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Stafford Township School District Stafford Township School District Drama Curriculum Grade 5 & 6 Created 07/31/2017 Philosophy The curriculum is designed to introduce students to a complete theatrical experience. Students learn the history of the theater and become familiar with stage geography and terms associated with any theatrical production. The focus of the course is on participatory exercises, games, improvisations, vocal work and scene work to help students become aware of their physical, emotional, and vocal expression. Students become cognizant of their personal forms of expression and ways to channel and focus these through scripted work to create a character with organic and dynamic expression. Students’ appreciation of viewing theatrical productions is enhanced as they become aware of all necessary steps in mounting a play. Students are introduced to acting approach, which enables the development of acting technique and demonstration of self-expression through character. The course enables students to make informed critical and aesthetic judgments, create theater, practice public speaking and understand the historical and cultural influences of theater. 1 Unit: Intro to Theatre/Pantomime Duration: September Standards 1.1.2. C.3 Creative drama and storytelling use voice, movement, and facial expression to communicate emotions. Creating characters is an act of intention in which actors play themselves in an imaginary set of circumstances. 1.1.5.C.2 The actor’s physicality and vocal techniques have a direct relationship to character development. 1.3.2. C.2 Actors use voice and movement as tools for storytelling. 1.3.2.C.3 Voice and movement have broad ranges of expressive potential. 1.4.5.B.1 Identifying criteria for evaluating performances results in deeper understanding of art and art-making. 9.3.12. Analyze the lifestyle implications and physical demands required in the arts, audio/visual technology and AR.3 communications workplace. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Essential Understandings Essential Questions Students will understand that... ● What is collaboration? ● What is self-control? ● Collaboration (working together) is a key skill in ● Why do we need to work together? drama ● Why is it important to be aware of your space? ● Physical space is important in working together and ● What are the basic rules of pantomime? following directions. ● What is constructive criticism? ● Pantomime is a basic building block of acting, ● What is a compliment sandwich? focusing on personal space and creative movement. ● Why is collaboration key in group work? ● Collaboration with classmates is key with group work ● How do actors use pantomime is theatre? ● Practice and rehearsing assist in developing confidence with performing in front of others ● Constructive criticism is utilized to self-assess and build up skills needed for telling a story. 2 Evidence of Student Learning Formative Assessments Summative Assessments ● Observation ● Projects ● Classroom Discussions ● Group Performance ● Exit Ticket ● Performance ● Self-assessments/Reflections Knowledge and Skills Content Skills Students will know... Students will be able to … ● Develop a story using their body and no words ● Define and apply collaboration in group work ● Discover other ways to communicate other than ● Utilize eye contact as a form of communication words. ● Recall and utilize the rules of Pantomime ● Collaborate with scene partners to tell a story. ● Create individual pantomime as a class during a ● Perform a pantomime utilizing the rules established large group activity ● Formulate constructive criticism after viewing a ● Create and perform group activity performance. ● Critique group pantomime activities utilizing ● Evaluate and explain what worked in the Constructive Criticism and Compliment Sandwich performance and what needs to be improved. ● Analyze whether or not a performance is or is not a pantomime ● Benchmark 3 Instructional Plan Suggested Activities Resources Object Relay - Students will warm up and reinforce the Topper, Lynda A. Theatre Games and Activities: Games rules of play in drama. for Building Confidence and Creativity. Colorado, CO. Meriwether Publishing Ltd., Publisher. 2008. Fish Philosophy Intro. - Drama Class Points are earned Lundin, Stephen C. Fish: A Proven Way to Boost Morale when students “Play, be there for each other, Choose your and Improve Results. New York, New York. Hyperion Attitude, Make their day.” When students are “caught” doing Books, 2000. any of the following behaviors, they are rewarded. The Various YouTube clips from the Fulton Fish Market in points earn the students a prize, extra credit points and a Seattle Washington tally mark for their class. The class that earns the most point, wins an extra drama class. https://www.youtube.com/watch?v=qHbc9JNhx3E Statues in the Park- Students will utilize the Story of Balto, Photo of Balto Statue-Projection Screen the Alaskan sled dog to introduce the idea of commemorative statues. Students will brainstorm a commemorative statue idea and collaboratively create the pose connect to others in the group. Energy Ball- Students will utilize focus/eye Game Record poster on the inside of closet door contact/collaboration/ concentration, students will pass an imaginary ball around the circle using eye contact. The teacher will add new balls during play. At various times, the teacher will stop and ask students to raise their hands. If it is the correct number of balls, we will continue, if not, we will restart. The goal is to beat the records posted on the wall. 4 Explosion Tag -Students will discover the importance of Beall Heinig, Ruth. Creative Drama for the Classroom spacial awareness by playing a game of Explosion Tag. Teacher: Fourth Edition. Upper Saddle River, New Jersey. Self-Control=SPACE Prentice Hall, 1993. Bany-Winters, Lisa. On Stage: Theatre Games and Activities for Kids. Chicago, Illinois. Chicago Review Press. 1997. Freeze-Students will split into two teams and move about Beall Heinig, Ruth. Creative Drama for the Classroom the room in different positions all the while maintaining their Teacher: Fourth Edition. Upper Saddle River, New Jersey. space. If they bump or brush against another, they must sit Prentice Hall, 1993. out for one round. Caught in the Act- Students will move about the room in Beall Heinig, Ruth. Creative Drama for the Classroom different situations (ex. crossing a log over a ravine full of Teacher: Fourth Edition. Upper Saddle River, New Jersey. crocodiles) all the while being aware of their space. Prentice Hall, 1993. Watch Mimo Chispa- Students will observe a mime who is Mimo Chispa. MiMe Balloon. December, 2006. dressed in typical mime garb and makeup and http://www.youtube.com/watch?v=g5t6imAcAD4 demonstrating all the rules of Pantomime. Students will tell me the Rules of Pantomime based on Feder, Happy Jack. Mime Time 45 Complete Routines for what they viewed in the video. I will add to the important Everyone. Colorado Springs, Co. Meriwether Publishing skills they don’t list. This will give them a complete picture Ltd., 1992. of the rules. Panto-means All/Mime-Mimic 1. Tell a Story a. Character-who b. Setting - where/when 5 c. Plot-What i. Beginning-Intro Characters/Setting ii. Middle- Conflict/Problem iii. End-Resolution-happy/sad ending 2. Exaggerate - Bigger than Life 3. Exaggerated Resistance- Fighting/Comedy 4. Consistency- Keep it real 5. K. I. S. S - Keep it simple silly! 6. No props 7. No talking/Sound 8. Self-Control=Space 9. White Face Paint-exaggerates lips/eyes-most expressive features of the face Walking Through It - Students will walk through various Novelly, Maria C. Theatre Games for Young Performers: places/scenarios putting into action the rules previous Improvisations and Exercises for Developing Acting Skills. learned regarding pantomime. Colorado Springs, CO. Meriwether Publishing Ltd., Publisher. 1985 Students will list, review and recall the rules for Pantomime Lundin, Stephen C. Fish!: A Remarkable Way to Boost for FISH POINTS Morale and Improve Results. Hyperion, New York, NY. 2000. Birthday Line -Students will line up using other forms of Bany-Winters, Lisa. On Stage: Theatre Games and communication other than words/sound by birthday month Activities for Kids. Chicago, Illinois. Chicago Review and (Fish Philosophy Points) to reinforce which rule is the Press. 1997. hardest? No talking/sound. 6 Group Pantomime Activity - in groups, students are given Feder, Happy Jack. Mime Time 45 Complete Routines for a card and mime the scenario listed on the card utilizing the Everyone. Colorado Springs, Co. Meriwether Publishing rules of pantomime. Ltd., 1992. ● Camping ● Gardening ● Time at the Beach ● Orchestra or Band ● Building a House ● Sports at School Watch Dee Curtis- Students will comment - Mimo Chispa. MiMe Balloon. December, 2006. What did do well? What does he need to work on? http://www.youtube.com/watch?v=g5t6imAcAD4 ● Constructive Criticism (construct means to build up) White Board ● Utilizing I language: I think or I feel-opinion ● Compliment Sandwich ○ Compliment ○ Something to work on/strengthen ○ Compliment Students will watch Jerry Lewis, The Errand Boy- Jerry Lewis. The Errand Boy- Count Basie-The Boss Pantomime or Not? Jerry Lewis plays a young errand who Pantomime. 1961. walks into the boss’ office. No one is around. He sits at the http://www.youtube.com/watch?v=kS21T_p0pNA big desk and “pretends/mimes”
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