by Alex Taylor
EDUCATIONAL OBJECTIVE:
Students will demonstrate their understanding of pantomime object specificity by highlighting the pantomiming of objects in their scene.
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:
Various random objects (props)
TEACHING PRESENTATION:
WARM UP/HOOK
"BING!"
Four volunteers are needed: one eyewitness and three detectives trying to solve a murder case. The detectives are sent out of the room beyond hearing range. Together the class decides on three things: a place, an occupation of the victim, and a murder weapon (they should not have any connections between them. Sometimes it is easy to write those three things on the blackboard for reference). The first detective is called into the room. The eyewitness will convey what each thing is to the first detective, but they cannot speak (they are mute). They can only pantomime one thing at a time. Once the detective believes they know what each thing is they say "Bing!" (lightbulb going off). Without saying what they think the things are, the next detective is called in and now the first detective tries to pantomime to the second detective what the things are (for a harder pantomime you can tell the first detective they cannot use the exact same pantomimes as the eyewitness). The second detective says "Bing!" for all three things then pantomimes for the third detective. Once the third detective knows all three things, he/she says them out loud.
STEP 1 – Transition:
Talk with the class about how the pantomime successfully traveled through all the participants or got messed up along the way. The class can give suggestions on pantomimed actions that could have clarified things. Explain that the objective between pantomime previews and performances is to tighten details up, make sure movement is crisp and objects defined, and polish up the storyline and characters – in essence “making the story clear to the detective”.
STEP 2 – Modeling:
Leading the class, go through simple pantomime movements, calling out instructions for definition and clarity along the way. Some movements may include going up and down a ladder, climbing a flight of stairs, opening and closing doors, pulling a rope, using a writing utensil, turning on a water faucet, getting in or out of a car, talking on the phone, or any other movements you observed in the previews that need some extra help. You can use the various props that you have prepared and let the students practice holding/using the actual objects and then put them down and practice pantomiming the object.
STEP 3 – Individual Practice:
Assign each partnership to go back to their pantomime outline and write down specific objects that they pantomime throughout their story. Have them figure out exactly how to make those objects more specific and easy to identify. Remind the students that sometimes pantomime performers lose the simplicity and definition of an object in our haste to tell a story. Often it is these objects that make the story clear to an audience.
STEP 4 – Guided Practice:
Give each group their preview sheet, making a few comments in person, and then give the partnerships time to rehearse and improve their pantomimes.
STEP 5 – Instruction:
Tell students that they will be previewing their pantomimes in front of the class for feedback next class period. Remind them of some basic pantomime performance etiquette including: wear unobtrusive clothing (no bold patterns or writing), wear modest clothing (that won't hamper their movement), introduce their piece (with a title and names of performers), pull hair back from face (in order to see facial expressions), etc.
ASSESSMENT:
Students can be assessed on their participation.