UNIT TITLE
Acting Methods and Styles
LESSON TITLE
Performance Day
CLASS
Drama 4
DURATION
75 Minutes
EDUCATIONAL OBJECTIVE
Students will be able to demonstrate their understanding of hip-hop theatre and culture by performing their Shakespeare ad-rap-tations.
NATIONAL CORE ARTS STANDARDS
CREATING
• TH:Cr1.1.HSIII.a
o Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/theatre work
• TH:Cr3.1.HSIII.b
o Synthesize knowledge from a variety of dramatic forms, theatrical conventions, and technologies to create the visual composition of a drama/theatre work.
PERFORMANCE
• TH:Pr4.1.HSII.b
o Apply a variety of researched acting techniques as an approach to character choices in a drama/theatre work.
• TH:Pr5.1.HSIII.a
o Use and justify a collection of acting exercises from reliable resources to prepare a believable and sustainable performance.
MATERIALS
• Any materials or media players necessary for the student’s performances.
• Computer/projector to show video clip (Q Brothers, Funk it up About Nothin’):
o https://www.youtube.com/watch?v=tzli4K5cmuE
TEACHING PRESENTATION:
Hook:
Show the Q Brothers clip, listed above in the materials. It’s just a small little video to get the students loosened up and excited.
Step 1: Instructions Explain that each group will perform in a random order selected by you. Explain that each group should “slate” their piece in some way—just some kind of introduction so we know what is actually about to take place. Explain that after each group goes, everyone can applaud and whoop and holler or whatever they like. Explain that they should be watching each group for the four main aspects of hip hop culture, and for other aspects of hip-hop culture as was defined last class period. Those four main aspects again are:
• Breaking
• MC’ing (rapping)
• DJ’ing (turn table)
• Graffiti
Ask for any questions, then let the performances begin.
Step 2: Performance Select each group at random and have them perform. You can allow for a few minutes in between each group for some responses, chatter, or general noisiness, as the next group gets set. Remind students to be watching for those elements and aspects of hip hop theatre as we have discussed.
Step 3: Discussion After the performances have finished, conduct a short discussion, with the aim of getting students to better identify what they saw. Star the discussion with the following questions:
• What did you think?
• What did you like?
• What is sticking out in your mind?
• Any new ideas for ad-rap-tations? After watching?
• Any new ideas for hip-hop theatre performances after watching?
After getting students to talk generally about the performances, guide the students with the following questions:
• Which of the main aspects of hip-hop culture did you see? Where?
• What did those aspects do for the performance?
• Where else did you find elements of hip-hop culture and hip-hop theatre?
• Did you discover anything new about hip-hop theatre through watching the performances?
Allow students to discuss. Ensure to probe them into deeper levels of thinking when possible. They should reference specific parts of the performances, or specific feelings they had. They should be analyzing these performances.
Step 4: Reflection After the discussion, have students take out a piece of paper and a writing utensil. Explain that they should now write a short reflection based on these experiences. Read the students the following questions and explain they should write at least two thoughtful paragraphs based on the questions. When they are finished, they can turn them into you for grading. The question is:
• How can you imagine using hip-hop theatre in your future endeavors as theatre artists, besides ad-rap-tations of Shakespeare?
• What makes Hip-Hop theatre unique from other theatre styles?
Once they are finished, be sure to collect the prompts.
Assessment
Student’s ad-rap-tation performances are worth 80 points. If students have used time wisely in class and have participated to their best ability they can receive full points.
Additionally, their short reflection is worth 20 points. Should they complete two thoughtful paragraphs, they can receive full points.