Day 5 – Pantomime Intro

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

State Standards:

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.
Standard L1.T.P.4: Use body to communicate meaning through space, shape, energy, and gesture.

Enduring Understandings:

1. Students will understand that there are different kinds of art.
2. Students will understand that observation and specificity are important skills to develop.
3. Students will understand that we can communicate without words.
4. Students will understand that they are capable.
5. Students will understand that I want them to succeed.

Essential Questions:

1. How do we communicate?
2. How can we communicate without words?
3. How do we observe the world?
4. What makes something clear?

Objective:

Students will practice pantomime techniques through object exercises and a game of pair charades.

Materials:

1. Assorted objects to pass around for The Mystery Object
   
   1. Ex: baseball, book, rock, basket, pencil, phone, etc
2. Pair Charades Papers – 3 sets cut out and printed
3. 3 ziploc bags to hold ^
4. Large empty space
5. Drama 1 Daily Question
6. 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 something you wish people knew about you? Hook 2 – Change 3 Things (5-10 minutes)

1. First, have the students get into their partnerships. Tell them to observe their partners for a second.

a. Maybe I’ll imply I have to get something ready so they’ll be a little off guard.

2. Then tell them once they’ve observed their partner, they should both turn their back to

   their partner.

3. With their backs turned, they will now change three things about their physical

   appearance.

a. These can be small things, and in fact that might work better – Maybe a hair clip

changes sides, maybe the sleeves get rolled up, etc.

4. Give them some time to change these things.

5. Then have them turn around and face their partner. They now have to identify the three

   things that changed.

6. After giving the students time to guess the three things, gather attention back. Tell them

   to observe their partner for another minute.

7. After the minute, have them turn around again and change three things.
8. Then have them turn around and try to identify the three things.
9. Once this is done, have them “puddle” for a discussion.

Brief Discussion (10 minutes)

1. Potential Discussion Questions Include:

   1. How can we do better at this game?
   2. What skills do you need to be good at this game?
   3. When did you succeed?
2. Partway through the discussion add: “Now, today, we’re talking about something called pantomime. And pantomime is basically doing theatre with no words, no props/set, and no sound effects. It’s acted silently and just uses your body, face, and movement to show a story. So like the mime stuck in an invisible box is pantomime.”
3. “We’ve already been doing a little pantomime work, so you already have some skills with it. But how do you think this game we just played can apply to pantomime?”
4. Now discuss potential connections!
5. Once the discussion is over, thank the students for their participation!

Mystery Object (10 minutes)

1. “Now, one of the major parts of pantomime is making it seem like you’re holding objects or interacting with them. So we’re going to work on just a few things to practice that. First, we’ll start with focusing on real objects.”

2. “The important qualities to pay attention to are size, weight, and placement. How big, how heavy, and where it is. So focus on those things as we interact with some objects”
3. Then have the students form 3-5 circles and have them close their eyes.

4. “I’m going to pass an object around each circle, but keep your eyes closed. You’re going to focus on determining the size and weight of the object, and also what the object is. Once you’ve explored the object enough, you will pass it to the person next to you. But again, keep your eyes closed. Once it goes all the way around the circle, the last person

   will set it to the side.”

a. Once an object is set to the side, I will take it back to take to another circle.

5. Check for Understanding: Check if they understand with a thumbs up or thumbs down. Clarify as needed.
6. Then start playing the game!

7. Once you have passed all objects around (probably 4-5 objects), hide the objects and tell

   the students they can open their eyes.

8. Have them guess what the 4-5 objects were. Correct if wrong.

The Invisible Object (10 minutes)

1. Now if circles are bigger than 4-5 people, have students make circles of 4-5 people. If circles are already that size or smaller, they can stay in their circles.
2. “Now we’re going to take what we’ve learned and pass around invisible objects in each circle. So one person will start and ‘create’ an object. They will determine how big and how heavy the object is. Then they will pass it to the person next to them, and it will go all the way around the circle, with everyone keeping the size and weight consistent. Also try to be consistent with placement, where is the object specifically as you hand it off, etc.”
3. “Once the first object has gone around, the person to the right of the first person will make the next object and pass it around. This will continue until everyone has had a chance to create an object.”
4. Give students some time to explore these invisible objects.

Brief Discussion (10 minutes)

1. Now invite students to share their insights from these activities!

1. What invisible objects were passed around? How did you know?
2. What made object qualities clear?
3. What surprised you?
4. What did you learn?

Pair Charades (15-20 minutes)

1. “Now let’s put this into practice with a little competition!”

2. Count students 1-3, then have all the 1’s form a group, all the 2’s form a group, and all

   the 3’s form a group.
   a. Now check if groups have an even number of students, if not, adjust teams to

   have an even number even if it means they’re unequal.

b. In this case, a group with less students will have one pair go twice.

3. “We’re going to play charades with a little twist. Instead of one person acting up front, you’ll be working in pairs. So two people will be up and acting out while the rest of the

   team tries to guess. Work as a team to try and get the most points!”

4. “I have a bag of actions/things to act out. Try to make it as clear as possible!”
5. Check For Understanding
6. Now give each team a ziploc bag of Pair Charades Papers .

7. “Each pair will have 1 minute to get as many points as they can. After the minute, count

   up points and switch pairs. We’ll go until everyone’s had a turn!”

8. Now play the game, setting a timer for 1 minute each round.

   1. I will walk around and assess/check in/help as needed.
   2. NOTE: If students go through all of the cards, have them put all the papers back in the bag and go through them again.

Wrap Up (5 minutes)

1. Once there’s just a few minutes left in class and/or everyone’s had a turn, wrap up the game and see which group got the most points!
2. The winner gets... nothing!
3. Thank the students for their work today!