Day 7 – Previews/Dress Rehearsal

National Standards:
TH:Cr3.1.III.b. Synthesize ideas from research, script analysis, and context to create a performance that is believable, authentic, and relevant in a drama/theatre work.
TH:Cr2-III.a. Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and western or non-western theatre traditions

Other National Standards Met But Not Assessed:

TH:Pr4.1.III.b. Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.
TH:Cn10.1.III.a. Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.

TH:Re9.1.IIc. Verify how a drama/theatre work communicates for a specific purpose and audience.
TH:Pr5.1.II.a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.

State Standards:

Standard L2/L3.T.CR.3: Develop and synthesize original ideas in a drama/theatre work utilizing critical analysis, historical and cultural context, research, and Western or non-Western theatre traditions.
Standard L2/L3.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene.

Standard L2.T.P.9: Present a drama/theatre work using creative processes that shape the production for a specific audience.

Other State Standards Met But Not Assessed:

Standard L3.T.P.2: Collaborate as a creative team to discover artistic solutions, and make interpretive choices in a devised or scripted drama/theatre work.
Standard L2.T.R.3: Critique a drama/theatre work and how it communicates a specific purpose to an audience.

Standard L2/L3.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism.

Enduring Understandings:

1. Students will understand that performances don’t need to be perfect.
2. Students will understand that trial and error is part of the creative process.
3. Students will understand that theatre can help us process contemporary issues.
4. Students will understand that they are capable performers.
5. Students will understand that there are multiple right answers.

Essential Questions:

1. Why do we perform?
2. How do we refine our performances?
3. What feedback should we trust?
4. How can we present contemporary issues in theatre?

Objective:

Students will experiment with synthesizing acting techniques and original ideas by performing a contemporary scene.

Materials:

1. Exit Ticket: https://forms.gle/XBX3PTw34hhvJeJV6
2. Large empty space
3. Contemp Scenes Rubric
4. Post-It Notes
5. Drama 2/3 Daily Question
6.Projector, Projector Screen, Laptop, HDMI Cable, and HDMI to USB-C adaptor

Instructions:
Hook 1 – Daily Question (5-10 minutes)

1. Put the Drama 2/3 Daily Question up on the board and have the students scan the code and add their answer.
2. Read off answers and have the student attached to each answer raise their hand and give us a brief reason why they said that.

a. Suggested Question: What is your favorite flower? Hook 2 – (5-10 minutes)

1. “Just like we did on our Shakespeare preview day, we’re going to play Hippity Hippity Hop!”

2. Review of instructions:

   1. To play this game students will need to get into a large circle.
   2. Within the circle, have one person stand in the middle.

   3. Options for what to do:

      1. Try to finish the phrase hippity hippity hop before the person hops.
      2. Try to finish the phrase bippity bippity bop before the person says bop.
      3. Elephant-student it is said to becomes the trunk and the two on the sides will become the ears. Student will say elephant and then start counting fast to 10. If they are not in the shape by ten the person not ready switches places with the person in the middle and they are now it.
      4. Airplane- student it is said to puts on goggles and the two students on the sides will become the airplane wings. Student will say airplane and then start counting fast to 10. If they are not in the shape by ten the person not ready switches places with the person in the middle and they are now it.

v. Crab- student it is said to makes eyes sticking out of their head and the two students next to them become the two claws. Student will say crab and then start counting fast to 10. If they are not in the shape by ten the person not ready switches places with the person in the middle and they are now it.

Pick performance order (5-10 minutes)

1. Remind the students that it’s the day to preview their scenes for us! Be excited as you talk about it to help encourage students to be excited for their performance.

2. Explain that since I’m watching every scene, we need to make sure we move quickly and use our time effectively. Thus, to make transitions faster, we’re going to sign up for our performance order.

   1. Depending on the amount of scenes, the numbers in the following instructions may change. The instructions are written for 8 scenes.
   2. On the white board, make a list 1-8.

   3. Before allowing students to sign up, check if there are any groups that have a

      member leaving early or coming late (or have other issues that mean they have to perform at a certain time). If this is the case, give those students priority for scheduling.

   4. After checking for performance time needs, have the rest of the students pick one person from their group to come up and write the name of their play next to when they would like to perform.

i. NOTE: If fights break out or there are significant conflicts, step in and help mediate. If conflict becomes too intense, it may be necessary to assign the performance order yourself.

3. After the performance order has been determined, explain to students that they will come over to us in the corner to perform.

4. Also explain that when the group before them (or in the case of the first group, the last group) is performing, they should also be over in the corner watching ready to give peer feedback.

   a. For peer feedback, they will write two compliments and one room for improvement on a post-it note and they will give it to the group after they perform.

5. Encourage students to always be aware of who is performing so they are over at the right time.

a. NOTE: It may be necessary for the teacher to go and grab groups

6. Now remind the students what criteria we’ll be grading them on:

1. Ownership – memorization and owning the lines

2. Communication & Relationships – Communicate line meanings and relationships

   with voice and body – clear reactions

3. Characterization – transforming into the character

d. Objectives & Tactics – clear and creative tactics towards an objective – prompt reactions

e. Group Work & Overall – the amount of effort we can tell each of you put in
7. Finally, remind students to be respectful of their peers and to be good audience members.

Performances/Assessment (Depending on scene length, around 30-50 minutes)

1. Students will perform their scenes in the determined performance order.

2. As they perform, I will grade each scene based on the performance rubric (

   Contemp Scenes Rubric ), writing any additional feedback I deem necessary:

3. After each performance, clap for the scene (and encourage students to do the same). If

   needed, announce which scene is performing next.

4. During transition time between scenes, write any final feedback on the rubric.

   1. NOTE: If using physical rubrics, take a picture to be able to send to students. If using electronic rubrics, make a copy to send to students.
   2. Essentially, make the scoring and feedback accessible to the students in some way.

   3. Have the students put their sticky notes of feedback on the board or have one person collect all the feedback from their group so that the group has it to work

      with for next time.

5. Once all performances have been completed, gather the entire class’s attention. If there is a major piece of feedback across all scenes that may be important for all students to know, briefly address that here. HOWEVER, emphasize great things that you saw across the scenes that performed. Help the students to feel confident in their performances.

Rehearsing & Wrap Up (During And After Previews)
1. When not performing for their previews, students should continue rehearsing. After their

preview, they should read their feedback and determine how they want to incorporate it.

1. Read the feedback. Decide what the trends are, the common things that you heard

   that you can work on to improve.

2. Think about what feedback you disagree with and why?

   1. It is okay to disagree with feedback as long as it is not because you are defensive about the feedback.
   2. It is also okay to decide choices that were made and not go back on them.

3. And get to work on rehearsing again! You should be motivated and directed by

   fixing the feedback.

   1. If I have more time, walk around to the groups and talk about the feedback

      given with them and help with any comments that they don’t understand.

   2. Ask them about their direction from here moving forward.

Wrap Up/Exit Ticket (5 minutes)

1. Once there’s about 5 minutes left in class, gather attention back and have students start filling out the Exit Ticket: https://forms.gle/XBX3PTw34hhvJeJV6

a. Put the QR code on the projector and/or write out the link on the board. 2. Thank the students for their work and participation today!