Day 8 – “Performance” – “Freeze!” in Pantomime

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:Cr3.1.I.a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.

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.

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.P.3: Observe, listen, and respond in character to other actors throughout a scripted or improvised scene.
Standard L1.T.P.9: Present a drama/theatre work using creative processes that shape the production for a specific audience.

Other State Standards Met But Not Assessed:

Standard L1.T.R.7: Identify and explain why artistic choices are made in a drama/theatre work.

Enduring Understandings:

1. Students will understand that assessments lead to growth.
2. Students will understand that performance can be fun.
3. Students will understand that they are capable.
4. Students will understand that I want them to succeed.

Essential Questions:

1. How do we use our bodies to communicate?
2. What makes a good performance?
3. Why do we perform?

Objective:

Students will communicate using movement techniques through a practice game of “Freeze!” in pantomime.

Materials:

1. Movement Rubric
2. Reflection Rubric (included below)
3. Large empty space
4. Drama 1 Daily Question
5. 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: If you could compete in any Olympic sport (summer or winter), which one would you pick?

Hook 2 – Warm Up (15 minutes)

1. “Today is our assessment day for the unit! So to start class, we’re going to get our bodies ready.”

2. “So first, we’re going to do some relaxation exercises. Let’s start with a spine roll.”

   1. Students should know what a spine roll is but just in case
   2. Bend over in half SLOWLY (one vertebrae at a time)

   3. Hang out down there for a little bit, making sure neck and shoulders are loose and

      letting go of tension

   4. Then SLOWLY come back up
3. “Now take a minute to scan your body for tension and do your best to release it. I’d prefer if you stayed standing, but if you need to lay down, you can.”
4. Give students time to do this

5. “Now, shake out your bodies. We’re going to do a special countdown shake thing. So

   we’re going to shake our left hand up, then our right hand up, then our left hand out to the middle, then our right hand out to the middle, then our left foot, then our right foot. So six spots. And we’ll start by shaking each spot 8 times, then 4, then 2, then 1. And we’ll count up.”

6. Now lead the shake countdown!

7. After that, depending on the vibe either play Woosh! or Zip Zap Zop or Whiskey Mixers

   or something of the sort.

Brief Instruction (5 minutes)

1. “Okay, now we’re about to go into our assessment.”

2. “As a reminder here’s what I’m looking for

   1. Specificity & Communication – do your movements mean something specific and help tell the story?
   2. Motivation – are your movements motivated by something?
   3. Upstaging – can I see you and your partner at all times?

4. Facial Expressions – are you using your face to communicate? Are you reacting?
5. Effort – are you putting in your best effort?”

3. Check For Any Final Questions

Freeze in Pantomime (20-30 minutes)

1. “Okay! Now we’re going to do Freeze! in pantomime. So let’s form two lines”
2. Remind students of rules for Freeze! (can be found in last lesson)
3. Then play the game!

4. While students play, I will assess them using the Movement Rubric , writing

   additional feedback as necessary.

5. Once everyone has gone, give everyone a round of applause!! And point out some of the

   great things I saw across the class.

Reflection Response Instructions (5-10 minutes)

1. “Now, just like our past 2 units, you’re going to create a reflection response!”

2. This assignment is pretty simple and they can create it in whatever format they want

   (writing, video, audio recording, etc.).

3. Essentially, I want you to reflect on what you have learned about movement and your

   body during this unit and how it applies to your life/how you will be different because of what you learned.

   1. Please use specific examples and look for deep connections.
   2. Let me know what you cared about in this unit

4. I’m not going to say a specific word count or time length that I want this to be. I just want

   this to be a genuine reflection.

5. These will be due by Tuesday at midnight. There will be some time to work on it today,

   but if you don’t finish, it will be homework.

6. Check for understanding: See what questions the students have about the assignment.
7. Once any confusion has been cleared up, students will have any time left in class to work.
8. Rubric

Reflection Work Time (10-15 minutes?)
1. Now give students the rest of class to work on their reflection responses! a. I will walk around and assess/check in/help as needed.

2. I also might pass out rubrics so students can look at their scores and feedback.

Wrap Up (5 minutes)

1. When there’s just a few minutes left in class, tell students to start wrapping up their work.
2. Thank them for their work today!