Movement/Pantomime Unit:Lesson 5 - The Rules of PantomimeEducational Objective: Students will demonstrate their understanding of the basic rules of pantomime performance by participating in various pantomime activities focusing on clear and concise movements, consistency, and exaggeration.Materials Needed: pantomime clip from Hook, youtube clip of “The Rose” pantomime, youtube clip of “Coney Island” pantomime, pantomime activity index cardsWrite the following on the board —Pantomime: an art that develops non-verbal communication using facial expressions and body language to create elements of character, plot, space, and action.Hook:Have lights off and movie playing when students walk in to class. Invite students to sit wherever they like. Watch the pantomime clip (dinner with the lost boys) with the students. When the clip is over, ask the following questions.What were some of the foods you “saw” them eating?Would you consider this pantomime?Was it very good pantomime?Transition:After mini discussion, ask students to get out their journals. Again, they can sit wherever they would like to for the viewing of the second clip. They are just supposed to sit and watch, notice, and enjoy the clip.Show clip of “The Rose.”Discussion:After the clip, conduct a discussion asking the following questions.What were some of the things he was doing well?How could you tell what he was doing?Where was he looking? What was his focus?What did his facial expressions tell you?How would you describe his movements?Were you able to see what he was seeing?As students say specific things that the pantomime artist did well, write them on the board (ex: great facial expressions). When finished, have students copy this list into their journals.Transition:Write CLEAR AND CONSISTENT and EXAGGERATED on the board.Discussion:What might these words have to do with pantomime? Ask for examples.Demonstrate “What Not To Do” when pantomiming getting a glass of milk. Do things like walking through the refrigerator, not taking the lid off, changing the height of the counter, etc. Have them tell you what you are doing wrong.Show them what exaggerating SHOULDN’T look like.Activity:Have the students find a place in the room where they are away from everyone else. Tell them that the are going to practice using clear and consistent movements, and exaggerating their facial expressions and movements, as they perform different actions. Start them on the first one, then walk around and have students pull the next card and read it aloud. Offer side-coaching to keep them focused on the pantomime activity.The following are written on index cards:carrying a suitcaselicking an ice cream conepeeling a bananawashing a dogsweeping the floorsewing a buttonpainting/clipping your toenailsclimbing a ladderopening and closing doorsmaking a smorepour a bowl of cerealwrite in a notebooktalk on the phoneopen a bottle of water (drink it)setting the tableunloading a bag of groceriesplaying mini golfTransition:Instruct students once again to sit wherever they like for the last video clip. They are to watch, notice, and enjoy but not write anything down.Watch the “Coney Island” pantomime clip.Discussion:After the clip, ask the following questions.What was different about watching a pantomime with two people?Did they work well together?What was their focus?Do you think it would be more or less difficult to perform a pantomime with another person?Transition into Activity:We are going to try this a little bit! You have ten seconds to find a partner and sit down on the carpet back to back with them.Ask them to pantomime a few of the following activities with their partners. Offer side-coaching as they do so.awkward moment when you both get on an elevatorone of you wash, one of you dry the dishesplay ping pongone of you tell the other a jokebuying a hamburgertug of warargument between best friendsIf there is any time left at the end:Play a round or two of “Why were you late?” and ask the two pantomimers to focus specifically one what we talked about today.