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DOCUMENT RESUME CS 200 509 Drama Curriculum: Levels C-D [Grades Three and Four], Teacher's Guides; Supplementary Material: the H

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DOCUMENT RESUME CS 200 509 Drama Curriculum: Levels C-D [Grades Three and Four], Teacher's Guides; Supplementary Material: the H DOCUMENT RESUME ED 075 851 24 CS 200 509 TITLE Drama Curriculum: Levels C-D [Grades Three and Four], Teacher's Guides; Supplementary Material: The Hammer of Thor and The Squire's Bride, Rumplestiltskin and The Indian Cinderella, The Fool of The World and The Flying Ship, Two Neighbors and The Magic Drum, Deucalion and The Flood, and The Contest. INSTITUTION Oregon Univ., Eugene. Oregon Elementary English Project. SPONS AGENCY (ffice of Education (DHEW), Washington, D.C. Bureau 4, of Research. BUREAU NO BR-8-0143 PUB DATE 71 CONTRACT OEC-0-8-080143-3701 NOTE 240p. AVAILABLE FROMAccompanying reel-to-reel tapes only available on loan by written request from ERIC Clearinghouse on Reading and Communication Skills, NCTE, 1111 Kenyon Rd., Urbana, Ill. 61801, Attention Documents Coordinator EDRS PRICE MF-$0.65 HC-$9.87 DESCRIPTORS Acting; Composition (Literary); *Curriculum Guides; *Drama; *Dramatic Play; Dramatics; Elementary Education; English; *Grade 3; *Grade 4; Literary Analysis; Playwriting; Skits; Theater Arts IDENTIFIERS *Oregon Elementary English Project ABSTRACT These curriculum guides are designed to introduce drama to students at the third and fourth grade level. The teacher's guide for each of the two grade levels presents 40 lessons. Each lesson includes a description of objectives and various exercises, including movement warm-ups, movement exercises, imagination exercises, composition assignments, and other kinds of activities designed to meet the objectives. Some of the lessons mquire various physical objects and other materials, such as a tape recorder. Suggested plays for class discussion and dramatization included with the teacher's guides are: "The Hammer of Thor," "The Squire's Bride," I "The Indian Cinderella," "Rumplestiltskin," "The Fool of the World and the Flying Ship." "Two Neighbors," "The Magic Drum," "Deucalion and the Flood,'! and "The Contest." Demonstration tapes to accompany two of the lessons for grade three and two of the lessons for grade four are included. (See related document CS 200 510.) (DI) 0 FILMED FROM BEST AVAILABLE CCPY U S DEPARTMENT OF HEALTH I EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEENREPRO DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG MATING iT POINTS OF VIEW OROPIN I IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OFEDU CATION POSITION OR POLICY I Drama Curriculum I I DRAMA C i 7 i Developed under contract with the United:States-Office of Education Department of Health, Education, and Welfare by The Oregon Elementary English Project University of Oregon Eugene, Oregon 1971 I Drama C TABLE OF CONTENTS Note: Teachers will need to assemblematerials listed. Page number Lesson 1: Introduction to Drama Lesson 2: Orientation 3 Lesson 3: Orientation 5 Lesson 4: Orientation (tape) 7 iVaterials: Tape recorder Lesson 5: Orientation 8 Lesson 6: Character and Movement 10 Lesson 7: Character 12 Lesson 8: Imagination and Plot 14 Lesson 9: Movement and Imagination 17 Lesson 10: Halloween I 19 Lesson 11: Halloween II--Lights and SoundEffects I 21 Lesson 12: Give-And-Take I 23 Lesson 12A:Air and Wind (tape-- optional) 25 Materials: Tape recorder Lesson 13: Sense Awareness 26 Materials: Small objects suchas a spoon, balloon, whistle, shell, rock, etc. Gather enough for half the class. Lesson 14: Give-And-Take II 28 Lesson 15: Movement 30 Materials: A pine cone, thistle, top or something else that is round and suggests movement. I I Page numbrr I , Lesson 16: Thanksgiving 32 Lesson 17: Character 34 I Lesson 18: Theatre Form--Sound Effects 2 36 Lessen 19: Character and Plot 38 Lesson 20: Holiday 39 Materials optional: A tree ornament, a record of Christmas songs, Paddy's Christmas by Helen A. Monsell Lesson 21: Post - Holiday 41 Lesson 22: Script 42 Lesson 23: Plot--Middle and End 43 Lesson 24: Winter 44 Lesson 25: Concentration and Speech 46 Lesson 26: Script 47 Lesson 27 and 28: Theatre Form--Costumes 1 48 Materials: Costume box, described s.1 the lesson. Music suggested in the lesson. Lesson 29: Ploy- -End 50 Lesson 30: Script 51 Lesson 31 and 32: The Lion and the Mouse (tape) 52 Materials: Tape recorder, The Lion and the Rat by Brian WildsmitiTioptional) Lesson 33: Movement 54 i I Materials: A match, pieces of aluminum foil I I I 1 Page number Lesson 34: Script 57 Lesson 35: Theatre Form--Costumes 2 58 Materials: Costume box Lesson 36: Spring 60 Materials optional: Music suggested in the lesson Lesson 37: Speech 61 r Materials: Tape recorder, blank tape Lesson 38: Script 63 Lesson 39 and 40: Pandora's Box 64 Materials optional: A wrapped box General note for Drama C: Occasionally the lessons suggest that the children get into groups of four.If they have difficulty concentrating in a group situation of that size, feel free to adapt the lesson to groups of two or three. i I I Lesson 1 Drama C INTRODUCTION TO DRAMA OBJECTIVES: 1. To introduce the subject of drama, primarily through action. 2. To participate in exercises centering around movement and imagination. INTRODUCTORY EXERCISE: (The children are seated at their desks. You begin playing withan imaginary ball--throwing it up, bouncing it, etc.Continue playing and keeping your eyes on the ball while you talk. ) 1. Who knows what I am doing? What kind ofa ball do I have? Is it large or small? How do you know? Stand up beside your desks.(Continue using the ball.) I am going to throw this ball to one of the boys, and another ball to one of the girls. When they catch the balls they will call out somebody else's name and throw it.Keep the ball going until everyone has caught and thrown the ball. (You can throw out more ballsso that they will have more chances to play. After they have thrown the balls for a little while, sidecoach the followirg, getting their attention each time with a beat on the drum, cymbal,or tamborinel;). 2. The ball has suddenly becomevery hot. Get rid of it fast.(Allow time for a few children to react to each of the suggestions.) 3. Now the ball is so heavy you can hardly throw it. 4. Now it is a huge beach ball.It is very light but the largest ball you have ever seen. 5.- Suddenly the beach ball escapes andmoves all by itself up higher and higher. Reach for it.Everyone stretch to get it.While you stretch up, you notice that you are filling with air. You are becoming the beach ball floating and bobbing in the sky. Evenyour toes are filled with air. Now there is a tiny pinpoint hole in you. Very slowly the airescapes until at last there is nothing left but a wilted collapsed beach ball.(Let them relax for a minute in this position. ) While we are relaxing let's talka bit.So far in school you have all learned some things about music and you have learned some things about art-- painting, colori4, and so on. Thisyear we are going to he learning 607112.- thing that may be new to many ofyou.It has to do with what we were just doing now. Does anyone have any ideas? (Acknowledge allanswers posi- tively.) We are going to learn about drama. What is draxra? (Again, accept all answers. The answer to reinforce is that drama is acting out something. We azt out stories that we makeup ourselves. ) -2 Drama C MOVEMENT AND IMAGINATION EXERCISE: Concepts: Imagination stimulates movement. Movements are made with different kinds of effort determined by weight, time, and space. Procedure:1. How many of you have ever seen anyone build a 'rouse or another building? What kind of tools and materials are used? (wood, nails, saws, cement, wheelbarrows, etc. ) Think of the kinds of things that the carpenters and brick- layers and other worker-, need to eo with the tools and materials. Use the space you have around you and decide what kin1 of a constructian worker you are and what you will do to help build the house.I will give you a signal to begin.(Sidecoach during their play.) Really feel the tools in your hands. How heavy are they? What shape are they? (Stop the children after a brief time. Comment on what you saw them doing,) 2.This time find a partner and decide which part of the house you are going to work on.Decide how you are going to bring in your equipment, which tools you will need.(Allow them a few seconds to decide what they will do. ) Now, there is one thing I didn't tell you. You are very special people 2nd you can oily work in slow motion. Do you know what slow motion is? (Briefly describe. )I will give yoi the signal to begin,(After a few moments of play, side- coach the following.) You suddenly find that you can work a little faster, faster. .faster... veryfast, until (bang on drum) you realize the job is finished and you slowly sit down to rest, admixing your good work, T,esson 2 --3 Drama C ORIENTATION OBJECTIVES: 1.To work within spatial boundaries. 2. To let movement stimulate the imagination. 3. To share an idea with someone e? ;e. MOVEMENT EXERCISE: Concepts: Movement occurs in space. Movements are n-ipde with different kinds of effort determined by use of weight, time, and space. Movement can stimulate the imagination. Procedure:1.Stand up. We are all using a certain amount of space an we. stand here. Each of us can use more space than this. How? (By moving, or positioning the body so it takes up more space.) The important thing is that we do not run into someone else's space.
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