CLASS
Drama 3
DURATION
75 minutes
EDUCATIONAL OBJECTIVE
Students will be able to demonstrate their ability to honestly communicate in a Shakespeare scene by applying principles of acting/theatre including objectives, tactics, communication, vocal colors, and story arc in a performance of the Shakespeare scene.
NATIONAL CORE THEATRE STANDARDS
CREATING
• TH:Cr1.1.I.c
o Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
• TH:Cr3.1.I.a
o Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
• TH:Cr3.1.I.b
o Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
PERFORMANCE
• TH:Pr4.1.I.a
o Examine how character relationships assist in telling the story of a drama/theatre work.
• TH:Pr4.1.I.b
o Shape character choices using given circumstances in a drama/theatre work.
• TH:PR5.1.I.a
o Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
MATERIALS
• An open space for play and showing of scenes.
PREPARATION
• Ensure that an open space is ready and prepared for the performances
TEACHING PRESENTATION:
Hook:
Have students take out a paper and pencil.
Step 1—Instruction
Explain that students will not give full feedback for the performances, but will still write down two things that they appreciated about the performance of their peers. This will be given to the group members.
Step 2: Performances
Call the groups up randomly for their preview performance. Take notes on their performance using the rubric and assign a final grade out of 100.
Step 3: Self-Assessment
After the performances, ask the students to take out another piece of paper. Explain that we are going self-asses again. Ask the students the questions written below. Give several moments for the students to respond to each question. They will complete these self-assessments in class, and then turn them in for 20 points.
• Overall, how do I feel about my performance? What grade would I give myself out of 100.
• Was my objective strong? Why?
• Did I use a variety of tactics? Which ones?
• Did I vary my vocal colors? How?
• Was there a clear story arc in my scene?
• How could I have been more prepared?
• What have I learned about Shakespeare through this unit?
• What have learned about acting through this unit?
• What have I learned about myself through this unit?
• Please grade each of your group members. You are grading them on their work in rehearsal, and their contribution to your group. You are not grading them based on their performance.
Collect the self-evaluations at the end of class for grading. Then have the student give their positive feedbacks to each of the groups.
ASSESSMENT:
The assessments are twofold: first the final performance is worth 100 points. Refer to the rubric below. The second is the self-assessment. A thoughtful self-assessment is worth 20 points.