Day 3 – Intentional Movements Practice

National Standard:
TH:Pr5.1.I.a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
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.

Other National Standard Met But Not Assessed:

TH:Re7.1.I.a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.
TH:Re8.1.I.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama/theatre work.

State Standards:

Standard L1.T.P.4: Use body to communicate meaning through space, shape, energy, and gesture.
Standard L1.T.CR.5: Explore physical, vocal, and emotional choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.

Other State Standards Met But Not Assessed:

Standard L1.T.CR.1: Develop imagination to create artistic ideas and work.
Standard L1.T.R.7: Identify and explain why artistic choices are made in a drama/theatre work. Standard L1.T.R.2: Defend responses based on personal experiences when participating in or observing a drama/theatre work.

Enduring Understandings:

1. Students will understand that intentional movements help tell a story.
2. Students will understand that they can create.
3. Students will understand that they are capable.
4. Students will understand that I want them to succeed.

Essential Questions:

1. How do we find motivation for movement?
2. What makes good character choices?
3. What can we communicate with our bodies?
4. How do we communicate?

Objective:

Students will practice creating intentional movement through a Character “Walk” and a “What’s Your Motive?” game.

Materials:

1. Movement Papers – Print and Cut Out
2. Large empty space
3. Drama 1 Daily Question
4.Projector, Projector Screen, Laptop, HDMI Cable, and HDMI to USB-C adaptor

Instructions:
Hook 1 – Daily Question (10 minutes)

1. Put the Drama 1 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 one of your goals right now? Hook 2 – Stop, Go, Jump, Clap (10 minutes)

1. “Today, we’re going to start with a game. It starts out pretty easy, but it’ll get harder as we go.”
2. “So first, when I say ‘Go’, start walking around. Go.”
3. “Then, when I say ‘Stop’, stop walking. Stop.”

4. “Now when I say ‘Jump’, you’ll jump. If you were moving, keep moving while you

   jump. If you were not moving, stay not walking while you jump. So jump!”

5. “Now when I say ‘Clap’, you’ll clap. Same rules with moving, if you were, keep going, if

   you weren’t, stay stopped. So clap!”

6. “Pretty straightforward right? Let’s do this for a second”
7. Now play the game for a little bit.
8. After a bit, “now if you mess up, you’re out!”
9. Once they’ve gotten the hang of it, stop them and explain to them the new rules.

10. “Now we’re switching things up. When I say ‘Stop’, you’ll start walking. When I say

    ‘Go’, you’ll stop walking. When I say ‘Jump’, you’ll clap. And when I say ‘Clap’, you’ll

    jump. For the first little bit, you won’t get out”

11. Now play the game with the new rules for a little bit.
12. Then add the out part!

13. If people are getting the hang of it and need an extra challenge, split the class down the

    middle, one side follows normal directions, the other follows opposite directions.

14. Once done playing, wrap up the game and thank students for participating!

Objectives Review (5-10 minutes)

1. “Now, before we get into instruction for today, let’s see if we can remember all 6 blocking rules from last time!”
2. See if students can recall, coach as needed

3. “So one of those is intentional movement – have a reason to move. What this often means

   is connecting your movement to your objective.”

4. “Who can remind us what an objective is? We talked about it in one of my first classes

   teaching y’all”

1. See if a student can recall what an objective is
2. Then see if someone can recall the structure for an objective

5. “Great! Let’s practice coming up with some objectives now.”
6. “So first, get into pairs.”

7. “Now, we’re going to speed run creating some objectives. One partner will say “I want

   ___ to” and create a character name for the person they want something from. So they might say “I want Jessica”, then the other partner will say what their character wants, so they might say “to give me a hug”. Then we’ll switch and the second partner will say the “I want ___ to” and the first partner will say what their character wants.”

8. Check For Understanding
9. Then have students try this out for a little bit!

a. I will walk around and assess/check in/help as needed

10. After a little while, wrap up the activity.

Character “Walk” (10-15 minutes)

1. “Now let’s practice connecting this to movement. So first, create a character in your mind. It can be a simple character. Who are they?”
2. “Once you have a character, create their objective!”
3. Now give students some time to do this.

4. “Finally, if you haven’t already, connect your objective to a reason to move – do you

   need to go somewhere? Do you need to find something or someone? Do you need to

   dance? What is your reason to move?”

5. “Once you have it, move! Do the movements your objective need you to do (but don’t

   hurt anyone or break any school rules)”

6. “If you ever don’t have a reason to move, stop moving, and think about a new reason to

   move. It’s okay to be still, but don’t be still for too long if you can help it.”

7. “If you need, you can also find new reasons to move!”

8. Now let this play out for a while, let students explore sustaining intentional movement

   over a while.

a. I will walk around and assess/check in/sidecoach/help as needed

9. If students are losing steam, have them find a reason to remain still for a little bit. Then, when they’re ready, find a reason to move.

a. OR have them create a new character!

What’s Your Motive? (20 minutes)

1. “Now we’re going to move to a different game. So first make groups of 4-5 people”

2. “In each group, one person at a time will come up to me and get a slip of paper that has an action or movement on it. They must then come up with a motivation for their

   movement in their head.”

a. Papers: Movement Papers

3. “Then, they will go back to their group and do the action with their motivation behind it.”

4. “The group will then judge either thumbs up – yes it’s motivated or thumbs down – no it’s not motivated. If the majority of your group gives a thumbs up, you get a point!”
5. “Then you’ll send the paper back up with a different group member who will pick their own paper :)”
6. Check For Understanding
7. Now have the class play this game for a little while. Try to make sure each student gets a few turns.

Discussion (10-20 minutes)

1. After the game is finished, have students return their papers but stay with their groups.
2. “Now we’re going to have a bit of a discussion.”

3. “So first you’ll discuss with your groups that you’ve been playing this game with, then

   we’ll chat as a class”

4. “Every so often I’ll ask another question for y’all to discuss so you won’t just be

   discussing one thing the whole time”

5. Then start the discussion with a question. Potential Questions include:

   1. Why do we have rules for movement?
   2. What rule of movement is most important?
   3. How does having intentional movement help tell a story?
   4. How can we communicate clearly using our bodies?
   5. What can we communicate with our bodies?
   6. Etc.
6. After giving about half the time for group discussions, have the class “puddle” all together.
7. Now go question by question and have students share what their group said about the question.

Wrap Up (5 minutes)

1. When there’s just a few minutes left in class, wrap up the discussion.
2. Thank the students for their work today!