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Drama 20 TYA

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Theatre for Young Audiences

Drama 20

January 6th to January 16th

School X

Created by Mr. Bret Jesse

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Table of Contents

 Page 3: Unit Rationale  Page 4: Unit Objectives & Skills  Page 5-8: Unit Overview  Page 9-15: Sample Lesson Plans Day 1-2  Page 16-17: Assessment Methods  Page 18: Materials List  Page 19: Bibliography

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Unit Rationale
The overall goal of drama is to foster a positive self-concept in students by encouraging them to explore life by the assumption of roles and by the acquisition of dramatic skills. The imaginative exploration involves setting up a dramatic situation, “acting out” that situation, communicating within that situation and reflecting on the consequences. It is this reflection that provides the knowledge for self-development. ~Alberta Education Drama Program of Studies During their time in this unit, students will create, rehearse and perform an original TYA piece for an elementary school audience. The final performances for this unit will a traveling performance if possible. The main goal is to show students how theatre can be used as a communication tool and has the ability to build community. The importance of bringing theatre to young audiences around our city is crucial to developing the upcoming drama programs for future years. Without the students in younger grades being exposed to theatre, our drama community will come to a slow decline. It is important for students to pass down their experience and knowledge to the younger grades as to teach through performance. Students will also be given the opportunity to create an original theatrical piece which they can take great pride in. Each and every student will be given a role they create and develop. This unit will allow students to explore the elements of movement, acting, improvisation, playwriting and speech. Allowing students to create their own theatre it is empowering them to become the artists they may wish to become. It also provides the learning environment that allows for collaboration, reflection as well as an understanding of theatre as a communication tool.

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Unit Objectives

 Students will create, rehearse and perform an original TYA piece for an elementary
school audience.

o Final Performance (Day 7-10)  Students will improvise short scenes to develop concepts for a later performance. o Days 2-6  Students will develop the movement of their body as a communication tool. o Days 1-2  Students will develop and strengthen their vocal projection and clarity. o Days 2-3  Students will demonstrate an understanding of playwriting and storytelling conventions. o Days 3-6

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Unit Overview Classes: 80 minutes
Day 1: Orientation to the Unit (January 6) -Students will introduce themselves as a new fairy tale character. -Introductions, Milling (hands, arms, other), Curtain Name Game, Stage Directions, Interest wall, Stretching + Discussion of final presentation, Goal setting, 30 second fairy tales, Fairy tale introduction -Orientation (Sr. High) 1, 2, 5, 8, 15

Day 2: Movement as Communication (January 7) -Students will develop a short (1 minute) group scene using movement as the key communication. -Name Splat, Milling (hands, arms, other), Body leads, Move to the music, 1 minute music movement, group reflection (in-class assignment) -Movement 3, 4, 11, 14, 16, 23

Day 3: Story telling (January 8) -Students will perform a short fairy tale as a group. -Circle walk warm-up, Vocal warm-up (Ba-da-ga, tongue twisters), One sentence story, one word story, readers theatre, pick, rehearse, perform a short fairy tale. -Speech 1, 3, 6, 10, 12, 14

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Day 4: Outlining Performance (January 9) -Students will perform 1-2 minute scenes as proposal for the final performance. -Shake it down, Stage Directions, Atom, Genre discussion, Genre scene studies (short script reads, discussion on themes, short scene improvs), Students will pick a genre and develop a short scene as a proposal for the show. -Playwriting: 1, 5, 9, 10

Day 5: Outlining Performance Step 2 (January 10) -Students will perform 2-4 minute scenes as proposal for the final performance. -Students will critique and examine their colleague’s pieces for the final performance. -Splat, Move to the music, Shake it down, Family vacation Tableaux, Rehearsal time (set groups, send students out to create scenes, performance, discussion), have students help in creating the play on the board. - Playwriting: 1, 5, 9, 10 -Theatre Studies: 3

Day 6: Acting Workshop + Rehearsal (January 13) -Students will create a character based on scenes selected for final performance.

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-Shake it down, Body leads, Character Milling, Interview game, Character Sheets, Character work in scenes (Scenes chosen for performance, rehearse, perform with in-depth character) -Acting: 2, 3, 4, 5, 6, 7, 9, 13 Day 7: Rehearsal -Students will rehearse their given scenes for the upcoming final performance. -Shake it down, Atom, stretching, Rehearsal (rest of class), Check in -Improvisation: 10 Day 8: Rehearsal -Students will rehearse their given scenes for the upcoming final performance. -Shake it down, Tag x3 (Walking, Slow motion, T-rex), stretching, Rehearsal, Rough performance -Improvisation: 10 -Theatre Studies: 2, 3 -Acting: 8, 9, 10 Day 9: Dress Rehearsals -Students will perform a dress rehearsal for their peers in preparation for the final performance. -Shake it down, Energy, Dress Rehearsal (rest of class). Students will be told to invite friends who are on spare to come enjoy the performance. --Improvisation: 10 -Theatre Studies: 2, 3 -Acting: 8, 9, 10

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Day 10: Final Performance -Students will perform their piece for an elementary audience and reflect upon the creative experience. -Energy, Performance, group reflection, individual reflection -Goal 1: To acquire knowledge of self and others through participation in and reflection on dramatic experience.

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Lesson Plan

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Grade/Subject: Drama 20

Unit: Theatre for Young Audiences Lesson Duration: 80 Min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes: To develop competency in communication skills through participation in and exploration of various dramatic disciplines

Specific Learning Outcomes: -Orientation (Sr. High) 1, 2, 5, 8, 15 LEARNING OBJECTIVES Students will: 1. Introduce themselves as a fairy tale character.

ASSESSMENTS Observations: -Breaking up friend groups -Try to get students to show their interests Key Questions: -What are your interests? -Why are you in drama? -What is the dramatic dream? -**Term: Characterization

Written/Performance Assessments: -Participation: Are students engaging in the activities? Are they breaking out of their shell? LEARNING RESOURCES CONSULTED Resource #1: TRM (Teacher Resource Manual Sr. High) Resource #2: Resource #3:

Drama 20 TYA
MATERIALS AND EQUIPMENT *Curtain for name game *White board or Posters for interest wall PROCEDURE Introduction (3 min.): Hook/Attention Grabber: Welcoming Monologue

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Assessment of Prior Knowledge: Who was here last year? Are there new students? How the community before class is starting? Expectations for Learning and Behavior: Students will work well with each other Advance Organizer/Agenda: -Intro Games -Stretching -Final Project talk -Fairy Tales Transition to Body: Welcome to Drama 20, let’s get to work! Body (72 min.): Milling (number, clothing partners, hands, arms) (5 minutes) -Students will begin with walking around the room -They will be side-coached to get into groups of 2,3,4,5 -When you meet your partner, share your name -New partner that has the same color shirt -From there, they will be asked to walk with a partner connected by hands -New partner, new way to wander by hands -New partner, linked by arms -New partner any link Curtain Name Game (8 minutes) -Students will be split into two teams, one upstage and one downstage. -The curtain will be held up by the teacher +1 student. -Each team will silently send up 1 team member to the curtain -When the curtain drops, the first team to say the name of their opponent will get that person on their team -The game is won when one team completely absorbs the other.

Stage Directions (4 minutes) -Students will be in one large group in the middle of the room -They will be asked which direction is which for the stage (explained if wrong) -Teacher will call stage directions, students will run to that side **To make more competitive (stay safe) last person to each side is out of the game.

Drama 20 TYA
**Add more flavor by hanging a light (reaching up), hit the deck (fall down) and ensemble! (link arms with 1-2 people)

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Interest wall (5 minutes) Students will be given 5 minutes to find a writing tool and a poster on a nearby wall -The posters will be labelled: 1) Favorite class 2) Favorite hobby 3) Where you’re originally from 4) Other interests This activity gives students a chance to see how alike they are with each other and develop potential new friendships. It also helps build community among the class.

Stretching + Discussion of final presentation (10 minutes) -Stretching and giving students the final presentation run-down -It is important for them to understand it is a collective creation

Goal setting (10 minutes) -It is important for students to have a goal to reach for. These goals will be put into a journal that they will reflect on during the class not for marks. These goals will include character work, story development, and acting skill level. For certain students this may include technical work, writing skills or any other goals they can come up with. Time will be given to share goals with other students. This will keep students accountable for their goals.

30-60 second fairy tales (20 minutes) -Students will be given time to pick a fairy tale, rehearse it, and perform it in only 30-60 seconds (depending on the class) -Students will be given 15 minutes to rehearse with teacher supervision -At the last 5 minutes, each group will be allowed to perform. **During the rehearsal, students will be told to think of their characters for the final activity. **Bring up the word Characterization

Fairy tale introduction (10 minutes) -Students will create a fairy tale character from their 30 second fairy tales and take on that character for a new round of “milling”. This is to get students loose and get them in the mindset for TYA. Closure (5 min.): Consolidation/Assessment of Learning: What did we do today? Where are we going with this unit? What should we be doing over the next few nights? (Homework: Thinking on scenes that could be used in a TYA show) Feedback From Students: Feedback To Students: Transition To Next Lesson:

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Lesson Plan
Grade/Subject: Drama 20 Unit: Theatre for Young Audiences Lesson Duration: 80

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: To develop competency in communication skills through participation in and exploration of various dramatic disciplines

Specific Learning Outcomes:

- Movement 3, 4, 11, 14, 16, 23 LEARNING OBJECTIVES
Students will:

1. Students will develop a short (2 minute) group scene using movement as the key communication.

ASSESSMENTS
Observations: -How are students moving? Do they have reasons for how they are moving? -Are students keeping a safe environment as they move around the room? Key Questions:

“Why are you moving like that?” “What part of the music made you think of this kind of movement?” “What character might you be portraying?” “What is their mood?” “What is their thought process to this walk/move?”

Written/Performance Assessments: Written: Reflection handed in at end of class Performance: Movement piece to show understanding of movement as a communication method.

LEARNING RESOURCES CONSULTED
Resource #1: TRM (Teacher Resource Manual Sr. High)

Drama 20 TYA MATERIALS AND EQUIPMENT
*Speaker for Music *CD/IPod with playlist

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PROCEDURE Introduction (3 min.):
Hook/Attention Grabber: Good morning dancers! Have students know that they will be doing movement. Prior class: You could tell students to wear clothes they can move easily in. Assessment of Prior Knowledge: Who are your dancers? Who will be strong in building movement piece? Expectations for Learning and Behavior: Students will work well with each other Advance Organizer/Agenda: -Warm up -Activity -Reflection

Body (72 min.): Name Splat (5 minutes) -Students will begin by forming a circle and picking someone to be in the middle. -The student in the middle will “splat” someone in the circle by saying their name and holding their hand (palm out) towards them. -The student who is “splatted” ducks down, and the people to their immediate left and right must splat the other. (E.G, the person on the left splats the person who was on the right and vice versa) -The students MUST include the name of who they are “splatting” -Whoever was SLOWEST splatting their opponent sits out the rest of the game. -When the game is down to the final 2 combatants, a “splat off” occurs. -The splat off is when a key term is selected such as “cupcake” or “skittles”. The person in the middle will get the combatants to stand back to back and walk slowly forward. The person in the middle will tell a story. When the key word is said, the combatants will turn and splat WITH NAME of their opponent. -Whoever splats first, wins. Milling (number, clothing partners, hands, arms) (5 minutes) -Students will begin with walking around the room -They will be side-coached to get into groups of 2,3,4,5 -When you meet your partner, share your name -New partner that has the same color shirt

Drama 20 TYA -From there, they will be asked to walk with a partner connected by hands -New partner, new way to wander by hands -New partner, linked by arms -New partner any link

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Body leads (10 minutes) -Students will walk around the space -Side-Coaching: You will inform students that they have become hooked by a fisherman in the rafters. This fisherman has hooked X part of your body. -The students will then walk around the room as they have been hooked by that part of their body and it MUST lead their movements. (E.G: you have been hooked by your nose. The student will walk with their nose leading their motions) -This continues for x minutes, as many body parts as needed. Move to the music (10 minutes) -Students will walk around the space -Once music comes on, the students will move according to the music provided. -Students will be asked questions they move such as; “Why are you moving like that?” “What part of the music made you think of this kind of movement?” “What character might you be portraying?” “What is their mood?” “What is their thought process to this walk/move?” 2 minute music movement (30 minutes) -This is the “in class assignment lead up” -Inform students that the assignment for this will be in the reflection and not to worry so much about what they create. -The purpose for this activity is to get students considering how to translate a message without words. Students will need to understand how important movement can be on stage and what kinds of meanings it can portray. -Students will be put into groups of 2-4, depending on the class they may pick their groups. -Students will be played a piece of music from the CD provided. (Play twice). They will have 20 minutes to prepare a movement piece on the music provided. -Play the music every 5-7 minutes so that students may continue to hear what they are choreographing. -After 20 minutes, perform the pieces. Group Reflection (in-class assignment) (15 minutes) -Students will be brought back to a full group to discuss the pieces that we created. -Allow for a short discussion about how the music was interpreted and what kind of stories came from it. -**Assignment: Students will write a reflection on how they interpreted the music and what message it sent to their audience. To be handwritten or typed (if laptops are available). Hand-in by the end of class**

Drama 20 TYA Closure (5 min.):

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Consolidation/Assessment of Learning: Reflections & Group discussion will show if students have grasped the idea of movement as a communication tool. Feedback From Students: How do we feel about todays pieces? Would you use them in a show? Which ones stood out as fantastic? Feedback To Students: Thank you for your hard work!

Transition To Next Lesson: Tomorrow we will be looking into what makes a story, if you have a favorite fairy tale or short story please bring it to class to help generate some ideas.

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Assessment Methods (Rubrics, Notes, Reflections, Journals)

Assessment Method 1: -Students will reflect upon dramatic & creative experiences in a journal format. (15 marks) -Students will be expected to hand in 3 Journals through the unit. These reflections should be 100-200 words (1/2 to 1 page double spaced) 1) After the first class. Provide ideas and insights to the creation process. 2) After the 3-4 class. Provide ideas on how the creative process is changing per day. How would you do things differently? 3) After the final performance: What did you learn from the process? How did you think the show went? What might you do differently?

Marking: 5 marks per Journal -If they are completed up to the expectation, full marks. -If they are not completed, incomplete. -If they are half completed (not meeting length expectation), returned to student and asked to re-do or expand for full marks.

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Assessment Method 2: -Students will be graded on participation and attendance during the rehearsal process. -Students will be expected to attend all classes during this unit. Excused absences will be worked around. It will be made clear how important attendance is during the rehearsal process. **I am still considering this assessment as it is not academic**

Assessment Method 3: Performance Rubric to be used TWICE First Assessment: Day 5 Second Assessment: Dress Rehearsal Day 9

5
Student shows exceptional use of character building techniques taught in class.

4
Student shows good use of character building techniques taught in class.

3
Students show use of character building techniques taught in class.

2
Student shows little use of character building techniques taught in class.

1
Student needs to revisit character building techniques.

Student shows exceptional use of story building techniques taught in class.

Student shows good use of story building techniques taught in class.

Student shows use of story building techniques taught in class.

Student shows little use of story building techniques taught in class.

Student needs to revisit story building techniques.

Student shows exceptional use of performance techniques taught in class.

Student shows good use of performance techniques taught in class.

Student shows use of performance techniques taught in class.

Student shows little use of performance techniques taught in class.

Student needs to revisit performance techniques.

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Materials List -Blanket/Curtain -CD With music for movement lessons -Speakers -Rehearsal Furniture (Blocks, Benches, the basics)

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Bibliography
 Alberta Education. (1989). Teacher Resource Manual: Drama Junior High School. Edmonton, Alberta, Canada  Alberta Education. (1989). Teacher Resource Manual: Drama Senior High School. Edmonton, Alberta, Canada  Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom Assessment for Student Learning: Doing it Right- Using it Well (Second ed.). Englewood Cliffs, NJ: Pearson Education Inc.