Creative Practices

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Creative Practices’s Docs Improvisation/Pantomime Lesson Plan

You are currently viewing a revision titled "Improvisation/Pantomime Lesson Plan", saved on December 15, 2011 at 5:47 pm by Lissa erazo
Improvisation/Pantomime Lesson Plan
  Improvisation/Pantomime Lesson Plan     Lesson Plan Title: Months and Seasons of the Year Grade: K&1st Central Question: Is there a way for kindergarteners and 1st graders to learn the seasons of the year in a more effective way.   Purpose of Lesson (aim): How can we learn the seasons and months of the year in a nontraditional way?   LESSON OBJECTIVES - Students will: be able to use their bodies in a variety of ways to express themselves and get their point across successfully   STANDARDS: NYS Learning Standards: TH 1:1, 3:1   Benchmark: Strand 1 [Theatre Making] 2nd Grade Acting Imagination, Analysis, and Process Skills Students activate and use their imaginations as well as the analytical and process skills associated with acting. Students participate in group activities, including creative play, storytelling, pantomime, and improvisation. Performance Skills Students explore the physical, vocal, characterization and staging components of acting by developing the actors instrument: the body, voice, and mind. Students participate in group activities, including creative play, storytelling, pantomime, and improvisation.   Strand 2 [Developing Theater Literacy Benchmarks] 2nd Grade Understanding Dramatic Texts Students develop an understanding of dramatic structure and theater traditions. Understanding Theater History Students develop an understanding of dramatic structure and theater traditions. Responding to Theater Performance Students articulate responses to theater performance.   Strand 2 [Making Connections Through Theater Benchmarks] 2nd Grade Connecting Theater to the Arts and Other Disciplines Students extend their understanding of theater by connecting it to learning in other disciplines. Students explore how other art forms are incorporated into theater. Connecting Theater to Personal Experience, Community, and Society Through an Exploration of Themes, Culture, and History Through an exploration of theme and context, students connect personal experience to an understanding of theater.   Common Core: Unit 1- W 1.1 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.   Common Core: Unit 1- SL 1.1, 4&5 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. d. Seek to understand and communicate with individuals from different cultural backgrounds.   4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.   5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.   WARM-UP Physical Warm Up The students will be asked to warm up their bodies. They will be asked to “be”: big/small; straight/wavy/curly; tall/short; loose/stiff, etc.   Rationale: The purpose of this activity is for the students to loosen up their bodies as well as, possibly, boost their confidence while performing in front of their classmates. The next activity asks for students to get physical, therefore they have to warm up.   Role of the Facilitator: will be instructing the students what they are supposed to do by shouting out the adjectives. And encouraging those students who are not putting in their all for whatever reason.     HOOK: I am going to show you… The students will be asked to stand in a circle and describe, only by movements, a parent or relative. They can all do it together, on the count of 3, then each student will have to perform on their own for the class to see.   Rationale:The purpose of this activity is for the students to effectively get their message across non-verbally. The reason why the class will perform together then individually is because some students may not feel comfortable acting in front of their classmates on their own right away.   The group performance is a mini warm up after the warm up.   Role of Facilitator: will be monitoring the activity and encouraging those students who may have a difficult time thinking of something to do.     MAIN ACTIVITY: Storytelling The students will be split up into small groups and assigned a season of the year therefore they must act out what they do during that season in a way that at the end of their performance their classmates know which season they had.   Rationale: The purpose of this activity is for the students to, non-verbally, get their point across, in this case, what story they were assigned.   Role of Facilitator: will be walking around and observing the groups work and answer any questions the groups may have without inputting their personal opinion. The facilitator must let the students think and act on their own.     REFLECTION: The students during the reflection will be able to express what they liked, disliked, and what they learned from the activities.   Rationale: The purpose of the reflection is for the students to come full circle and realize on their own that they can work together   Role of Facilitator: The facilitator will ask the questions and monitor the discussion while being careful about altering the students’ opinions.   Theatre Literacy: Pantomime, Improvisation, Scene, Scene partner, Off Stage, and Actor Neutral     How could you document the learning? Students will be asked to not only verbalize their reflection but also draw it for the purpose of this course.  

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December 15, 2011 at 10:47 pm Lissa erazo
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