Students will demonstrate their ability to apply the viewpoint of spatial relationships to scene work by creating a short, wordless, movement-based scene based on a song.
**See unit of lessons for color photos referenced in the lesson.
Preparation: Set up powerpoint and song early so that you don’t need to spend a lot of time during the lesson setting it up.
Objective Written on Board- Viewpoint: Spatial Relationship
Hook: Review Activity
(Goal: To review learned material, make them aware that there will be a written test on Viewpoints during lesson 8.)
Welcome class! Today we’ll be starting off class with a game called Mystery! This game is going to help us review what we’ve learned so far. In lesson 8, we will be taking a written test on all of the viewpoints. We will spend the class period before then reviewing, do don’t be nervous. Today we are going to do a review on everything we have learned so far.
(Now to split the class into teams of 4) These will be your teams for the exciting game of Mystery!
Now, here’s how it works. Solve the mystery, and your entire group gets a grand mystery prize! The team to finish first with the correct answers will win the mystery prize!
(Give each group a Mystery Review handout) You have 10 minutes to fill out this paper to try to solve the mystery. When you are done with the handout, you must come explain to the teachers what your conclusion is. Be prepared to present your conclusions to the mystery to the entire class, as well as act them out physically. This will be explained more on the worksheet.
When that group is acting out each answer, discuss after each scene acted out. Discuss
(When the first group gets done, have the entire class stop what they are doing. That group must present their answers to the entire class. Together with the class, the teachers will decided if they are correct. Award the mystery prizes to the deserving group. The mystery prize can be a gag gift, candy, or something ironic like a brand new toy car!)
Step 1: Discussing Spatial Relationships (10 minutes)
(Goal: to teach them what spatial relationships look like in a production as well as have them discuss and discover how spatial relationships can communicate things to different characters. )
Last time we talked about shapes that we can make with our bodies and in relation to other things like the architecture and other people. This can help us to make pictures on the stage with our bodies. Today we are going to talk about spatial relationship. Does anyone know what that means?
Let’s explore these things a little more. Let’s see how this applies to some real theatre. (Bring up slideshow with production photos on it.)
Last Ship Pictures
If you want two more to do- here are some more.
We’ve discussed what it looks like, but let’s talk about how to do it.
Let’s explore up on our feet some ways of using spatial relationships to our advantage.
Step 2: Bombs and Shields (10 minutes)
(Goal: To encourage students to use Spatial Relationships to achieve something, as well as to warm them up for the final activity)
Explain that each person must identify 2 other people in the room and label them silently; 1 person is their ‘bomb’, the other person is their ‘shield’. Participants must keep this a secret and not let on to other players who has been identified as bomb and shield.
Once everyone has had a chance to identify their ‘bomb’ and ‘shield’, you have all players stand up. Then explain that when you say “go”, they are to start walking around the room making sure the keep their ‘shield’ between themselves and their ‘bomb’. They cannot stand still during this game, they must keep moving. People will start moving very quickly. Ensure the room is safe for running, or make a rule that there is no running.
After a few minutes, call “switch”; now the ‘bomb’ becomes your shield, and the ‘shield’ becomes your bomb. There will be several moments of chaos, and everyone tries to run and adjust their positions.
After a few more minutes, call ‘stop’. Then, before you debrief this game, you must allow the group time to talk about who was their ‘bomb’ and ‘shield’. Once everyone has chatted briefly, have the group sit down.
As always, it is not often that you all will just be creating spatial relationships without being inspired by some kind of text or other piece of art. Since I showed you a lot of pictures from musicals, let’s see if we can’t find ways to interpret spatial relationship from a song.
Step 3: Create Scenes Based on a song (30 minutes)
(Goal: to help students use spatial relationship based on some kind of stimulus.)
(Divide the group into groups of 6) In your groups, you are going to create a short 30 second silent scene based on the song that we are about to listen to.
While the song is playing, write down or think about some themes that you hear in the song.
(Play Wedding Day at Troldhaugen by Grieg. Don’t tell them the name though! It may influence what themes they choose. This is best if played from an Ipod or something, but a link is below to a youtube video if needed. Listen to the first two minutes of the song.)
Or see the downloaded version of the song with better quality. (play 4:07-4:47)
Wedding Day at Troldhaugen
Explain that they will be creating a 30 second silent scene that will be accompanied by this song.
Now get together as a group and each person share briefly their main themes of the song, and possible stories that they could tell in their scene. It is okay to have thought of something completely differently than others did. By the end of the conversation, have the group decide on one theme to focus on one theme. Take 5 minutes to do this.
Once you have decided on a theme, take the next 10 minutes to create a 30 second scene based off that story. If there are not enough characters in the scene for everyone to have a character, think about how you can include background people to create scene pictures.
Oh yeah, and this scene must use spatial relationship and other things we have learned to convey the theme/story without words!
Step 4/Assessment: Perform! (20 minutes) (2-3 min. per group)
(Goal: To discuss how things can be interpreted in different ways, or from different perspectives.)
Each group is going to perform for the class. After each performance have a short discussion.
Teacher Note: Make sure to write some feedback on how they are using viewpoints. Up until this point in the unit, they have never received feedback on their work!
As an audience member what could convey a more appropriate meaning?
Students will receive four participation points for participating and being actively engaged in the class discussion. They will also receive up to six points for their viewpoints performance in response to the song. Proficiency will be 8/10 participation points.
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.) It might be a good idea to assess each of the scenes as you would the final, but give them full points for doing the assignment. This will help you to see where each of the students are at, as well as help give them feedback that will direct them towards the final.