MUSICAL PANTOMIME UNIT

Big Idea: Pantomime helps us better understand how we interact with the things in this world.

Enduring Understanding: Students will be able to create a believable story using basic pantomime
skills.

Essential Questions: What is pantomime? How does pantomime help us better understand the world
around us? How can body language be a form of communication?

Unit Objective: Students will be able to create a solo musical pantomime scene using the 5 areas of
pantomime (resistance, consistency, character, story/conflict, and fantastical exaggeration).

Standards: HS Proficient Cr3.1.I. b. Explore physical, vocal and physiological choices to develop a
performance that is believable, authentic, and relevant, to a drama/theatre work
 Musical Pantomime Unit
Lesson 1 – Pantomime Technique

EDUCATIONAL OBJECTIVE:
Students will demonstrate their understanding of the essential elements of a pantomime by using
the 5 elements in a

ENDURING UNDERSTANDING:
Through the exploration and application of pantomime techniques, students will develop a
heightened awareness of non-verbal communication, body language, and the expressive potential
of movement. They will come to understand the power of physical storytelling as a universal
language, fostering creativity and the ability to convey complex emotions and narratives without
the use of words.

MATERIALS NEEDED:
Table, magic box signs printed out, musical pantomime unit outline, ET the Mime video (Link:
https://www.youtube.com/watch?v=FPMBV3rd_hI&t=227s) or any video showcasing
pantomime work, pantomime activities (can be printed or written on notecards), and instrumental
music playlist.

TEACHING PRESENTATION:
WARM UP/HOOK – “Magic Box” (10 minutes)
The teacher will start the beginning of class silent. A table can be placed in front of them if
desired. Wait until the class is silent and begin presenting using the signs under supplement.
Present each page one at a time. This activity requires students to use their body language to tell
us what is coming out of the bag. Pass the bag in a circle to each student to have them pull an
item of the bag. Have the other students try to guess what the student is pulling out of the bag.
Continue this until every student has had an opportunity to participate. Remind the students that
this activity should be done silently, which is customary for pantomime work.

STEP 1 - Transition: (2 minutes)

The teacher will end the activity by throwing the box into the air pretending that the box went
millions of miles into the sky and is now plummeting down. The goal is to have fantastical
exaggeration in trying to catch it before it hits the ground. Once you are ready for it to “land,”
catch it in an exaggerated way. Break the silence by saying, “and that is how you do the f word.”
Explain that the f word stands for fantastical exaggeration which we will go over in a moment.
STEP 2 - Instruction: (5 minutes)
Pass out the attached musical pantomime unit outline. Review the timeline of events associated
with this unit. Explain that now as a group you will practice each of the five elements of
pantomime.

STEP 3 - Guided Practice: (10 minutes)

Have students stand and space themselves throughout the classroom. Guide the group through
each of the five elements of pantomime (movement, consistency, character, story/conflict, and
fantastical exaggeration). Use the handout for definitions of the term to practice and reinforce
their meaning. Use everyday activities as practical examples for each element that the students
would feel comfortable demonstrating. Once all five have been completed, have students return
to their seats in an exaggerated expression of their choice.

STEP 4 - Modeling: (6 minutes)

Share with the class the “ET the Mime” YouTube video (link listed under materials needed).
Before they begin watching the video, invite students to watch for ways in which the actor uses
each of the five elements of pantomime (movement, consistency, character, story/conflict, and
fantastical exaggeration). Afterwards the teacher will lead the class in a discussion on what the
students observe.

STEP 5 - Discussion: (2 minutes)

Once the video has ended, invite students to make specific observations on what they noticed the
actor doing that exhibited one of the 5 areas of pantomime. If students don’t talk about all five
areas, prompt them with questions that lead to analyzing the area not discussed.

STEP 5 - Transition: (2 minutes)

Have students stand up and stretch. Once finished, have a student pass out the Get To Know
YOU handout while you explain what is about to happen.

STEP 6 - Individual Practice: (35 minutes)

Students will fill out the Get to Know You handout in preparation for an activity in which they
will pantomime an activity or action that describes them or something they do often. Students
will need a beginning, middle, and end to their storyline. Once their handout is filled out,
students will go up to the front of the class to present their pantomime. students will be assessed
on how well they use the five pantomime elements as discussed previously in class. After each
student performs, ask students to guess what their activity is. Provide small coaching to help
improve students’ pantomime technique. Continue this process of performance until all students
have gone.
CLOSURE: REINFORCING THE LEARNING
Review each of the five elements of pantomime with what they are. Ask students what the
importance of music is in storytelling. Have students turn in their Get To Know You activity
sheet.

ASSESSMENT:
Students will be assessed on their completion of the get to know you activity and turning in the
handout.

SUPPLEMENT:
Magic box posters, musical pantomime unit outline, and get to know you handout are listed on
the next couple pages.
In front of
me there is
a box.
 It is a
MAGIC
BOX.
It is magic
because
it's
invisible.
 It is also
magic
because it
can hold
anything
inside of it.
 (Think
Mary
Poppins!)
Each of us
gets to
choose
something
from the
box...
and show
the rest of
the class
what it is.
 Do not
talk or
make
noise. I'll
go first.
 MUSICAL PANTOMIME

If you recall, pantomime is the art of acting and storytelling without words. The
performance emphasis is on facial expressions and body language to create
elements of character, plot, and environment. But this time, we're adding MUSIC!
In addition to the FIVE areas listed below which you'll be graded on, using music to
enhance the plot, tone/emotions and characters will also be included.

Movement: Crisp and specific gestures-hands, face and body.

Consistency: Size, weight, shape, resistance, and placement of objects and settings.
Character: Create a strong character with definite and interesting personality traits
and mannerisms. Let your character feel and show emotions and experience all sorts of
moods.
Story/Conflict: Create a simple story, with minimal settings and with interesting
conflicts.
Fantastical Exaggeration: Include the magical and ridiculous from story to
movement.
Music: Instrumental music that heightens the humor or drama and character
relationships.

Step 1: Review the techniques & introduce music – Jan. 24

Step 2: Music and movement – Jan. 26
Step 3: Pass off your story and music – Jan. 30
Step 4: Practice and preview – Feb. 1, 5, 7
Step 5: Revise and perform – Feb. 12, 14

Story and Character Guidelines

- Your STORY needs a clear beginning, middle and ending.
- Your story should include strong CONFLICTS between character.
- Your CHARACTER should be strong and interesting. Make bold choices!
- Your MUSIC must be instrumental and should heighten the mood of the
conflicts.
- What to AVOID: Robbery, date night, driving a car, bathroom humor, waking
up and getting ready for school. Boring and overdone.

FANTASTICAL EXAGGERATED DRAMATIC OR HUMOROUS

 Getting to Know YOU
Name: ________________________________________

Activity: ___________________________________________________________________________

Storyline
Beginning Middle End

What does your chosen activity say about you?

What would you like Mr. Taylor to know about you?

Getting to Know YOU

Name: ________________________________________

Activity: ___________________________________________________________________________

Storyline
Beginning Middle End

What does your chosen activity say about you?

What would you like Mr. Taylor to know about you?

 Musical Pantomime Unit
Lesson 2 – Music and Movement

EDUCATIONAL OBJECTIVE:
Students will be able to demonstrate their understanding of using music in a pantomime by using
pantomime techniques that match the energy of an instrumental track.

ENDURING UNDERSTANDING:
Students will be able to demonstrate an understanding of how music enhances and complements
pantomime performances by incorporating rhythmic and melodic elements, effectively using
tempo and dynamics to convey emotions and enhance storytelling in a non-verbal theatrical
context.

MATERIALS NEEDED:
Rhapsody in Blue video link (https://www.youtube.com/watch?v=ie-TS-BitnQ), projector, action
cards printed out.

TEACHING PRESENTATION:
WARM UP/HOOK (5 minutes)
Begin the start of class by playing just a small portion of the classic animation called “Rhapsody
in Blue” (link found in materials needed). Start the video at 3:00 and end at 6:05. Before
watching, explain to the students that even though this is an animation, look for ways they can
relate the character’s performance to the art of pantomime. After the video is shown, ask students
to compare how this video is similar to pantomime. Discuss what specific details in the
character’s body and face could be replicated in a pantomime.

STEP 1 – Transition: (2 minutes)

Explain to the students that there is still one element of pantomime that we haven’t discussed that
is new to them. This is music. Explain that we will now try learning how music works in a
pantomime. Ask students why music is a great storytelling tool?

STEP 2 – Directions: (2 minutes)

Provide the following directions to the students: Students will participate in an exercise that will
introduce how music can influence storytelling. Have students go up one at a time in front of the
class and draw an action card (or the teacher will tell them one of pantomime activities listed
under supplements). The student will begin doing this action to the chosen song that the teacher
plays. After a few seconds, the teacher will change the song in the middle of the performance
and the student will then have to match the energy of their action to the selected music.
STEP 3 – Guided Group Practice: (25 minutes)
Coach students to emphasize exaggeration and movement that matches the energy of the music.

STEP 4 – Discussion: (2 minutes)

Pair and share – Invite students to discuss with a neighbor on what they discovered doing this
activity and how it can relate to their performance of a pantomime. After students have had a
minute to discuss, come together as a class to share their answers.

STEP 5 – Directions:
Explain the next steps of the learning process for this unit. Students will break up into pairs to
create a due pantomime scene using music. Each pair will need to create a 2–6 minutes
pantomime based on a topic of their choice. Students will have the rest of class to start
brainstorming ideas for their pantomime story outline. This outline is due next class period.

STEP 6 - Independent Practice:

Students meet one-on-one with their scene partner to discuss a) their content and b) their story
elements that are grounded in conflict.

CLOSURE: REINFORCING THE LEARNING

Discuss with the class on how conflict influenced their story.

ASSESSMENT:
Participation in the musical action activity

SUPPLEMENT:

Morning routine of Make and eat Commute to work

getting ready breakfast or school

Work or attend Exercising at the Mow the lawn

classes gym

Create a flower Grocery shopping Walking your dog

arrangement
Making a cake Painting a large Scuba diving
mural

Playing Golf Fixing a flat tire Playing basketball

Bowling Washing a car

 Musical Pantomime Unit
Lesson 3 – Storyline

EDUCATIONAL OBJECTIVE:
Students will demonstrate their understanding of pantomime stories by creating a pantomime
storyline for two performers.

ENDURING UNDERSTANDING:
Creating story arcs helps to clarify the story being told.

MATERIALS NEEDED:
Pantomime Storyline Handout

TEACHING PRESENTATION:
WARM UP/HOOK
“Duo Improv Scenes”
Have a couple of students come to the front of the class to perform a short pantomime
improvisation (see attached scenarios under supplement). Give the actors a brief description of
relationship and setting and let them improvise. You can have a few of these duo-improvisations
perform. After each performance discuss with the class what they observed. What was
happening? What did the characters want? What were they trying to communicate through their
body language?

STEP 1 - Transition:
Talk with the class about how a simple activity or situation can be engaging to
watch. Reinforce the idea with the students that sometimes action comes about because of how a
person is. Encourage the students to always create interesting, engaging, and unusual characters
that have a need to fulfill in their performance work.

STEP 2 - Instruction:
Pass out The Pantomime Storyline handout to each student. Introduce the basics of creating a
good pantomime storyline:
 KISS (Keep It Simple Stupid) – make sure it is easy to understand and not cluttered with
excess movement and gestures; audiences need all the clues they can get to understand
what you’re doing.
 Tell a complete story – have a beginning (initial situation), middle (complications,
obstacles, or problems that get in the way), and an end (some kind of solution to the
problem).
  Be fantastic – both in the “good performance” aspect and the “not reality” aspect;
pantomimes do not have to follow regular rules and should be larger than life at all times.
 Based on the Pantomime Storyline handout, students should know that their pantomime
should have a beginning, middle, and end. The story should be designed with the event,
conflict, and situation in mind.

STEP 3 - Group Practice:

Divide students up into pairs (you may want to have these previously decided upon). Assign each
pair to create – and write down – a pantomime story that involves two people. Use the
Pantomime Storyline Handout to reinforce what was taught today. Your requirements can vary
according to your own preferences or theatrical festival/competition guidelines, but the following
is a basic list of pantomime requirements:
 Title – make it interesting and yet give a clue into the pantomime character or story
 Duo – meaning two people must perform it and have equal opportunity to be seen
 Time – three to six minutes
 Storyline – use the basics discussed in class
 Simple – be sure each partner has the chance to demonstrate all three qualities of
pantomime
 Written outline: characters (one sentence description and relationship), place
(setting/situation), story outline (including at least four conflicts)

STEP 4 – Guided Practice:

Have students write their outline and begin to rehearse their pantomime on its feet. Remind
students that they will need to pass off their completed outline (written or typed) to the teacher
by the end of class. Remind students that previews for pantomimes will be next two class
periods.

CLOSURE: REINFORCING THE LEARNING

Invite students to evaluate if they have a beginning, middle, and end to their story with their
partner. Have the pairs identify what their conflict is in their story.

ASSESSMENT:
Students will need to pass off their outline with the teacher before the end of class.

SUPPLEMENT:
Pantomime Storyline handout and Duo-Improvisation Scenarios listed below.
 Duo-Improvisation Scenarios

1. Awaiting a friend to come and play chess, you prepare the chessboard. When your
friend arrives both begin to play. The game is close and your friend loses. He accuses
you of cheating and there is a heated argument. He walks out angrily.

2. You enter a shoe store and sit to be waited on. You describe to the clerk the type of
shoe you want. He brings three pairs. You try on two pairs and decide to take the first
pair. The clerk thinks the second pair looks better and attempts to change your mind.
The scene ends with you buying both pairs.

3. You are reading a very humorous book in a public library. You laugh aloud. The
librarian reminds you that you must maintain silence. You are embarrassed and
apologize, but return to your reading. Again you laugh aloud and the librarian rebukes
you. You move to another seat and resume reading. This time when you laugh, the
librarian asks you to leave. You persuade her to read from your book. She does, and
breaks into loud laughter.

4. You stealthily enter the kitchen. You place a step stool near the cupboard and climb to
where you can reach the cake box on the top shelf. You get it down and cut yourself a
slice of freshly baked cake. Your sister enters. When she sees what you have done,
she is furious since the cake was for a cooked food sale. You make a flippant remark,
and she grabs the nearest implement and chases you out the door. She returns feeling
discouraged and begins to eat the piece of cake you cut.
 The Pantomime Storyline
Coming up with a pantomime storyline that communicates well to the audience, that you can
perform well, and has some skills in it is not as easy as it sounds.

Some "ideas" to avoid because they are so over-used include:

 Robbery
 Date Night
 Waking up and getting ready for school
 Driving a car
 Bathroom humor (farting, burping, throwing up, picking pimples)

There is no easy formula for coming up with a good pantomime story. As you practice, you may
find certain characters or certain actions that you feel comfortable with. Try the skills and pick
one or two that you feel you do well. Very few people can master the skills immediately. It
takes a great deal of practice.

There are three basic elements of the structure of a pantomime (what goes into the
beginning/middle/end of a story):
 The Event
 The Conflict
 The Situation

The Event
An event is the smallest particle of comprehensive movement. It is what happens. It may
be an action or a reaction. The character walks, sits, looks, breathes, jumps, laughs – all
of these are events. Events allow the qualities of pantomime to be shown by the
character.

Many students forget to map out the events in the pantomime and too much random movement
clutters the story.

The Conflict
All stories have conflict. All situations are not equally interesting, but many can be made
more interesting. Conflict is the tool that sharpens the story. Once you establish a
conflict, the audience will want to know how you are going to solve it. The more
creative you are in the solving, the more entertaining the pantomime will be.

There is no magic formula for handling a conflict. The most important thing to understand is that
it can be a key to unknown doors that open on unexpected encounters.

The Situation
The situation is the story – how the characters put the events together to tell the story.
Usually several events make up a situation, but sometimes one event can be a situation.
This is the structure of the story.
 Musical Pantomime Unit
Lesson 4 – Previews
(Previews may take more than one class period depending on class size)

EDUCATIONAL OBJECTIVE:
Students will demonstrate their understanding of pantomime skills and storyline by performing a
duo-pantomime as a preview.

ENDURING UNDERSTANDING:
Receiving and giving feedback leads to opportunities of growth.

MATERIALS NEEDED:
Pantomime Preview teacher worksheet, Pantomime Preview student worksheet

TEACHING PRESENTATION:
WARM UP/HOOK
“Energy Ball”
The idea of the warmup is passing an energy ball around the space. Have students form a circle
facing inward. One person will start by possessing an “energy” that typically starts as a ball. This
magical energy can manipulate in size, weight, and shape. The person who receives the ball must
receive the ball matching the energy/formation that the previous person created. Once received,
the new person can manipulate the size and weight to their liking. It is continually passed along
in this pattern until everyone in the circle has had an opportunity with the energy ball.

STEP 1 - Transition:
Have students move the chairs in audience seating formation facing the stage. Ask students how
this activity could be applied toward their pantomime.

STEP 2 – Independent Practice:

Give the partnerships some time to run through their pantomime before performing their
preview.

STEP 3 – Guided Practice:

Each group will present their prepared pantomime for the class. As each pantomime is
performed, students will fill out the Peer Preview Observation Sheet. Inform students that they
need to fill out the names of the actors, title, and feedback for each scene. Under comments, they
will write one piece of feedback or praise for each of the five categories of pantomime. The
teacher will use the Pantomime Preview Teacher Feedback sheet to help keep track of notes for
the feedback session after each performance.
After each scene performs, the teacher will lead the class in a feedback discussion session for a
couple minutes. Ask students for response to what they wrote down. The teacher will use their
Pantomime Preview Teacher Feedback sheet to coach the students on their scene. Continue this
process of performance and feedback for each group.

CLOSURE: REINFORCING THE LEARNING

Have students meet with their partner to discuss teacher feedback and peer feedback. Write down
2-3 things they will work on for next time.

ASSESSMENT:
Students can be assessed through their pantomime previews and completing their Peer Preview
Observation Sheet.

SUPPLEMENTS:
 Pantomime Preview Teacher Feedback
Names: Time: ____ m______s

Title:

MOVEMENT- was whatever was touched crisply defined; were movements slow an enough for
a “dumb” audience?

CONSISTENCY- were things consistently the same size, shape, weight; in the same place for
the “smart” audience?

CHARACTERS – were there two separate characters; did their relationship work?

STORY/CONFLICT – did it have a beginning/middle/end? Were there interesting conflicts?

Was it simple and easy to follow? Was it fantastic?

EXAGGERATION -were expressions and gestures larger than life?

OVERALL – ideas for improvement and great things to keep doing. How was music?
Pantomime Peer Preview Name: ____________________

As you watch the other pantomime performances, identify either an area for
improvement or a specific “well done!” Write one comment for 10 of the previews, and
comment at least once for each of the areas below. The 11th slot is for your own
performance to evaluate with your partner at the end of all the performances.

CLEAR MOVEMENT- were “props” that were “touched” crisply defined; were movements slow
an enough for a “dumb” audience? Or were hand movements indistinct, sloppy and undefined?

CONSISTENCY- were things consistently the same size, shape, weight; in the same place for
the “smart” audience? Or did objects seem to change size, shape, etc.?

CHARACTERS – were there two separate and distinct characters; did their relationship work?

STORY/CONFLICT – did it have a beginning/middle/end? Were there several interesting

conflicts? Was the story simple and easy to follow? Were there fantastical elements?

EXAGGERATION -were facial expressions and gestures larger than life? Of were
faces/gestures cautious?

OVERALL – ideas for improvement and great things to keep doing. How well did the music fit in
the piece?

Names/Title:
Comment:

Names/Title:
Comment:

Names/Title:
Comment:
Names/Title: Names/Title:
Comment: Comment:

Names/Title: Names/Title:
Comment: Comment:

Names/Title: Names/Title:
Comment: Comment:

Names/Title: Your Pantomime:

Comment: Comment:
 Musical Pantomime Unit
Lesson 5 – Specificity / Feedback Implementation

EDUCATIONAL OBJECTIVE:
Students will demonstrate their understanding of pantomime object specificity by highlighting
the pantomiming of objects in their scene.

ENDURING UNDERSTANDING:
Specificity is the key to go from good to great in a performance.

MATERIALS NEEDED:
Feedback forms from last class

TEACHING PRESENTATION:
WARM UP/HOOK
"BING!"
Four volunteers are needed: one eyewitness and three detectives trying to solve a murder case.
The detectives are sent out of the room beyond hearing range. Together the class decides on
three things: a place, an occupation of the victim, and a murder weapon (they should not have
any connections between them. Sometimes it is easy to write those three things on the
blackboard for reference). The first detective is called into the room. The eyewitness will
convey what each thing is to the first detective, but they cannot speak (they are mute). They can
only pantomime one thing at a time. Once the detective believes they know what each thing is
they say "Bing!" (lightbulb going off). Without saying what they think the things are, the next
detective is called in and now the first detective tries to pantomime to the second detective what
the things are (for a harder pantomime you can tell the first detective they cannot use the exact
same pantomimes as the eyewitness). The second detective says "Bing!" for all three things then
pantomimes for the third detective. Once the third detective knows all three things, he/she says
them out loud.

STEP 1 – Transition:
Talk with the class about how the pantomime successfully traveled through all the participants or
got messed up along the way. The class can give suggestions on pantomimed actions that could
have clarified things. Explain that the objective between pantomime previews and performances
is to tighten details up, make sure movement is crisp and objects defined, and polish up the
storyline and characters – in essence “making the story clear to the detective”.

STEP 2 – Directions: Tell students you will hand back the rubric and the notes for each
partnership. They are to read them over, and to focus on one area of improvement in their scenes.
If they have time, they can move onto others, but they will be asked to record on a piece of paper
what that area is. Tell them that you will collect this paper near the end of class and use it in part
with the final assessment.

STEP 3 – Individual Practice: Allow students the bulk of class time to work on
improvements/revisions. They have 3 things they need to complete during this allotted time:
1) Have students meet with their partner to discuss teacher feedback and peer feedback.
Students will submit on Canvas or email the teacher 2-3 areas they want to improve on.
2) The first half of breakout time will be for rehearsing and revising their pantomime scene.
3) The last half of the breakout time will be previewing their revisions to one other group.

CLOSURE: REINFORCING THE LEARNING

Discuss as a class their key take aways from revising their pantomime piece. What was hard to
implement? What did they become aware of as a performer?

ASSESSMENT:
Students can be assessed through participation in peer feedback and completing the post preview
assessment.

SUPPLEMENTS:
Peer Preview Rubric
 Pantomime Peer Final Preview Rubric
Circle the best response for one of the four categories in each of the area’s students are being
graded on. Pay close attention to the word choice in each column. Provide written feedback at
the bottom of the page that sums up your reasoning for the grade choice you selected.

Level 1 Level 2 Level 3 Level 4

Music The music is The music is The music is barely in There is no music
consistent with the consistent most of the line with the with the movement
movement and action with the movement movement and action and action of the
of the actors to help and action of the of the actors which actors which does not
tell a clear story actors to help tell makes the story tell a clear story
some of the story unclear
Partner Action is well-timed Actors are missing Actors are not Actors refuse to
Work with partners and moments of timing or responding or paying acknowledge or
each actor reacts to awareness with their attention to partners respond to partner at
what his/her partner is partners except when in direct all
doing contact
Consistency Actors maintain the Actors are Major items move No thought is given to
required consistency inconsistent with and handles items the consistency and
throughout the piece handling items but vanish and appear location of items,
with regards to maintain the location frequently during the audience struggles to
location and size of of major items in the scene understand what items
objects. All items are scene. are handled during the
picked up and set scene
down
Movement Actors showing Actors made several Actors showing Actors show no levels
varying levels of levels of resistance hardly any levels of of resistance when
resistance when when handling items resistance when handling items and
handling items and and movement is handling items and movement is not clear
movement is crisp crisp and slow most movement is choppy
and slow of the time and unclear most of
the time
Exaggeration Actors exaggerate Actors exaggerate Actors have limited Actors show no
actions and some events to help exaggeration and exaggeration in
expressions the story along, but audience frequently actions or expressions
throughout the scene some events happen does not understand that does not match
to clearly too quickly or too events or actions that the music
communicate events small to understand rarely matches the
to the audience that that sometimes music
matches the music matches the music
Story/Conflict Story has a strong Story events build on Story has a chain of Story does not have a
beginning, middle and one another, but events with no clear beginning,
end and a clear conflict is weak, or conflict and few middle or end and has
conflict with conflict does not get objectives or tactics no conflict with no
committed resolved with minimal clear objectives /
objectives/tactics objectives/tactics tactics

Feedback:
 Musical Pantomime Unit
Lesson 6 – Final Performance

EDUCATIONAL OBJECTIVE:
Students will demonstrate their understanding of pantomime technique and story writing by
performing their rehearsed piece.

ENDURING UNDERSTANDING:
Pantomime is a universal skill outside of theatre.

MATERIALS NEEDED:
Final Rubric

TEACHING PRESENTATION:
WARM UP/HOOK
Have the students stand shoulder-to-shoulder in a tight circle. While looking at the floor, have
the students count out loud as a group to three. On the number three the students are to look up
at someone in the group. If the person that he/she is looking at is looking directly back at them,
both people must exit the circle with a physical motion of a “death-cry” but NO sound. The
circle will then tighten up and continue until one person remains.

STEP 1: Transition
Give the students a few minutes to run through their pantomime.

STEP 2: Performance
Have the students perform their pantomimes. For each pantomime, fill out an evaluation. You
can also have students respond to each performance verbally or in writing if you like.

CLOSURE: REINFORCING THE LEARNING

Discuss as a class their key take aways from this unit. What was challenging about doing
pantomime? If someone new was learning pantomime, what tips would you give them? How can
you use pantomime in your everyday life?

ASSESSMENT:
Students will be assessed on their final performance and audience etiquette during performances.

SUPPLEMENTS:
Pantomime Final Rubric
 Pantomime Final Rubric
Group Names: _____________________________
Title Of Piece: _____________________________
Time: ____________

4 points 3 points 2 points 1 point

Music The music is The music is The music is barely in There is no music
consistent with the consistent most of the line with the with the movement
movement and action with the movement movement and action and action of the
of the actors to help and action of the of the actors which actors which does not
tell a clear story actors to help tell makes the story tell a clear story
some of the story unclear
Partner Action is well-timed Actors are missing Actors are not Actors refuse to
Work with partners and moments of timing or responding or paying acknowledge or
each actor reacts to awareness with their attention to partners respond to partner at
what his/her partner is partners except when in direct all
doing contact
Consistency Actors maintain the Actors are Major items move No thought is given to
required consistency inconsistent with and handles items the consistency and
throughout the piece handling items but vanish and appear location of items,
with regards to maintain the location frequently during the audience struggles to
location and size of of major items in the scene understand what items
objects. All items are scene. are handled during the
picked up and set scene
down
Movement Actors showing Actors made several Actors showing Actors show no levels
varying levels of levels of resistance hardly any levels of of resistance when
resistance when when handling items resistance when handling items and
handling items and and movement is handling items and movement is not clear
movement is crisp crisp and slow most movement is choppy
and slow of the time and unclear most of
the time
Exaggeration Actors exaggerate Actors exaggerate Actors have limited Actors show no
actions and some events to help exaggeration and exaggeration in
expressions the story along, but audience frequently actions or expressions
throughout the scene some events happen does not understand that does not match
to clearly too quickly or too events or actions that the music
communicate events small to understand rarely matches the
to the audience that that sometimes music
matches the music matches the music
Story/Conflict Story has a strong Story events build on Story has a chain of Story does not have a
beginning, middle and one another, but events with no clear beginning,
end and a clear conflict is weak, or conflict and few middle or end and has
conflict with conflict does not get objectives or tactics no conflict with no
committed resolved with minimal clear objectives /
objectives/tactics objectives/tactics tactics
Total: / 25 (1 point for participation)

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