enumclaw school district school district - ... presents a spoken projection projection voice phrase...

Enumclaw School District -

March/April

Theatre Focus Lesson 1a:

Super ExpressiveBody

Target: Recognizes and usesactor neutral.

Criteria: Moves and freezesnormally.

AEl 1.1 concepts:body, neutralAEl 1.1.2 principlesof organization:tableauAEl 1.4: appliesaudience skills

N/A Arts:active freezebody neutralsuper expressive bodytableau

Using exaggerated anddynamic physicalexpression helps actors toconvey emotion, characterattributes, and states ofbeing in order to tellstories.

March/April Target: Applies projection to AEl 1.1 concepts: N/A Arts: Projecting sounds from thespeaking in an auditorium. vocal center center body center produces a

Theatre Focus Lesson 1b: AEl 1.2 skills and diaphragm loud, clear voice.techniques: vibrationFinding Your Big Criteria: Presents a spoken projection projection

Voice phrase in a loud, clear voiceheard throughout a largespace.

March/April Target: Understands and AEL 1.2 skills and WEL 2.1.2 Arts: Identifying and portrayingconveys characteristics and techniques: imitates Understands how to character specific animal

Theatre Infused Lesson 1c: temperament as a completeand uses movement create mental imagery characteristic characteristics andAEl 2.2 creative emotional quality

Vibrant Animals portrayal of the animal. process: gathers temperament temperament throughinformation trait upright movement can

Criteria: Combines attributes AEl 3.1 expresses vibrant create a vibrant expression

of shape and movement withideas feelings of that animal.expressed through

an emotional quality or the artsbehavior in a full uprightphysical representation of ananimal.

ARTS I~PACT....lN.SI.ITUT.E lESSQNJ'LAN Core Program Year 1 Arts FoundationsTHEATER LESSON - The Super Expressive Body

Grade Levels: K - Fifth Grade

Examples:

Artist-Mentor: Dave Quicksall -

Enduring UnderstandingUsing exaggerated and dynamic physical expression (The Super Expressive Body) helps actors toconvey emotion, character attributest and states of being in order to tell stories.Target: Recognizes and uses actor neutral.

Criteria: IVloves and freezes normally.

Target: Understands and demonstrates an active freeze.Criteria: Holds an exaggerated, frozen position that represents an emotion, character or stateof being.

Target: Makes a specific physical choice to convey actions.Criteria: Uses posture and movement choices to communicate a specific emotion, character, orstate of being.

Target: Communicates a non-verbal narrative using the body.Criteria: Creates and performs a story using specific physical choices that communicatecharacter and action.

Teaching and learning Strategies

1. Instructs students to walk around the class as themselves. Prompts: In theater wecall movement without character added to it as neutral. When you are acting as yourself, youare neutral.Student: Walks around the class in a neutral manner.

2. Guides directional change. Prompts: When I clap my hands-you change direction.Change direction quickly and sharply without thinking about it. Change direction every time Iclap.Student: Walks in a different direction.Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist

3. Introduces the concept of Freeze. Prompts.' We will walk around the room (not as acharacter, just as ourselves). I will shout out ''Freeze!''and you freeze wherever you are. I willthen callout a word and you tum your body into a statue ofthat word.Student: Walks around until teacher says "Freeze!" Turns body into statues of the given words.Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist

Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body

4. Calls the first cue. (e.g. banana). Observes group to make sure everyone understandswhat they are to do. The exercise continues with other options: policeman, teacher, pirate, rockstar, baby, tiger, astronaut, wizard, monkey, etc. After a few statues, teacher introduces theconcept of exaggeration. Prompts: Focus on your own work instead oflooking around to seewhat everyone else is doing. Now I want you to exaggerate your statue; make it ten timesbigger! Use your Super Expressive Bodies to exaggerate the statue you already have.Student: Responds to first and subsequent word cues.

THE SUPER EXPRESSIVE BODY5. Divides class in half for I Wish I Had a Picture exercise, giving each group severalopportunities to creates frozen tableau of given situations. Leads the audience-half of the classin a group reflection of what they see. Prompts: Actors tell entire stories with just their bodies.We7e going to start by interpreting one word. When I say 3,2,1, Click!, make a committedexaggeratedphysical choice and create a frozen picture together of the cue. (e.g. the beach, agrocery store, a gym, etc). As you create the picture, no talking! In the theater, when we createa frozen picture, we call it a "tableau." Tableau is French for painting.Student: Upon hearing "I Wish I Had a Picture of a (word), makes a physical choice fitting withthe group tableau. Participates in audience reflection on what is seen.Embedded Assessment: Criteria-based peer/group critique

6. Divides class into small groups to tell a story non-verbally. Prompts: I am going toassign your group a nursery rhyme. Yourjob is to work together to tell the story of the rhymewithout talk. The class will then attempt to guess your nursery rhyme. You have threeminutes-Go! Don't forget, exaggeration is a great tool to use in your storytelling.Student: Works with group to cast and rehearse the non-verbal story. Participates as anaudience member, watching group performances and attempting to identify nursery rhymes.Embedded Assessment: Criteria-based peer/group critique; teacher checklist

Performing Arts:active freeze, body,neutrall SuperExpressive Body,tableau

Performing Arts:Tacoma, WABroadwav Center for the Performing Arts: MadScience: CSI Investigation Show Way 017 Tour, Spirit Horsel

Billes Joume~ The Phantom Tollbooth, Red Riding Hoodand Other Stories

Seattle, WASeattl~ Children's Theg.tre:Bluenose, The Wizard of Oz, Tomas and the Libraly Lady,Pharaoh Serket and the Lost Stone of Fire, A Tale of TwoCities, Goodnight Moon, I Was A Rat!

AEL 1.1 concepts: body, neutralAEL 1.1.2principles olorganization: tableauAEL 1.4 applies audience skills

-----------'--------_._---------


ARTS IMPACT I.NSIITUTE LESSQriPLANTHEATER LESSON - The Super Expressive Body

SElf-ASSESSMENT WORKSHEET

Actor Neutral Exaggeration Character Narrative TotalStudent Moves and freezes Holds an exaggerated, frozen Uses posture and Creates and performs a 4Name: normally position that represents an movement choices story using specific

emotion, character or state of to communicate a physical choices thatbeing specific emotion, communicate character

character, or state of and actionbeing

Criteria-based Reflection Questions:Self-Reflection:How does using exaggeration create a Super Expressive Body?

Peer to Peer: How did your peers communicate a character or storypart using a SuperExpressive Body?

Name: Date: _

Arts Impact Core 1 - Arts Foundations Summer Institute - Theater - The Super Expressive Body

ARTS I~PACT INSTInIT..e LESSON PLANTHEATER LESSON - The Super Expressive Body

ASSESSMENT WORKSHEEl

Actor Neutral Exaqqeration Character Narrative TotalStudents Moves and freezes Holds an exaggerated, frozen Uses posture and Creates and performs a

I4

normally position that represents an movement choices story using specificemotion, character or state of to communicate a physical choices that

being specific emotion, communicate charactercharacter, or state of and action

beinq1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.TotalPercentaqe

Criteria-based Reflection Questions: (Note examples of student reflections.)Self-Reflection:How does using exaggeration create a Super Expressive Body?

Peer to Peer: How dId your peers communicate a character or storypart using a SuperExpressive Body?

Thoughts about learning:Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?

Lesson logistics:Which classroom management techniques supported learning?

Teacher: Date: .

Arts Impact Core I -Arts Foundations Summer Institute - Theater - The Super Expressive Body

TH EATER LESSON - The Super Expressive Body

Dear Family:

Today your child participated in a theater arts lesson. We talked about developing a SuperExpressive Body so that we could tell stories effectively, the way actors tell stories.

We used our Super Expressive Bodies to:

<II ••••create characters and express emotions or states of being.

<II ••••create frozen snapshots of different environments like the zoo or the beach.

<II ••••tell the story of a nursery rhyme without talk. Then the audience tried to guess the nurseryrhyme.

At home you could ask your child to teach you to play "on/off" to show an actor neutral position, andpractice using the Super Expressive Body to become different characters.

Enduring Understanding

Using exaggerated and dynamic physical expression (The Super Expressive Body)helps actors to convey emotion, character attributes, and states of being in order to tell stories.


A.RTS IM,PACT...lNS.III.UIE.ESSON.e..lAN Core Program Year 1 Arts foundationsTHEATER LESSON - finding Your Big Voice

Example:

Grade Levels: Second - Fifth GradeAuthors: lisa Norman and Dave Quicksall -

Enduring UnderstandingProjecting sounds from the body center produces a loud, clear voice.Target: Identifies and isolates personal body center (the diaphragm).

Criteria: Hums vocal vibrations from the diaphragm.

Target: Creates vocal sounds and words without stress or tension.Criteria: Uses a clear, open sound.

Target: Applies projection to speaking in an auditorium.Criteria: Presents a spoken phrase in a loud, clear voice heard throughout a large space.

Target: Combines physical and vocal choices in a single exaggerated expression of a word.Criteria: Creates a simultaneous exaggerated expression using body and voice.

Teaching and learning Strategies

1. leads students into an exploration of vibrations that are created from the center ofthe body (the diaphragm) through humming. Instructs students to hum and touch their toes.Prompts students to unbend their bodies to a standing position, humming all the while. Whenstudents have reached their full height, prompts students to release the sound by simplyopening their mouths and letting it out. Prompts: Relax the body. Don't forget to breathe.Sustain the sound as though on a long sigh ofrelief. Don't force the sound as you open yourmouth, just let it spill out.Student: Finds center and identifies the diaphragm from the vibrations in the body caused bythe humming.Embedded Assessment: Criteria-based self-reflection

2. Divides students into pairs and leads them in the "HEY!" exercise, which "Frees" thevoice from the body. Guides students to decide on who is "A" and who is "B". Repeats as oftenas necessary to achieve criteria. Prompts: Connect to your center. Feel the desire tocommunicate before using the voice. Don't strain or push the sound. Think of the sound comingfrom your center and not from your throatStudent: Acts out the follOWing scenario: "A" is waiting for a bus and sees "B" across the street."A" feels an overwhelming desire to callout to "B" and does so by saying "HEY!" with a bigvoice. "B" acknowledges "A" and returns the greeting. Repeats as often as necessary to achievecriteria. Releases the voice and communicates to partner with an open channel and with novisible signs of tension. Evaluates partner by watching how s/he says "HEY!" and gives criticalfeedback.Embedded Assessment: Criteria-based peer critique

Arts Impact Core I - Arts Foundations Summer Institute - Theater - Finding Your Big Voice5-8

3. Assigns phrases from the phrase sheet that the students will use to project fromthe stage into the auditorium. Prompts: Open the channel to your center. Think aboutwhere you are sending the words.Student: Practices, refines and presents a phrase that is heard throughout the auditorium.Evaluates classmates as to how well they were heard in the auditorium.Embedded Assessment: Criteria-based teacher checklist; peer critique; class critique andpersonal and peer reflections

Performing Arts: AEL 1.1 concepts: vocal centerTacoma, WA AEL 1.2: skills and techniques: projectionBroadway Center for thePerforming Arts: Mad Science: CSIInvestigation, Show Way on Tour, SpiritHorse, Blues Journe~ The PhantomTol/booth Red Riding Hood and OtherStories

Seattle, WASeattle Children's Theatre:Bluenose, The Wizard of Oz, Tomas andthe Library Lady, Pharaoh Serket andthe Lost Stone of Fire, A Tale of TwoCities, Goodnight Moon, I Was A Rat!

Classroom Resource: Phrase sheetExercise Resource: Kristin Linklater,Freeli7 the Natural Voice

Arts Impact Core I - Arts Foundations Summer InstItute - Theater - Finding Your Big Voice5-8

PERSONAL ASSESSMENT WORKSHEET

Finding Your Big VoicePeer Reflection

Partners: Observed by:

What! First Second Third LastHeard:

HEY!

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2.ERSONAUSSESSMfNT WORKSHEET



What I First Second Third LastHeard:

HEY!

------o-~----(7utffere----------------------------------- -------------------------------------------------------------------------------

PERSONAL ASSESSMENIWORKSI:IEET



What I First Second Third LastHeard:

HEY!

Arts Impact Core 1 - Arts Foundations Summer Institute - Theater - Finding Your Big Voice5-8

ARTS lMPACT INSTITUTE lESSQN..£.lA~THEATER LESSON - finding Your Big Voice

ASSESSMENT WORKSHEET

Personal Body Center Vocalization and Projection TotalStudents Hums vocal vibrations from the Uses a c1ear( open sound Presents a spoken phrase in a loud( clear voice 3

body center without stress or tension heard throughout the auditorium

1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.22.23.24.25.26.27.28.29.30.TotalPercentaqe

Criteria-based Reflection Questions: (Note examples of student reflections.)Self-Reflection:What do you notice about your breathing when you are projecting best? What do you noticeabout your sound?

Peer to Peer: How was your peer standing when they projected best?

Thoughts about Learning:Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?

Lesson Logistics:Which classroom management techniques supported learning?

Teacher: __ _______. Date: _

Arts Impact Core I - Arts Foundations Summer Institute - Theater - Anding Your Big VOIce5-8

ARTS I'!I.fACT fAMILY lElIE..R

THEATER LESSON - finding Yoyr Big Voice

Dear Family:

Today your child participated in a theater arts lesson. We talked about ways to project the voice in atheater.

@ We found our center by realigning the body and using our diaphragms. We sustained sound asthough it was a long sigh of relief.

@ We learned to "free" the voice from the body. Instead of straining to push out sound, weconnected to the body center and communicated to a partner.

@ We spoke different phrases and projected from a stage into an auditorium.

At home you could project across the liVing room, then across the back yard.

Enduring Understanding

Projecting sound from the body center produces a loud and clear voice.


CLASSROOM RESOURCE

Phrases for Big Voice practice.

1. Allison Beals had twenty-five eels. Shel Silverstein

2. Toot a whistle, kick a can. Shel Silverstein

3. I like to fly from roof to roof. Alma Luz Villanueva

4. Don't keep things locked up deep inside. Walker Gibson

5. Hop toads hop, but hogs are fatter. Donald Hall

6. The hot winds slapped my face. Nancy Gorell

7. Stars explode. Naomi Shihab l\lye

8. I am the color of night. Lucas Smiraldo

9. The big wind will come. Simon Ortiz

10. Cats sleep fat. Rosalie Moore

11. My mother roared like the ocean. Pat Mora

12. You t'ink me name chicken! Ashley Bryan

13. Make music with your life. Bob O'Meally

14. It's lemonade. It's lemonade. It's April! Marcia Masters

15. It's spring when the world is puddle wonderful. e.e. cummings

16. Hold fast to dreams. Langston Hughes

17. My belly starts to bubble. Willie Perdomo

18. Listen, it's raining rhythm. Mariahadessa Ekere Tallie

19. Quick, sunrise, come.... Langston Hughes

20. He's got a nose like strawberries Dylan Thomas


Sample Lesson Plans

ARTS IMPACTSSRO M LESSON

SCHOOL: IVIT. MEADOW GRADE: K THEATER ARTS

Vibrant AnimalsTeacher: Karen Petschauer Artist-Mentor: Dave Quicksa//

Reflects attributes of shape andmovement of a specific animal.

Combines shape with emotionalquality to represent animal.

Evidence of Student learningUpright movement reflectingcharacteristic and temperament of aspecific animal.

Problem to Solve: How do actors use their bodies to communicate animal characters?Understanding: Identifying and portraying specific animal characteristics and temperamentthrough upright movement can create a vibrant expression of that animal.

Brief Description of TaskjProjectStudents use vibrant, upright movement to convey the characteristics and temperament of specific animals.

Target learning and Assessment StrategiesKnowledge and skills: The student:Target: Identifies and portrays characteristics of an animal.

Criteria: In an upright position, moves in a way that reflectsattributes of shape and movement of a specific animal.

Target: Identifies and portrays the temperament of an animal.Criteria: Uses specific movements linked with an emotional qualityor behavior of a specific animal.

Target: Understands and conveys characteristics andtemperament as acomplete portrayal of the animal.Criteria: Combines attributes of shape and movement with an emotionalquality or behavior in a full upright physical representation of an animal.

Instructional Strategies for the Teacher and StudentDay 1:1. Teacher: Reads Brown Bear, Brown Bearby Bill Martin Jr., illustrated by Eric Carle: talks aboutillustrations and animals in the book.

Student: Discusses animals in the story.

2. Teacher: Asks students to move through the room as a specific animal without prompts of how the animalmoves.

Student: Moves through the room in character as the specific animal.

3. Teacher: Introduces dictionary-looks up definition of characteristics after asking students what theythink it means. Asks students to generate a list of words that describe the characteristics of the specificanimal. Has students move through the room again incorporating the characteristics they brainstormed.Prompts: When you think ofa (animal) what words would you use to describe them? When you think ofan (elephant)how do you picture it moving? How would you describe how they look? Ifyou gave that animal a hug how would it feel?Embedded Assessment: Criteria-based checklist

Student: Participates in generating a list of descriptive words about the specific animal. Moves through the roomagain incorporating the characteristics they brainstormed. Repeats activity several times portraying differentanimals.

Arts Impact Final Report: 2003-2004 109

Sample Lesson Plans

Day 2:1. Teacher: Reviews Day 1 discoveries: Portrays several animals as review.

Student: Discusses animals in the story.

2. Teacher: Asks students to generate a list of words that describe the temperament or behavior of theanimal. Has students move through the room incorporating the qualities they just brainstormed. Prompts:When you think ofa (animal) what words would you use to describe the animal's behavior or temperament? When I thinkofan elephant I imagine the elephant feeling vety proud. Can you show me a proud elephant body? How else might anelephant feel? Can you show me with your body? Embedded Assessment: Criteria-based checklist

Student: Participates in creating a list of descriptive words to show the temperament and behavior of animals.Moves through the room incorporating the qualities brainstormed.

3. Teacher: Asks students to describe an animal by using a characteristic and a temperament using wordsfrom the generated lists. Has students move through the room demonstrating the combination of the twoelements. Prompts: Let's review some ofthe things we wrote for characteristics andsome of the things we wrote fortemperament/emotion. Let's choose one word from each list to describe an (elephant). Now let's move through the roomusing our bodies to show the (prou~ stomping elephant). Embedded Assessment: Criteria-based checklist

Student: Moves through the room demonstrating a combination of both elements.

Vocabulary• character• characteristic• emotional quality• temperament• trait• vibrant

Arts Impact Final Report: 2003-2004

Selected Resources

Classroom Materials: BrownBear, Brown Bear by Bill Martin Jr.,and books and pictures aboutanimals

Student Applications ofLearningStudents use upright body position toconvey characteristics andtemperaments of animals.Essential learningsAEL 1.2 Skills and techniques; imitatesand uses movementAEL 2.1 Creative process; gathersinformationAEL 3.1 Expresses ideas feelingsexpressed through the arts

110

Sample Lesson Plans

ARTS IMPACT CLASSROOM LESSON'ibrant Animals

Target learning and Assessment StrategiesKnowledge and skills: The student:Target: Identifies and portrays characteristics of an animal.

Criteria: In an upright position, moves in a way that reflects attributes of shape and movement of a specificanimal.

Target: Identifies and portrays the temperament of an animal.Criteria: Uses specific movements linked with an emotional qualityor behavior of a specific animal.

Target: Understands and conveys characteristics andtemperament as a complete portrayal of the animal.Criteria: Combines attributes of shape and movement with an emotionalquality or behavior in a full upright physical representation of an animal.

PERSONAL ASSESSMEI\JTS CH ECKLISTStudent Characterization Total Points

In an upright position, Uses specific Combines attributes of shape 3moves in a way that movements linked and movement with anreflects attributes of with an emotional emotional quality or behavior inshape and movement of a trait or behavior of a a full upright physicalspecific animal. specific animal. representation of an animal.

ASSESSIVlENTS CHECKLISTStudent Characterization Total Points

In an upright position, Uses specific Combines attributes of shape 3moves in a way that movements linked and movement with anreflects attributes of with an emotional emotional quality or behavior inshape and movement of a trait or behavior of a a full upright physicalspecific animal. specific animal. representation of an animal.

l.2.3.4.5.6.7.8.9.10.ll.12.13.14.15.16.17.18.19.20.21.22.23.24.TotalPercentage i> i!i·')!!Mean !. iii' ,> is,''''{i ...,.

iii,{' It .,. TS,T /!iT'i

Median ".' ./ iT'i. . ' t ii .... '{ ii•...i.· ... .. ·ST'iS 'i'.!>i


Sample Lesson PlansTeacher Comments:


Sample Lesson Plans

ARTS IMPACTVibrant Animals

Dear Family:

Today your child participated in a theater arts lesson. We discussed characteristics andtemperaments of animals and used our bodies to express them.

1. We pretended we were animals and moved around the room.

2. We discussed the characteristics and temperaments of different animals and brainstormedhow we can show the characteristics/temperaments with our bodies.

3. We put it all togetherand created a full representation of tile vibrant animal.

\t home your child could show you what tlley learned today and ask you to participate in creatingyour own vibrant animals.

UNDERSTANDINGIdentifying andportraying specific animal characteristics and temperament through upright

movement can create a vibrant expression ofthat animal.


enumclaw school district school district - ... presents a spoken projection projection voice phrase...

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