Students will further their understanding of mosaics by thinking and applying the relevance and purposes of mosaics in relation to film, theatre, and their own lives.
**This unit was originally written as a three-lesson mini-unit to be taught before a course began working on a class play. This curriculum was created by the instructor to provide an introduction to the students in the class in contributing as an individual to the whole project and class. It was a way to get the students to learn more about each other as well and see how their ‘pieces’ add to the mosaic of the class and production.
2014 Core Theatre Standards:
Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/ theatre work.
Consider the aesthetics of the production elements in a drama/theatre work.
Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.
None necessary – beginning to advanced can benefit from this mini-unit.
Collaboration, contributing to the “whole”, fragmented vs. mosaic
Objective: Students will demonstrate their understanding of mosaics in art by taking notes and participating in classroom discussions about mosaics in art (film & theatre).
Objective: Students will demonstrate their ability to see mosaics in art by analyzing a mosaic film and preparing a personal mosaic.
Objective: Students will further their understanding of mosaics by thinking and applying the relevance and purposes of mosaics in relation to film, theatre, and their own lives.
A follow-up theatre curriculum unit could be a class play, ensemble scenes, etc.; anything that would allow the individual to shine but also to contribute to the bigger picture. Making mosaics together with their classmates.