Playing out feelings productively

Playing out feelings productively: Acknowledgement and Embodiment of emotions through performance As Chief Examiner for Literature and Performance, I want put in a plea for the importance of going beyond reading and discussion as ways to come to terms with texts. I suspect that many people already use some performance elements in the study of plays, and perhaps of poetry and novels, as well, so of course this is no great news to many of you. One of my most vivid ...

The Written Assignment, once more

From facilitating online workshops and moderating examiners for the Part 1 assessment, I frequently observe that there are still hurdles for both teachers and students and those who mark their work.  The IB assessment office is well aware of this, and in response has arranged a screencast to help examiners, particularly those who may not teach this course or this component.  While the primary target audience for the screencast is indeed examiners, the material is also now available to teachers ...

The Crazed Semi-Colon

Of late I've noticed a huge increase in the presence of semi-colons in IB assessment. Here's a little simple advice. First, semi-colons (;) are good.  Second, you should use them.  Third, you should learn how to use them correctly. They are not good for every uncertain punctuation moment in your writing. You need to know when and and when not to use them, and there seem to be a lot of IB students in the last category, sprinkling them liberally wherever. You ...

Gods and Goddesses tuned up

Although the following site seems to be set up for students younger than DP students, if you or your students could stand a little mythology review (I know I could at times when dealing with classical allusions), take a look. It's fun, basic, useful and an added benefit is the audio which pronounces the names (hopefully, they are accurately delivered....) http://www.brainrush.com/lesson/greek-gods-goddesses     . . . . and who might this be?