Materials List: - 1/14/19, 11:44 AM / 1
DIGITAL STORY TELLING | MODULE 7 | SPOKEN WITHOUT WORDS Materials List: All Lessons
Materials: • Access to Youtube, and a method to play videos online with sound. (Projector/monitor, speaker(s), computer, internet access, etc). • Paper, Pencils for each student. • Pre-cut phrases (print out template provided in Lesson 1. Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 1
DIGITAL STORY TELLING | MODULE 7 | SPOKEN WITHOUT WORDS Lesson 1: Speaking Without Words
Lesson Overview: In this lesson the students will learn how to communicate without speaking or using written text to build a foundation for performative storytelling. The lesson begins with exploring cultural differences in everyday hand gestures, and how common it is to use hand gestures to communicate. Students will learn about the use of sign language as an art form, and be introduced to the fundamental skills needed performative storytelling including, using hand gestures, body movement, and facial expressions to communicate.
Learning Objectives: • Build an understanding of how to communicate without audible words. • Exposure to various uses of hand gestures in multiple cultures. • Introduction to American Sign Language Poetry. • Introduction to skills for performative story telling.
Teaching Summery:
Activity 1: Hand Gestures 15 minutes-20 minutes
Discussion: Brainstorm with the class the various ways that people use movement in everyday life to communicate. For example: nodding our head means yes,, putting a finger to your lips means be quiet, waving a hand means hello or good-bye, etc. Explain that these types of gestures are ingrained in our culture. Each culture has its own variety of hand gestures that are commonly understood. In some cases certain hand gestures have different meanings depending on the culture they are used in.
Demonstration: Share the examples below by demonstrating them to the students, and explain how the meaning of the hand gesture is interpreted differently in each country.
All fingers put together: (*image 1) Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 2
◦ Italy: What do you want? ◦ Turkey: Indicates that something is beautiful. ◦ Morocco: Be quiet.
The “V” sign: (*image 2)
◦ USA: Peace. ◦ Australia, United Kingdom, and New Zealand: Used to signify defiance against authority.
The “come here” curled index finger: (*image 3) Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 3
◦ Australia, USA, and Canada: Used to motion to another person to come over. ◦ Philippines: Considered offensive when used for a person, as it is only used for dogs
Reflection: ◦ What hand gestures do you use in your daily life? ◦ Have you ever made up your own hand gesture? ◦ Can you think of any hand gestures that change meaning across cultures?
Discussion: Gather the “cut out phrases” from the 3 Little Pigs story (see teacher preparation section). Explain that by using certain gestures we can communicate without using words, we can even tell stories without speaking out loud. Ask your students to stand in a circle with you. After taking the phrase labeled #1, pass out the remaining words in order, clockwise around the circle. When every student has their phrases, explain that they will be challenged to come up with a hand gesture or movement that will express the phrase they have been given. Reassure them that this can be difficult, and some words might be easier to express with hand gestures than others.
Demonstration: 1) The teacher reads phrase #1 to the students out loud: “Once upon a time.”
2) The teacher then explains that they will use gestures instead of words to say “Once upon a time.”
3) Without words the teacher gestures the phrase:
“once” = The teacher holds up the index finger on their right hand, with their left hand by their side.
“upon” = The teacher then folds the finger in so the right hand makes a fist, then slowly and gently places it in the open palm of heir left hand. Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 4
“a time” = The teacher holds out their right index finger, turns their left hand over and then points with their right index finger at the top of their left wrist, as if pointing at the face of a watch they are wearing.
4) The teacher repeats the hand motions while saying the phrase “Once upon a time” to illustrate how the hand motions express the ideas in the phrase.
Student Engagement: 1) Give the students a few minutes to think of their own gestures to express the phrase they have been given. Remind them that this is practice and it is ok if no one understands your gesture.
2) Once everyone seems to have settled on a gesture for their phrase, the teacher explains that when they point to a student they will then act out their phrase using the hand gestures only, without saying a word. Go around the circle working clock wise, starting with the teacher until every student has had a turn to silently gesture.
3) After everyone has had a turn, ask the students to do one more round of gestures, except this time ask them to speak the words they are conveying as they gesture. After everyone has a turn speaking while they gesturing, allow your students to go back and sit in their places.
Reflection: ◦ Could you understand each other? ◦ Which gestures were easy for most people to recognize? ◦ Which words were most challenging to communicate? ◦ Was it easier to understand the gesture when you could also hear the words? Why or Why not?
Activity 2: Gesture as Language (American Sign Language Poetry) 25-30 minutes
Discussion: For the deaf and hard of hearing community communication is most often entirely silent and relies on gestures called “signs” to speak. In the United States the deaf and hard of hearing community use American Sign Language (ASL) to communicate. In other countries different variations of sign language are used; in Spanish speaking countries and regions, Spanish Sign Language is the customary sign language. Sign language is used primarily with one’s hands, but often includes facial expressions and body motions to create mood and emotion when signing. According to the Oxford English Dictionary there are 171,476 words in the english language currently in use today. In order to keep up with creating signs for all these words, sign language is expressed through a combination of “signs” and “fingerspelling.” Define “fingerspelling” and “signs” for your students.
• “fingerspelling” spelling out a word letter by letter with the American Sign Language Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 5
Alphabet. • “signs” specific gestures, are assigned to a specific word.
Demonstration: 1) The teacher shows the students how to spell “c-o-w” by “fingerspelling” the word using the ASL alphabet.
ASL Alphabet Used for Fingerspelling: (*image 4)
2) The teacher can show the students how to sign the word “cow” in ASL. (*image 5) Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 6
Reflection: ◦ What is the difference between “fingerspelling” and “signing?” ◦ Which is more expressive “fingerspelling” and “signing?” Why? ◦ If you were telling a story a story, which would convey the most emotion “fingerspelling” and “signing?” Why?
Discussion: Just as there are accents in speech, there are regional accents in sign. People from the South typically sign slower than people in the North—even people from northern and southern Indiana have different styles. Like all forms of language, culture and location shape the way we express ourselves, share ideas, and communicate. In many cultures poetry, with written or spoken, is a customary form of using language as an art form. The deaf and hard of hearing community is no exception when it come to poetry. In the 1960’s ASL evolved with the birth of sign language poetry. Deaf and hard of hearing poets developed a unique form of art by altering traditional ASL by adding gestures to express emotion, rhythm, scale, and emotion. ASL Poetry uses body movement and facial expressions to communicate in three dimensional space, to tell stories, and make sign language into an art form.
Example: Spoken Without Words: ASL SLAM (Video)
Link: https://www.youtube.com/watch?v=xRcwVRf5BS8 Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 7
ASL Poetry Performance: (*image 6)
Reflection: ◦ What was different about signing and sign language poetry? ◦ What did it mean when the video said “the face accounts for 50% of the grammar?” ◦ How does using facial expressions, body movement and hand gestures help convey emotion, size, mood, etc.?
Student Engagement: 1) Divide the students into groups of 2 or 3. Ask the students to think of a very short story, or a part of a short story everyone in the group knows.
Example excerpt from Spider Man: Peter Parker discovers his spider powers for the first time, and he becomes Spiderman.
2) Ask the student groups to create a visual way of telling the short story by only using hand gestures, body movement, and facial expressions. Each student should come up with at least one gesture. Allow 15 minutes for coming up with their gestures. Remind them to consider how their facial expressions alter the mood, how the speed of their movements alter the pacing, etc.
3) After each group has developed the gestures to tell their short story, invite them to take turns sharing it with the class.
Reflection: ◦ What was it like to tell a story without using audible words? Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 8
◦ What is it like watching a story, instead of listening to a story? ◦ Can you think of other ways stories can be told without using words?
Teacher’s Guide: Materials, Research, and Preparation
Materials: • Access to Youtube, and a method to play videos with sound. (Projector/monitor, speaker(s), computer, internet access). • Pre-cut phrases (Print out template below).
Teacher Reading for context: • How Many Signs are in ASL? https://www.quora.com/How-many-signs-are-there-in- ASLA Overview of Sign Language Poetry http://sign-lang.ruhosting.nl/echo/docs/ SL_poetry.pdf
Preparation: • Prepare video and player in advance. • Pre-Cut Phrases, The Three Little Pigs
For Activity 1, you will need to cut out the following phrases so you have one phrase per student. You will not need to have the entire story. Simply cut out the following lines and keep the steps in order.
Phrase 1: Once upon a time,
Phrase 2: there were three little pigs
Phrase 3: who lived with their mother
Phrase 4: in a meadow.
Phrase 5: One day the mother pig
Phrase 6: to the three little pigs
Phrase 7: “You need to go out into the world Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 9
Phrase 8: and make your own way."
Phrase 9: So they waved "goodbye"
Phrase 10: and out into the world they went.
Phrase 11: The pigs decided to build houses near the woods.
Phrase 12: A big bad wolf lived in the woods.
Phrase 13: He was not happy
Phrase 14: when he saw the three little pigs building houses nearby.
Phrase 15: The first little pig was lazy.
Phrase 16: He made a house of straw.
Phrase 17: The big bad wolf huffed and puffed and blew it down.
Phrase 18: The second little pig worked a little harder than the first little pig.
Phrase 19: He made a house of twigs.
Phrase 20: The big bad wolf huffed and puffed and blew the house down.
Phrase 21: The third little pig made a house of bricks. Lesson 1: Speaking Without Words - 1/14/19, 11:36 AM / 10
Phrase 22: The big bad wolf huffed and puffed and huffed and puffed.
Phrase 23: But the house did not fall down.
Phrase 24: This made the big bad wolf very, very angry.
Phrase 25: He went up on the roof
Phrase 26: and tried to get into the house through the chimney.
Phrase 27: He climbed into the chimney
Phrase 28: and slid down into a pot of boiling water.
Phrase 29: He ran out of the house and never came back!
Standards and Bench Marks: Image List - 1/14/19, 11:44 AM / 1
DIGITAL STORY TELLING | MODULE 7 | SPOKEN WITHOUT WORDS Image Reference List
Lesson 1 Images:
Image 1 Image List - 1/14/19, 11:44 AM / 2 Image List - 1/14/19, 11:44 AM / 3
Image 2
Image 3 Image List - 1/14/19, 11:44 AM / 4
Image 4 Image List - 1/14/19, 11:44 AM / 5
Image 5 Lesson 2: Our Movement Tells The Story - 1/14/19, 11:38 AM / 1
DIGITAL STORY TELLING | MODULE 7 | SPOKEN WITHOUT WORDS Lesson 2: Our Movement Tells The Story
Lesson Overview: In this lesson students will expand on the skills they learned in Lesson 1 by refine their body movement, hand gestures, and facial expressions through pantomime.
Learning Objectives: • Students will demonstrate their ability to tell stories using body and movement and pantomiming. • Students will learn about the history of pantomime. • Students will demonstrate their ability to tell a story without words.
Teaching Summery:
Review of Lesson 1: • What did we learn about hand gestures and body movement in lesson 1? • Can you remember some hand gestures that are commonly used to communicate? • What is ASL Poetry, and what makes its different from sing language?
Activity 1: 15 minutes-20 minutes
Discussion: Ask your students if they have every heard of “pantomime.” After listing to a few examples from the class share that Pantomime is a type of musical comedy stage theater often designed for family entertainment. It has its roots in ancient Greece, and Italy and France, and eventually when it arrived in Britain, it became a common theater practice. Pantomime's unique fusion of eccentricity, ambiguity and absurdity has much to teach us about using movement and gestures to tell stories without speaking. Modern pantomime includes songs, gags, slapstick comedy and dancing. It employs gender-crossing actors and combines topical humor with a story more or less based on a well-known fairy tale or myth. It is usually a participatory form of theatre, in which the audience is expected to sing along with certain parts of the music and shout out phrases to the silent performers.
Demonstration: 1) The teacher asks to the class to watch and guess what their gestures imply they are doing. 2) The teacher pantomimes the following: opening a bottle, pouring the liquid in the glass, and taking a drink. 3) After the students guess the pantomime of drinking water, share the following video, and explain that they will watch a short history of pantomime followed by a modern version of pantomime.
Examples: 1) History of Pantomime Video: https://www.youtube.com/watch?v=FmiA0a-4zy8 2) Modern Pantomime Video: https://www.youtube.com/watch?v=6EnkEm2egIM Lesson 2: Our Movement Tells The Story - 1/14/19, 11:38 AM / 2
Reflection: ◦ What is pantomime? ◦ Can you think of some common pantomime performances? (stuck in a box, walking against the wind, etc). ◦ How has pantomime changed over time? How has it stayed the same? ◦ How do the use of props (like the balloon in video 2) help the audience visualize the pantomime?
Activity 2: 5-10 minutes
Discussion: Explain that by using certain gestures we can communicate without using words, just like we learned in Lesson 1. Explain to the students that similar to ASL poetry, or everyday hand gestures, pantomime is a tool to help tell a story without words. Discuss that pantomime helps create an image for the performer and the audience of something that is not actually there.
Student Engagement: 1) Have students form a circle and instruct them that they will be tossing around an imaginary ball. 2) Lead the students at first, modeling how you would adapt your movement according to the size and weight of the ball. Pretend to use a tennis ball at first. Bounce it, squeeze it, and toss it in the air. 3) Have students copy these actions. 4) Now switch to a golf ball, a basketball, a bowling ball, a beach ball, etc., adapting your movement accordingly. Have the class follow your actions, or have student volunteers lead the different movements. 5) As they pantomime, students should follow the imaginary object/action with their eyes and show what happens when they are finished with the object/action. Some good everyday objects/ actions for this activity include: peeling a banana, eating a piece of pizza with lots of cheese, sipping a drink through a straw, and picking up a coin. End the game after about five minutes. Discuss what students observed about their own movements and those of others.
Reflection: ◦ How did you adapt your movement when the size, shape, and weight of the ball changed? ◦ What was interesting? ◦ What was challenging?
Activity 3: 5-10 minutes
Discussion: Explain that we might interact with objects differently than a character in a story Lesson 2: Our Movement Tells The Story - 1/14/19, 11:38 AM / 3 depending on our experience, and personality. Another part of telling stories is using our body and movement to create characters and situations different from us. How our character(s) pantomimes everyday interactions helps the audience understand more about the character.
Demonstration: 1) The teacher acts out some of the same actions from Activity 1 (bouncing a ball, peeling a banana, etc.). 2) The teacher calls out a new character trait (an angry person, a 3 year old, a person in a hurry, etc.) 3) The teacher preforms the pantomime in character. 4) The teacher explains, they will call out an action and a character trait for the students to pantomime.
Student Engagement: 1) The teacher calls out an action: (peeling a banana, eating a piece of pizza with lots of cheese, sipping a drink through a straw, and picking up a coin, etc.). 2) The teacher calls our a character trait (a sad person, a person who is out on a sweltering day, a suspicious person, etc.). 3) Do this about 3 times.
Student Engagement: Pantomime tug-of-war 1)Divide the group into 2 groups and have them mime a Tug-o-war fight. See that the mimed :rope” does not stretch or shrink and Remember Chivalry—somebody wins and one group graciously looses.
*Variation: Do 2 per 2. Played in pairs. One player holds his/her hand open with fingers upward–about 2-3 inches from their partner’s face. The leader then starts moving their hand about slowly, while the partner attempts to keep their face at exactly the same distance from the hand. Without touching, it should seem as if the hand is pulling or pushing the face about. Switch sides and partners after a minute or two. Variation: Use both hands.
Reflection: ◦ How can using pantomime techniques help when telling a story without words? ◦ Do you remember where pantomime started? *(Greece/Rome) ◦ Do you remember what country pantomime became famous in? (* The answer is Brittian).
Teacher’s Guide: Materials, Research, and Preparation
Materials: • Access to Youtube, and a method to play videos with sound. (Projector/monitor, speaker(s), computer, internet access, etc).
Preparation: Lesson 2: Our Movement Tells The Story - 1/14/19, 11:38 AM / 4
• Prepare video and player in advance.
Standards and Bench Marks: Lesson 3: Dance the Story - 1/14/19, 11:40 AM / 1
DIGITAL STORY TELLING | MODULE 7 | SPOKEN WITHOUT WORDS Lesson 3: Dance the Story
Lesson Overview: Students will be exposed to various methods in which dance is used for story telling. Across cultures, dance has been a long standing way to pass o history, cultural stories, and celebrate significant events. Student will learn to make a dance map that will enable the to produce a dance narrative.
Learning Objectives: • Develop understand of communicating through physical movement and dance. • Be introduced to various cultures that use dance to tell stories. • Understand how a story may be told through dance. • Learn about ballet as a means of expression and storytelling. • Learn how to make a dance map.
Teaching Summery: This lesson introduces students to the concept of emotionally and physically telling a story through dance. Students will learn that dance is a storytelling device for many cultures, and is another way in which stories can be told without words. Students will learn to make a dance map to help them conceptualize and create their own dance.
Review of Lesson 2: ◦ What is pantomime? ◦ What was similar about pantomime and ASL poetry? What was different? ◦ Is pantomime and ASL poetry a dance? Why or why not?
Activity 1: 15 minutes-20 minutes
Discussion: One of the most ancient practices of storytelling across cultures includes dance. In most cases the dance is combined with song, chanting or words to illustrate a story. Many dances have been used to tell stories in many forms. For Example, in ballet the dancer is trained to act out the story/character with movement instead of words, like in The Nutcracker. Dancing uses the skills we learned with hand gestures and pantomime to express ideas without words. Telling that story through dance doesn’t just require steps and dancing. It requires using, facial expressions, body movement, and usually music as important elements in producing a successful story through dance. Many cultures have various dances that tell the stories of their faith, society, or significant historical moments. Today we are going to lore a few ways dance is used to tell stories.
Examples:
1) Bharatanatyam: https://www.youtube.com/watch?v=JWhA3ldZcyY In India temple dancers, or devadasis, perform bharatanatyam, a dance that is considered a form Lesson 3: Dance the Story - 1/14/19, 11:40 AM / 2 of prayer. It is an Indian classical dance form presumably the oldest classical dance heritage of India is regarded as mother of many other Indian classical dance forms. The dances tell the stories of specific deities, such as Krishna or Shiva, and are unique to different temples and spiritual days. While the bharatanatyam, which originated in Tamil Nadu, in South India, has been in existence for millennia, it has experienced a renaissance in the past century.
Reflection: ◦ Why would dance be used to tell stories instead of writing? (explain to the students that illiterate audiences can learn through dance, art, and performance without knowing how to read).
2) Hula: https://www.youtube.com/watch?v=BFT-M18N2A4 You might not know it while on an island vacation luau, but traditional hula dancers dance not to a beat, but to language, Hawaiian-language chants or songs. Hula shares traditional stories as well as mythology and creation tales, including those of the gods and goddesses of the islands. Hula is typically associated with female dancers, however male dancers play a significant role in Hula. Many Hawaiian warriors were trained through hula dancing. In this video we will learn how dance preserves stories of Hawaiian culture and was used to train warriors.
Reflection: ◦ How does hula connect to the past? ◦ Why would warriors train through dancing?
The Walrus Dance: https://www.youtube.com/watch?time_continue=9&v=J325bv5GJAI This video shows how students in Anchorage, Alaska, develop a song and dance to tell about a walrus hunt. Their goal in creating this dance is to connect with their Yup'ik and Iñupiaq cultures, help preserve the cultures for future generations, and express their joy in being part of those cultures. To share their dance with others, the students produce a music video of their work, excerpts of which appear in this video.
Reflection: ◦ Can you think of dances that are used to preserve culture for future generations?
Activity 2: Making a Dance Map 20-25 minutes
Discussion: The dances we just watched are used to tell stories, preserve cultural history, teach younger generations, and ultimately to tell a story. Just like I written stories, dances can have a narrative that includes a beginning, middle, and end. When we write stories we often use outlines to help guide us. For dance, we can use a dance map to help guid us.
Student Engagement: Making a Dance Map 1) Start with a blank piece of paper and a pencil. Lesson 3: Dance the Story - 1/14/19, 11:40 AM / 3
2) Place three points anywhere on the paper. 3) Next, draw a pathway that is not a straight line to connect the three points. 4) Label the three points “beginning,” “middle,” and “end.” 5) Mark five other places on the pathway using hash marks (||) 6) Underneath each set of hash marks, draw a type of shape (circle, square, triangle, etc.), and a number between 1 and 5. It can be any shape and any number 1 through 5. 7) In an open space, have the students imagine the pathway on their paper is on the floor in front of them. Have them walk the pathway as it is shown on their paper. 8) Make sure you are beginning and ending in the correct places. 9) The next time the student walks their pathway, ask them to notice where the hash marks are on the paper and pause in these places for the right number of seconds (the number between 1 and 5). 10) After you pause, walk out in the shape of the shape on your dance map. (e.g. walk in a small circle) 11) You have now created a walking map, so let’s add some dance steps After moving through the space a couple of times, pick a theme for this dance that goes with your pathway, and music to go with your dance. 12) Choose a movement or dance step for each hashmark, that match the theme. List these on your paper so you won’t forget. You might also want to experiment with different locomotor movements connect you from point to point. 13) Now instead of walking from point to point, dance from point to point. 14) At each point, introduce a new dance step, and dance in the shape designated to that point on your map. 15) experiment with different music, how fast or how slow you move.
Let your students experiment and practice with the dance map for the remainder of the class.
Teacher’s Guide: Materials, Research, and Preparation
Materials: • Access to Youtube, and a method to play videos online with sound. (Projector/monitor, speaker(s), computer, internet access, etc). • Paper, Pencils for each student.
Preparation: • Prepare video and player in advance.
Standards and Bench Marks: Lesson 4: Guided Practice - 1/14/19, 11:42 AM / 1
DIGITAL STORY TELLING | MODULE 7 | SPOKEN WITHOUT WORDS Lesson 4: Guided Practice
Lesson Overview: Throughout Module 7 students have been learning many methods of storytelling that do not rely on words or sound. Students have explored ways to move their bodies through hand gestures, pantomime, and dance. We will now take those skills and use them to tell a story. Each student will produce a short story that they will then perform without words, using the skills learned in lessons 1through 3.
Learning Objectives: • Combine the various skills of story telling to perform a short story.
Teaching Summery:
Review of Lessons 1-3: ◦ How does using facial expressions, body movement and hand gestures help convey emotion, size, mood, etc.? ◦ How can using pantomime techniques help when telling a story without words? ◦ Why would dance be used to tell stories instead of writing?
Activity 1: 35 minutes
Discussion: Throughout this module we have learned many ways to tell stories without relying on writing or spoken word. We have explored various methods like hand gestures, pantomime and dance as tools for telling stories. Today we will combine the knowledge we learned throughout the week to make our own stories come to life.
Student Engagement: Your Story 1) Students can chose to write a story of their own or a story they heard from somewhere else. Ask them to spend 10 minutes writing a very short story that includes a beginning, middle, and end. The story will be performed without words, so remind them to keep it short and simple. Ask the students to consider how their story will be expressed through gestures as they write. If they cannot think of a story they can chose a plot form a fairytale, movie, or book. 2) When the students complete their story, ask them to label which parts art the beginning, middle, and end. 3) Ask the students to create a dance map of their story: (reference Lesson 3). 3) Start with a blank piece of paper and a pencil. 4) Place three points anywhere on the paper. 5) Next, draw a pathway that is not a straight line to connect the three points. 6) Label the three points “beginning,” “middle,” and “end.” 7) Think of three body movements, gestures, or dance techniques that can tell the “beginning,” “middle,” and “end” of your story. Write notes on your dance map to remember the movements. Lesson 4: Guided Practice - 1/14/19, 11:42 AM / 2
8) Ask student to fill in other key moments of the story on the pathway on the paper and designate movements and gestures to that portion of their story. 7) In an open space, have the students imagine the pathway on their paper is on the floor in front of them. Have them walk the pathway as it is shown on their paper. Make sure you are beginning and ending in the correct places. 9) The next time the student walks their pathway, ask them to notice where their notes about movements and gestures are on the paper and to pause in these places and practice the movements and gestures. 10) Have the students act out their stories on their dance maps until they are able to tell their story without words.
Activity 2: 25 minutes
Share: Allow the students to take turns presenting their story to the class.
Reflection: ◦ What was it like to tell a story without using words? ◦ What was challenging, interesting, funny, or awkward? ◦ Compared to other forms of storytelling, what is unique about telling stories without words?
Teacher’s Guide: Materials, Research, and Preparation
Materials: • Access to Youtube, and a method to play videos online with sound. (Projector/monitor, speaker(s), computer, internet access, etc). • Paper, Pencils for each student.
Preparation: • Prepare video and player in advance.
Standards and Bench Marks: Standards - 1/30/19, 7:26 PM / 1
BENCHMARKS AND STANDARDS *The standards listed below are New Mexico standards, addressed throughout the curriculum.
New Mexico Standards
Conceiving and developing new artistic ideas and work. Anchor Standard #1. Generate and conceptualize artistic ideas and work. Anchor Standard #2. Organize and develop artistic ideas and work. Anchor Standard #3. Refine and complete artistic work.
Realizing, interpreting and presenting artistic ideas and work. Anchor Standard #4. Select, analyze and interpret artistic work for presentation Anchor Standard #5. Develop and refine artistic techniques and work for presentation. Anchor Standard #6. Convey meaning through the presentation of artistic work.
Understanding and evaluating how the arts convey meaning. Anchor Standard #7. Perceive and analyze artistic work. Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work.
Relating artistic ideas and work with personal meaning and external context. Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding. Standards - 1/30/19, 7:26 PM / 2
Performance standards Performance standards are discipline-specific (dance, media arts, music, visual arts, theatre), grade-by-grade articulations of student achievement in the arts PK-8 and at three proficiency levels in high school (proficient, accomplished and advanced). As such, the performance standards translate the anchor standards into specific, measurable learning goals.