Students will be able to demonstrate their understanding of shape and how to create physical shapes by presenting group tableau scenes to the class based on a text.
Preparation: Write the following quote from Waiting for Godot on the board, get YouTube videos ready to show.
Quick Review: Quick discussion and review about what was said on the exit cards.
Welcome class! Thank you for your fantastic work last time. We saw a lot of extremely creative choices being made. It is really fun for us to see how you all work as theatre artists. There were a few reoccurring questions on the exit cards that you wrote at the end of class, so we wanted to just clear up things have a quick review of what we learned last time.
A few of you asked to see a demonstration of the viewpoints of time by us, so we are going to quickly demonstrate them.
(This was written in direct reaction to the exit cards from our practicum. Change questions if needed.)
Hook: Preparation for Final Assessment
Graffiti board: Ask the students the following question, but tell them to come to the front and write on the board when they think of an answer.
Tell them we’ll use this for a later activity.
Step 1: Break down of Shapes (10 minutes)
At this point, handout a graphic organizer that breaks down the Viewpoint of Shape. Explain that there is room to take notes if they want to. This graphic organizer will greatly help them to prepare for the written test towards the end of the unit.
Shape has many components. First there are lines, curves, and the combination of lines and curves.
Secondly, there are shapes that are round, angular, and a mixture between the two. Thirdly, shape can be stationary or moving through space.
Step 2: Break down of the forms that shape can have.
To explain the last and most important part of shape, I need a volunteer.
So, shape can be made in one of three forms.
Now that we have learned what different shapes look like, let’s try doing them ourselves.
Step 3: Quantum World (Shape form practice)
(Goal of activity: to warm students up for final activity and to have them practice creating physical shapes.)
Explain to the students that we are going to do an activity called the “Quantum World.” I love this game because I am kind of a science nerd. We are going to become quantum object. Some may have learned about the quantum world and quantum objects in some of their science classes, others may not have. A brief explanation of quantum objects is, “Quantum objects can exist in multiple states and places at the same time.” Quantum objects can also pop in and out of our observed reality. You all are going to walk around, being duplicates of the same emotionless and meaningless quantum object until the teacher calls out, “reality”. At this point, you must form yourself slowly into a whatever shape the teacher has called out, and then freeze as that object. This is when they pop into our observed reality as an emotional and meaningful human. When the teacher yells out Quantum world, you become that emotionless and meaningless object that is wandering around with all the other emotionless and meaningless objects once again.
(Goal: To guide students in deconstructing their physical experience making shapes.)
Step 4: Create Shapes based on a piece of text. (25 minutes)
(Goal: To get the students to practice making shapes based on an interpretation of a text, to create a theatre piece collaboratively, and the practice performing)
Divide students into groups of 6 (There should be two groups that have 5). Ask the students to think of what time they woke up that morning. Who thinks they woke up the earliest? Start with that students’ hour. Progressively call out hour after hour, assigning students to work with partners based on waking up at a similar time. (This could really be anything, just an opportunity to get students working with new people). Groups 1 and 2 will be with one student teacher, 3 and 4 with another, and 5 and 6 with another. Have them get into their groups. Explain that for this final project they will need to:
Now divide into the larger groups!
Larger group Activity
(Goal of larger groups: to help the groups work quickly and efficiently with time to do the task)
Step 1: Tell the students to think about their theme individually for a second. What does this make you think of?
Step 2: Without discussion about each other’s thoughts, create a group image within your smaller groups. Remember this shape!
Step 3: Repeat step 2 four more times. Go through all five images of the flipbook before going on to the next step.
Step 4: Have the students return to their themes. How can they adjust their images to make a more cohesive flipbook? (Remind them the goal of the flipbook is to show the theme.)
Step 5: If there is time encourage students to explore the transitions between images. Are they all smooth? Are they quick and rough?
Step 5: Perform Flipbook Scenes for another group (I.e. group 1 performs for group 2 and vice versa.) (10 minutes)
Each tableau scene will be given up to two points for a total of eight points. Students may earn an additional two participation points for being considerate and on task during the class discussion, presentations, and group work. Proficiency will be 8/10 participation points for the day.
Teacher Note: Make sure to write down any students that may need participation points dropped that day. (Playing on phone after they were asked not to, distracting others from working, etc.)