the project was the primary obstacle to meeting the objectives. Many students did not attempt an initial sketch, and many others did not turn in a final description, an act that effectively equaled not having done a mask at all.

The most successful aspects of the project were part of the multi-sensory prewriting process because students were able to compile notes through sketching, writing, speaking, moving, acting, painting, and generally making a mess. Students utilized their notes, whether found in their memories, binders, or sketchbooks to write utilizing descriptive techniques. Above all, while moving from maskmaking and writing to reading the rest of the play, students reflect on process, seeming to understand that in any aspect of our class, there are steps they must take to complete their experiences.

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