Storytelling Performance


The students will demonstrate their ability to apply the vocal viewpoints to portray character, emotion, location, and story/plot by performing a reading of a children’s storybook of their choice.


Materials Needed

grading rubric – see lesson 7 supplements


Lesson Directions

Anticipatory Set/Hook

Pass back the students graded tests from last class and ask them if they have any questions about incorporating the viewpoints before they begin. Give them 5 minutes to practice reading through their stories once.



Step 1: Warm-up

Gather the students together and have them do a vocal warm-up such as:


Billy Button bought a bunch of beautiful bananas.

A bunch of beautiful bananas Billy Button bought.

If Billy Button bought a bunch of beautiful bananas,

Where’s the bunch of beautiful bananas Billy Button bought?


The sixth sheik’s sixth sheep’s sick.


You can also do the siren warm-up for pitch.


 Step 2: When finished with those, have the students all sit down in the first two rows of the auditorium and begin the performances.


After each performance, ask the class to give a few comments on where they noticed some of the viewpoints specifically and how it enhanced the performance.


Continue until all students have performed.



This is the end of the vocal unit on viewpoints. These are essential tools you will continue to incorporate for the rest of your life whether you are conscious of it or not. Voices are such a large part of our lives and therefore a large part of theatre because that what theatre is all about- portraying life. Encourage the students to think about the viewpoints and the tools they give them in their every day lives whether in class, while watching TV or listening to the radio. These things are all around them. The better they pay attention to the many different ways other’s use their voice the better they will understand their own voice as a unique tool for communication.



Grading rubric for performances