by Alex Taylor
EDUCATIONAL OBJECTIVE:
Students will demonstrate their ability to identify and define the five aspects of Aristotle’s dramatic structure by outlining and performing stories.
STANDARDS:
Utah Standard L1.T.CR.3: Use correct form and structure to create a scene or play with a be-
ginning, middle, and end that includes full character development, believable dialogue, and logical plot outcomes.
MATERIALS NEEDED:
Whiteboard, Indiana Jones film clip (the first scene in any one of the movies – the opening sequence of each film shows all five elements of dramatic structure in their entirety)
TEACHING PRESENTATION:
WARM UP/HOOK:
Assuming your students know the dramatic plot structure, either draw out the plot structure graph or write the numbers 1-5 on the board. Have five students come up and label/write in the five structure elements.
STEP 1: Transition
Remind the students of the definitions of the elements and how the dramatic structure of a play follows the graph (or numbers 1-5):
- Exposition – background information (who, what, where, why, when; normal life)
- Inciting Incident – an action that sets the conflict in action (normal life changes)
- Rising Action – the story thickens and obstacles arise
- Climax – highest point of the play (most emotional, the choice, etc.)
- Denouement/Falling Action – the untying of the know or resolution
STEP 2: Guided Practice
Show the film clip from an Indiana Jones film. While they are watching the clip, have the students write down when each of the five elements of dramatic structure occur.
STEP 3: Discussion/Modeling
Talk with the class about the events of the clip. What was the plotline or storyline? Did the plot follow the dramatic structure correctly? Have them define exact moments of each element (What are some exposition points that created a background for the characters and story? What happened to change normal life? What obstacles were tossed in Jones’ way? What was the climax? What could have happened to Jones? How did the story resolve itself – or did it really resolve completely? Etc.).
STEP 4: Group Work
Divide the students up into groups of 4-5. Have them come up with a common, well-known story (fable, fairy tale, children’s book, etc.). The students should create an outline of their story on paper, defining the moments for each element of dramatic structure. Then they need to prepare to perform their story in two versions:
- The story with correct dramatic structure form.
- The story with one or two elements of dramatic structure removed.
STEP 5: Group Practice
Give the groups time to outline and create their story. Ensure that each group chooses a different story so that you won’t have any repetition. You may want to enforce a specific time limit for the story performances (short). While students are rehearsing you will want to float around the room to be sure that students are on-task and are working on their dramatic structure.
STEP 6: Performances
Have each group perform both versions of their stories. Have them perform the “incomplete” version first, allow the audience members to determine what step(s) are missing, and then have the group perform the “complete” version.
STEP 7: Checking for Understanding
Have students break up into groups of five. In each group, students will be assigned of the 5 elements of the plot structure (exposition, inciting incident, etc.). To check for understanding and mastery, have students explain in their own words to their group why their assigned element is important to the story. What happens to the story when their part is left out based on what we experienced in the activity before?
ASSESSMENT:
Students can be assessed through their story outlines and performances.