Luther's 95 Theses: Skit Presentation
Just as it was expected that Jamal’s group chose to draw something for their project, it was no surprise that Rachel’s group would put on a role-play to transmit the information. In their skit, Rachel and another girl committed a sin by dancing at a strip club. A priest who offered to sell them indulgences in exchange for forgiveness then admonished them. After buying the indulgences, Rachel and her friend continued to go to the strip club, referencing the idea that people continued to sin despite buying the letters of indulgences. Again, the priest stops them and tells them that they must buy letters of indulgence to be forgiven. The girls are visibly frustrated, but nevertheless, they pay. Then, another religious leader came to inform them that what they were doing was wrong and that they needed to change their behaviors to be forgiven. In the final scene, the girls were praying in church to demonstrate that they had reformed. Although they are a little hard to hear, their skits can be seen below and in this artifacts page.
During the skit, Rachel and her group had the entire class’s attention and it was one of the few presentations where the class was completely quiet. It was clear that the students were interested in hearing what she had to say. Rachel’s group made the point of the role-play clear and students understood the sequence of events. The skit fit perfectly with the excerpt from Luther’s 95 Theses and made the text relevant to students’ lives. It seemed like Rachel and her group had a relatively easy time preparing for the skit. Although it took them some time to get into the project, once they began working, they came up with an idea very quickly. I then accepted their request to practice in the hallway and would frequently check up on them to make sure that they were actually working. While they did spend some time chatting, it was clear that they had a plan and knew how they would present their skit. I think that it was very successful and that Rachel served as a great group leader. Without her acting skills and commanding presence, I am almost positive that the skit would have turned out differently.
This is another example where students use their strengths and talents to improve their learning experiences. Without Rachel’s personality, I do not know if they group would have chosen to use a skit to present the information. However, because they had her on their team, it seemed like they were more inclined – and better equipped – to use a role-play.
This is another example where students use their strengths and talents to improve their learning experiences. Without Rachel’s personality, I do not know if they group would have chosen to use a skit to present the information. However, because they had her on their team, it seemed like they were more inclined – and better equipped – to use a role-play.