Lesson 3 – Storyline

EDUCATIONAL OBJECTIVE: 

Students will demonstrate their understanding of pantomime stories by creating a pantomime storyline for two performers.

NATIONAL / STATE STANDARDS:

National HS Proficient 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

MATERIALS NEEDED:

Pantomime Storyline Handout

TEACHING PRESENTATION:

WARM UP/HOOK 

“Duo Improv Scenes”

Have a couple of students come to the front of the class to perform a short pantomime improvisation (see attached scenarios under supplement). Give the actors a brief description of relationship and setting and let them improvise. You can have a few of these duo-improvisations perform. After each performance discuss with the class what they observed. What was happening? What did the characters want? What were they trying to communicate through their body language?

STEP 1 - Transition:

Talk with the class about how a simple activity or situation can be engaging to

watch. Reinforce the idea with the students that sometimes action comes about because of how a

person is. Encourage the students to always create interesting, engaging, and unusual characters that have a need to fulfill in their performance work.

STEP 2 - Instruction:

Pass out The Pantomime Storyline handout to each student. Introduce the basics of creating a good pantomime storyline:

• KISS (Keep It Simple Stupid) – make sure it is easy to understand and not cluttered with excess movement and gestures; audiences need all the clues they can get to understand what you’re doing.
• Tell a complete story – have a beginning (initial situation), middle (complications, obstacles, or problems that get in the way), and an end (some kind of solution to the problem).
• Be fantastic – both in the “good performance” aspect and the “not reality” aspect; pantomimes do not have to follow regular rules and should be larger than life at all times.
• Based on the Pantomime Storyline handout, students should know that their pantomime should have a beginning, middle, and end. The story should be designed with the event, conflict, and situation in mind.

STEP 3 - Group Practice: 

Divide students up into pairs (you may want to have these previously decided upon). Assign each pair to create – and write down – a pantomime story that involves two people. Use the Pantomime Storyline Handout to reinforce what was taught today. Your requirements can vary according to your own preferences or theatrical festival/competition guidelines, but the following is a basic list of pantomime requirements:

• Title – make it interesting and yet give a clue into the pantomime character or story
• Duo – meaning two people must perform it and have equal opportunity to be seen
• Time – three to six minutes
• Storyline – use the basics discussed in class
• Simple – be sure each partner has the chance to demonstrate all three qualities of pantomime
• Written outline: characters (one sentence description and relationship), place (setting/situation), story outline (including at least four conflicts)

STEP 4 – Guided Practice:

Have students write their outline and begin to rehearse their pantomime on its feet. Remind students that they will need to pass off their completed outline (written or typed) to the teacher by the end of class. Remind students that previews for pantomimes will be next two class periods.

CLOSURE: REINFORCING THE LEARNING

Invite students to evaluate if they have a beginning, middle, and end to their story with their partner. Have the pairs identify what their conflict is in their story.

ASSESSMENT: 

Students will need to pass off their outline with the teacher before the end of class.

SUPPLEMENT:

Pantomime Storyline handout and Duo-Improvisation Scenarios listed below.

Duo-Improvisation Scenarios

1. Awaiting a friend to come and play chess, you prepare the chessboard.  When your friend arrives both begin to play.  The game is close and your friend loses.  He accuses you of cheating and there is a heated argument.  He walks out angrily.

2. You enter a shoe store and sit to be waited on.  You describe to the clerk the type of shoe you want.  He brings three pairs.  You try on two pairs and decide to take the first pair.  The clerk thinks the second pair looks better and attempts to change your mind.  The scene ends with you buying both pairs.

3. You are reading a very humorous book in a public library.  You laugh aloud.  The librarian reminds you that you must maintain silence.  You are embarrassed and apologize, but return to your reading.  Again you laugh aloud and the librarian rebukes you.  You move to another seat and resume reading.  This time when you laugh, the librarian asks you to leave.  You persuade her to read from your book.  She does, and breaks into loud laughter.

1. You stealthily enter the kitchen.  You place a step stool near the cupboard and climb to where you can reach the cake box on the top shelf.  You get it down and cut yourself a slice of freshly baked cake.  Your sister enters.  When she sees what you have done, she is furious since the cake was for a cooked food sale.  You make a flippant remark, and she grabs the nearest implement and chases you out the door.  She returns feeling discouraged and begins to eat the piece of cake you cut.