by Savannah Fillerup
Objective
● Students will present a dramatic work and evaluate how movement was used to communicate meaning by showing and watching their silent films and creating a reflection response.
Standards
● Utah
○ Standard 7-8.T.P.9: Perform a variety of dramatic works for peers or
invited audiences.
○ Standard 7-8.T.P.4 - Communicate meaning using the body through space,
shape, energy, and gesture. ● National
- ○ TH:Pr6.1.8.a. Perform a rehearsed drama/theatre work for an audience.
○ TH:Re7.1.7.a. Compare recorded personal and peer reactions to artistic
choices in a drama/ theatre work.
Materials needed
● The students’ silent films turned in on Canvas
Warm-up/Hook
● Board Question
○ What are/were your Halloween plans?
Instruction/Practice
- ● Tell everyone we’ll be watching their silent films as a class. Remind them they are being graded on audience etiquette.
- ● Ask them to look out for how elements of movement are used to communicate meaning because they will have to reflect on it after.
● Just watch the videos; teacher grades them as we watch on a scale of 1 (does not meet standard) to 4 (advanced) for each of the following...
- ○ Staging - Performer uses appropriate levels, proximity, spacing, and focus to clearly communicate character and story.
- ○ Physicality - Performer uses facial expressions, posture, shape, and the manner of movement to create a clear character and story.
- ○ Energy - Performer uses appropriate force and intensity to portray a clear character and story
- ○ Gesture - Performer uses body to clearly express intent, feeling, and meaning to communicate a clear character and story.
Assessment
● Reflection: There is an assignment on Canvas for them to answer the following three questions. They will have 20 minutes to complete it now; if they don’t finish, they will have to do it outside of class. They can either type their responses, film a video response, or record an audio response.
- ○ 1. What is one way that your group used one of the elements of movement to communicate meaning in your silent film? Why was it effective?
- ○ 2. What is one way you noticed another group use one of the elements of movement to communicate meaning in their silent film? Why was it effective?
- ○ 3. What is one way you have noticed that you or someone else use the elements of movement in your everyday life to communicate meaning?
○ 4. What feedback do you have for me as a teacher? What was your favorite part of this unit? What was confusing/difficult?
Extra Time
● Play “Why are you late?” improv game!
- ○ One late employee, one boss, two co-workers
○ The employee arrives late and the boss demands to know why they were
late. The co-workers are pantomiming behind with potential excuses they can offer to the boss, previously chosen by the audience.