by Alex Taylor
EDUCATIONAL OBJECTIVE:
Students will demonstrate their understanding of a pantomime character by creating specific character traits, personality, and mannerisms for their individual character.
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
Utah State Standard L1.T.P.6: Use imagination to inform artistic choices.
MATERIALS NEEDED:
Strips of paper with various character types, Character analysis sheet
TEACHING PRESENTATION:
WARM UP/HOOK
“Character Statue”
Have each student pick a character type out of a hat. Give them two minutes to create a still pose of that character. Then have each student "perform" their character as a statue. As a class, analyze each statue and discuss the body language conveyed in each pose.
STEP 1 - Transition:
Explain to the class the importance of body language. Tell them that over 55 percent of a first impression is made by body language and appearance. Also remind the students that in pantomime, their body language needs to convey emotion since they can't use their voice to portray how they feel.
STEP 2 - Modeling:
Take one of the character types from the slips of paper and demonstrate how to take that character and make them move around in normal human fashion. As you do so, explain that actors need to create a need to move – to get something. Talk about what that character might want and how they would move to get there. For example, a pregnant woman would move around differently if she were just walking around in her home and if she were walking the hospital halls to keep her labor going.
STEP 3 – Guided Practice:
Line the students up in groups to run a relay across the room. However, instead of the winning team being the fastest, the objective of each team is to portray a character type the strongest using pantomime qualities and body language. Assign each row of the relay teams a character type. Then let them "go".
STEP 4 - Transition:
Discuss with the class how they let their characters move in the space provided. Ask them what they created as a need to move for their character. Challenge the students to create interesting characters in their pantomimes that need to move because of their conflicts.
STEP 5 – Instruction:
Invite students to open Canvas to the Character Analysis worksheet or print our copies. Students will have until the end of class to answer the questions on the sheet based on their interpretation of their characters.
STEP 6 – Independent Practice:
Give each student-partnership time to rehearse their pantomimes, focusing specifically on their character creation.
CLOSURE: REINFORCING THE LEARNING
Invite students to share with another partnership their character worksheets and provide feedback based on what we learned in class on creating dynamic and exaggerated characters.
ASSESSMENT:
Students can be assessed through their participation and character worksheet
SUPPLEMENTS:
Character Types (Print out and Cut up to put in a cup to draw)
Cowboy
Pregnant woman
Football jock
Thief
Toddler
Seducer
Perky cheerleader
Old feeble person
Cocky intellectual
Shy or timid person
Police cop
Ditzy blonde
Skateboarder
Surfer dude
Dancer
Club bouncer
Rock star