by Alex Taylor
EDUCATIONAL OBJECTIVE:
Students will be able to demonstrate their understanding of using music in a pantomime by using pantomime techniques that match the energy of an instrumental track.
NATIONAL / STATE STANDARDS:
Utah State Standard L1.T.P.6: Use imagination to inform artistic choices.
MATERIALS NEEDED:
Rhapsody in Blue video link (https://www.youtube.com/watch?v=ie-TS-BitnQ), projector, action cards printed out.
TEACHING PRESENTATION:
WARM UP/HOOK (5 minutes)
Begin the start of class by playing just a small portion of the classic animation called “Rhapsody in Blue” (link found in materials needed). Start the video at 3:00 and end at 6:05. Before watching, explain to the students that even though this is an animation, look for ways they can relate the character’s performance to the art of pantomime. After the video is shown, ask students to compare how this video is similar to pantomime. Discuss what specific details in the character’s body and face could be replicated in a pantomime.
STEP 1 – Transition: (2 minutes)
Explain to the students that there is still one element of pantomime that we haven’t discussed that is new to them. This is music. Explain that we will now try learning how music works in a pantomime. Ask students why music is a great storytelling tool?
STEP 2 – Directions: (2 minutes)
Provide the following directions to the students: Students will participate in an exercise that will introduce how music can influence storytelling. Have students go up one at a time in front of the class and draw an action card (or the teacher will tell them one of pantomime activities listed under supplements). The student will begin doing this action to the chosen song that the teacher plays. After a few seconds, the teacher will change the song in the middle of the performance and the student will then have to match the energy of their action to the selected music.
STEP 3 – Guided Group Practice: (25 minutes)
Coach students to emphasize exaggeration and movement that matches the energy of the music.
STEP 4 – Discussion: (2 minutes)
Pair and share – Invite students to discuss with a neighbor on what they discovered doing this activity and how it can relate to their performance of a pantomime. After students have had a minute to discuss, come together as a class to share their answers.
STEP 5 – Directions:
Explain the next steps of the learning process for this unit. Students will break up into pairs to create a due pantomime scene using music. Each pair will need to create a 2–6 minutes pantomime based on a topic of their choice. Students will have the rest of class to start brainstorming ideas for their pantomime story outline. This outline is due next class period.
STEP 6 - Independent Practice:
Students meet one-on-one with their scene partner to discuss a) their content and b) their story elements that are grounded in conflict.
CLOSURE: REINFORCING THE LEARNING
Discuss with the class on how conflict influenced their story.
ASSESSMENT:
Participation in the musical action activity
SUPPLEMENT: