Students will demonstrate their ability to revise and improve by turning in one area of their pantomime that they will work on this period to improve and be graded on for improvement in their final assessment.
Rubrics for final assessment (attached) Lesson 7.Pantomime Evaluation Preview Rubrics graded with notes (see below) Teacher Preparation: Using the Pantomime Preview Worksheets you’ve collected from your students, type up lists of useful notes to give to each pair from what you’ve gathered from the remarks of their peers. Add to these remarks of your own typed here (even if they’re already written on the rubric).
Ask students to sit with their partners. “The artists must be sacrificed to their art. Like the bees, they must put their lives into the sting they give.” —Ralf Waldo Emerson Place this quote on the board. Ask students what this means? What are examples of artists. Are they artists? What does it mean to sacrifice to your art? Ask them to think of something they really love and give a great deal of time to—it could be sports, academics, hobbies. Ask them if it’s good enough to do okay. To do their very mediocre-ist. Ask them how they can improve their art.
Step One—DISCUSSION: Ask students to think about their scenes and an area they feel they could improve upon or be revised. Students are to now turn to their neighbors and share with them what they’ve come up with. Any students who are willing can share with the class. As students volunteer information, ask them how they intend to go about making these revisions. Try to get a variety of areas—time constraints, better ending to story, consistency in environment, etc.
Step Two—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 Three—INDIVIDUAL PRACTICE: Allow students the bulk of class time to work on improvements/revisions. If students feel they are done, separate them as a pair and ask them to volunteer by helping other classmates improve their scenes.
With 6-7 minutes left, gather the students together. Collect their pieces of paper with their priority area of improvement. Hand out rubrics for their final performance. Go over the experience of making revisions. Does anyone have anything they’d like to share? What improvements were made? How? What worked in helping accomplish this? Why is this process so important to you as actors, artists, and people?