Day 9 – Performances

National Standards:
TH:Cn10.1.II. Choose and interpret a drama/theatre work to reflect or question personal beliefs. 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:Cn10.1.III.a. Collaborate on a drama/theatre work that examines a critical global issue using multiple personal, community, and cultural perspectives.

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:Re9.1.III.c. Compare and debate the connection between a drama/theatre work and contemporary issues that may impact audiences.

TH:Re9.1.II.c. 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.T.CO.1: Choose and interpret a drama/theatre work to reflect or question personal beliefs.
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.

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 L3.T.CO.3: Examine contemporary social, cultural, or global issues through different forms of drama/theatre work.
Standard L3.T.R.3: Compare and debate the connection between a drama/theatre work and contemporary issues that may affect audiences.

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 they are capable performers.
3. Students will understand that they can explore contemporary issues.
4. Students will understand that their perspective is important.
5. Students will understand there are multiple right answers.

Essential Questions:

1. Why do we perform?
2. How do we present and discuss contemporary issues?
3. How do we assess performance?
4. Which acting tools are most beneficial for performances?

Objective:

Students will create a believable and understandable contemporary scene by synthesizing acting techniques and original ideas.

Materials:

1. Blocks/Set Pieces as needed
2. Contemp Scenes Rubric
3. Whiteboard and Markers
4. Reflection Rubric (included below)
5. Audience area
6. Large empty space
7. Drama 2/3 Daily Question
8. Projector, Projector Screen, Laptop, HDMI Cable, and HDMI to USB-C adaptor

Instructions:
Hook 1 – Daily Question (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’s your favorite warm up game? Quick Warm Up (5 minutes)

1. Based off of the answers to the daily question, I will lead a brief version of the warm up game that most students want to do.

Instruction (5 minutes)

1. Remind the students that it’s the day of their final performances for the unit. Be excited as you talk about it to help encourage students to be excited for their performances.

2. Explain that to make sure we use our time effectively, 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 should look at which scene is performing before them. As soon as that scene finishes, they should be ready to get up to help change the set to what their scene needs. Encourage students to be as swift as possible with these transitions.

4. 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

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

      reactions

   5. Group Work & Overall – the amount of effort we can tell each of you put in
5. 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.

a. 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.

b. Essentially, make the scoring and feedback accessible to the students in some way.

5. Once all performances have been completed, have everyone give one more round of applause for the scenes that performed.
6. 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.

Instruction (5 minutes)

1. With any time left in class, explain that students will be working on a reflection assignment! Just like last time, they can create it in whatever format they want (writing, video, audio recording, etc.).

a. If limited on time, this may become a homework assignment, or it could be done as part of the activities in the next lesson.

2. Essentially, I want you to reflect on your exploration of the contemporary issue you picked at the beginning of the unit.

   1. Please use specific examples and look for deep connections.
   2. Explain how your scene performance connected to the issue!
   3. Let me know how you’re different because of your exploration.
3. I’m not going to say a specific word count or time length that we want this to be. I just want this to be a genuine reflection.
4. These will be due by Friday at midnight, but there will not be time next class to work on it. So if you don’t finish it in class today, it will be homework.
5. Check for understanding: See what questions the students have about the assignment. Once any confusion has been cleared up, students will have the rest of the class to work.
6. Rubric

Work Time (rest of class)

1. Students will work on their reflection responses.