by Andrew Walker
National Standards:
TH:Cr3.1.I.b. Explore physical, vocal, and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
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.
Other National Standards Met But Not Assessed:
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:Cr1.1.II.c. Use personal experiences and knowledge to develop a character that is believable and authentic in a drama/theatre work.
TH:Pr5.1.II.a. Refine a range of acting skills to build a believable and sustainable drama/theatre performance.
TH:Cr2-III.b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
State Standards:
Standard L2.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant in a drama/theatre work.
Standard L2/L3.T.R.4: Demonstrate the ability to receive and act upon coaching, feedback, and constructive criticism.
Other State Standards Met But Not Assessed:
Standard L2/L3.T.CR.8: Generate ideas from research and script analysis to devise a performance that is believable, authentic, and relevant in a drama/ theatre work.
Standard L2/L3.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work.
Standard L2.T.P.2: Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
Enduring Understandings:
- Students will understand that age is an important characteristic.
- Students will understand that trial and error is a part of the creative process.
- Students will understand that it’s never too late to make a new choice.
Essential Questions:
- How do we incorporate feedback?
- What feedback should we incorporate?
- How do we perceive age?
- How much are our characters based on stereotypes?
Objective:
Students will refine their contemporary scenes through rehearsing with an emphasis on hiding emotions and incorporating humor.
Materials:
- Exit Ticket: https://forms.gle/XBX3PTw34hhvJeJV6
- Large empty space
- Drama 2/3 Daily Question
- Projector, Projector Screen, Laptop, HDMI Cable, and HDMI to USB-C adaptor
Instructions:
Hook 1 – Daily Question (5-10 minutes)
- Put the Drama 2/3 Daily Question up on the board and have the students scan the code and add their answer.
- 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: If you could be any age, what age would you be? Hook 2 – Age Line (10 minutes)
- “So I have this bag [or hat, or bowl, or whatever container], and it has some papers in it with some numbers on it. Each of you is going to come up and take a piece of paper. You’re going to keep the number on it secret, but that is the age of your character in this game. I’ll tell you more details in a sec”
- Then have students come up and pick their numbers. Once everyone’s picked a number and can remember what their number is, have them put their papers back in the bag [or hat, or bowl, etc]
- “First, just start walking around in the age of your character. No talking yet. Just see how this age feels on your body. Is it lighter? Is it heavier? How flexible are your limbs? Etc.”
- Have them walk around for a little bit, side-coaching as necessary
Then, explain that they’re going to try and create an “age line”, with one end being the
youngest at 8 and the other end being the oldest at 100 - or whatever the lowest and highest numbers y’all have picked are.
a. NOTE: It may be helpful for me to pick which side is the Young side and which side is the Old side.
- “Still no talking. Just see what you can figure out just from how everyone’s moving. Don’t play charades trying to reveal numbers or have silent conversations. Just move normally and see where you think you fall in the line”
- After the line has settled, let them talk to one another. They CANNOT say their character’s age, but they can talk about life events or other things in character. See if talking has them change positions in line.
- Once the line has settled again, start at the Young side and have each student reveal their character’s age. Find out where things went well and where things got messed up.
9. After going through the line, have the class “puddle” for a discussion.
Discussion (5 minutes)
1. Have a discussion with the students about the experience and about how to portray ages. Potential discussion questions include:
- What surprised you?
- How do you become older?
- How do you become younger?
- How can you accurately portray someone in early or middle adulthood?
- How can we apply this experience to our scenes?
2. After participation.
about 5-10 minutes or so, wrap up the discussion and thank the students for their
3. Also remind the students they’ll be doing their performances for the class next time.
Rehearsal Time (30-35 minutes)
1. Now students will have essentially the rest of class to rehearse.
a. I will walk around and help/answer questions/informally assess as needed
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.
- Also remind students to keep exploring their chosen contemporary issue!
- Remind the students that their performances are next class.
- Thank the students for their work and participation today!