Day 6 – Storytelling in Movement

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

TH:Re7.1.I.a. Respond to what is seen, felt, and heard in a drama/theatre work to develop criteria for artistic choices.

Other National Standard Met But Not Assessed:

TH:Pr4.1.I.a. Examine how character relationships assist in telling the story of a drama/theatre work.
TH:Pr4.1.I.b. Shape character choices using given circumstances in a drama/theatre work. 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.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.

Standard L1.T.R.2: Defend responses based on personal experiences when participating in or observing a drama/theatre work.

Other State Standards Met But Not Assessed:

Standard L1.T.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene.
Standard L1.T.R.7: Identify and explain why artistic choices are made in a drama/theatre work.

Enduring Understandings:

Students will understand that events create change.
Students will understand that stories revolve around events.
Students will understand that movement can help tell stories.
Students will understand that they are capable.
Students will understand that I want them to succeed.

Essential Questions:

How do we tell stories using movement?
What makes a clear story?
How do we communicate using our bodies?
What is the most important thing to do with movement in theatre?

Objective:

Students will explore the storytelling movement creates through making event machines and having a discussion.

Materials:
1. Large empty space
2. Drama 1 Daily Question
3.Projector, Projector Screen, Laptop, HDMI Cable, and HDMI to USB-C adaptor

Instructions:
Hook 1 – Daily Question (10 minutes)

Put the Drama 1 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: What’s your favorite story climax? Hook 2 – One Word Story (10 minutes)

First, have students make one big circle.
“Today we’re going to play One Word Story. We did it a little while ago, but just as a
review, we’ll go around the circle and each person adds one word to the story, and we see
what happens!”
Check For Understanding
Now play the game!
Depending on time/interest, it may be beneficial to do multiple rounds!

Instruction (5 minutes)

“Today, we’re talking a little about storytelling.”
“First, stories have events. Things happen in stories. If nothing happens in a story, it’s not
really a story.”
“In theatre, we are showing the story, we are acting out the events. So, to tell a story in
theatre, our movements need to show the events.”
“For instance, the Prince (or the Duke) putting the shoe on Cinderella is a significant
moment, we need to see that happening. Same with Cinderella and the prince dancing, we
see it happening and it’s an important event.”
“Now sometimes our movements are the events and sometimes our movements are
reacting to the events, and that’s important! When the shoe fits Cinderella’s foot, if we see the Prince (or the Duke) looking excited and triumphant, and we see the stepsisters/stepmother looking upset, that lets us know more about what happened. We know the Prince/Duke wanted this to happen, and the stepsisters/stepmother did not. It helps us understand the significance of the event.”
“We’ve been working on reactions before, but just keep them in mind and think about movements that can be reactions beyond just facial expressions. Maybe the stepmother

leaves the room because she’s so upset, maybe the Prince kisses Cinderella’s hand. These

are actions that help us understand the events.”

“Now, I want you to think about one of your favorite stories. Take a second to pick one.”
“What happens in this story, and how can those events be shown through movement?
There’s probably a lot of events, but focus on just one of them for now. First, think about the actual event. What is the movement involved in that event happening? Then, think about the reactions. What do people do with movement/faces because of the event?”
“Take a second to think about it. Then, when you have an answer, find a partner and share!”
Give students time to think and share.

Event Movement Practice (15-20 minutes)

“Now we’re going to practice putting that into action.”
“On the first day of the unit, we did a machines activity. So we’re going to do that again
today, but a little differently.”
“Last time, we made a basic machine and then we worked in groups to come up with
fairytale machines, right? This time, I’ll come up with an event, and then as a whole class, we’ll make a machine showing the event happening and people reacting to it. Think about how you can tell the story of the event with your movement.”
“Again, one person will jump in first, then once you have an idea, you’ll jump in and add something. Also, this time around, everyone’s going to be people/characters instead of set pieces or objects”
“Y’all have done this before, but we’re just adding a focus on the storytelling! So first, we’ll probably want to have people act out the actual event, then we’ll add on the reactions of people around them. Make the event a story!”
Check For Understanding
Now try it out! Potential Situations Include:
1. Events listed during the daily question ;)
2. Someone shows up to a non-costume party in a costume
3. Someone performs magic in front of people who haven’t seen magic before
4. Someone starts a line dance
5. A team wins tug of war
6. Two enemies shake hands
7. Someone shaves their head
8. Someone throws a pie in someone else’s face.

Group Events (15-20 minutes)

“Now let’s add one more level to this. First, make groups of 4-5 people”
Give students time to form groups.
“In your group, you’ll come up with an event that happens. Then you’ll create three
machines. One right before the event. One showing the event. And one right after the

event. You get no words or sound effects, but try to make the story of the event as clear as

you can!”

Check For Understanding
Then give groups 5-10 minutes to prepare their machines.
1. I will walk around and assess/check in/help as needed.
2. After about 5 minutes, I’ll check to see how much longer groups need.
Once each group is ready, they’ll show their three machines to the class one at a time.
After seeing a group’s three machines, the rest of the class will come up with a “Story
Title” for this event.
Then we’ll move onto the next group and repeat.
Once every group has gone, wrap up the activity and have students “puddle” for
discussion.

Discussion (20 minutes)

“Now we’re going to have a discussion”
Have students form some small discussion groups.
“So first you’ll discuss with your groups, then we’ll chat as a class”
“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”
Then start the discussion with a question. Potential Questions include:
1. How do we tell stories using movement?
2. What makes a clear story?
3. How do we communicate using our bodies?
4. How can reactions add to a story? How can they distract from a story?
5. What is the most important thing to do with movement in theatre?
6. Etc.

6. After together.

giving about half the time for group discussions, have the class “puddle” all

7. Now go question by question and have students share what their group said about the question.

Wrap Up (5 minutes)

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