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Children’s Theatre
Spruce Grove Composite High School
Scott Boomer
October 4, 2017
Table of Contents
Rational 3
Unit Overview 4
Assessments and Forms 5-15
Main Assignment Package 6
Performance Rubric 9
Group Questions 10
Storyboard Rubric 11
Script Rubirc 12
Self and Peer Reflection 13-14
Off Site Permission Form 15
Materials 16
Rationale
Some of the most reliable jobs for young theatre artists involve travelling performances to
schools. Large characterization and focusing on simple plots scaffold the skills of students and
enable more refined and detailed performances in future performances. Performing for younger
children can also be a wakeup call for students not putting their all into a performance due to the
unrefined honesty that elementary aged children can possess. This project also creates a product
that extends beyond the class which raises the stakes and encourages a refined product.
Unit Overview
Lesson 1-
TSW perform story in a minute using children’s storys.
Lesson 2-
TSW perform scenes based on how children behave in audiences.
Lesson 3-
TSW present their favourite children’s story to their group. (Brainstorming)
Lesson 4-
TSW confirm their children’s story project as well as the ‘twist’.
Lesson 5-
TSW improvise individual scenes from their children’s story and create a story
board from those scenes.
Lesson 6
TSW work on writing, staging, and performing their children’s story project.
Lesson 7
TSW present their children’s theatre projects to the class and teacher to receive
feedback.
Lesson 8
TSW polish their children’s theatre projects.
Lesson 9
TSW tour their children’s theatre project to an elementary school and perform.
*Lessons may take multiple days to accomplish. Estimate time to complete: 3-4 weeks
Assessments and
Forms
Children's Theatre:
Touring Performances
Name:___________________________________________
In Canada, one of profession children's theatre's earlier emergences was in Vancouver with Joy Coghill
and Myra Benson's theatre company, Holiday Theatre. Even Broadway was produced children's theatre.
In 1970, Tony winning Paul Sill's Story Theatre brought fairy tales to life using improvisational theatre
techniques know as the Storytheatre Method. Paul Sills mother was Viola Spolin who is internationally
recognized as the originator of Theatre Games - the basis of improvisational theatre.
and set off to milk his cow Bessy. ‘Good Mornin’, Bessy!’ he said.
Mimed props ... If a prop is present it is incredibly symbolic and it is the only one on stage.
No set pieces –a chair, box or platform may be present to create levels
Actors play several characters in the story.
Transformation—Actors ‘transform’ into animals, environment and inanimate objects.
Actors do not leave the stage. They become scenery or observers.
Costumes are usually very basic (For example: all black). Basic costume pieces such as
shawls, hats and scarves can be used in a variety ways to enhance character.
Music ( live if possible!) – The Broadway Storytheatre featured a rock-folk band that
accompanied the play with songs including: "I'll Be Your Baby Tonight" by Bob Dylan, "Here
Comes The Sun" by George Harrison
Elements of a Child Audience
Your Task:
1. Brainstorm 10 different children's stories that could be the basis for Children's Theatre
2. Choose a children's story to translate onto the stage.
3. Agree upon a twist from the "normal" version of your story. (Villains and heros swap
roles; the setting is vastly different and changes the actions required to succeed, etc)
4. As a group, storyboard a first draft outline of your selected children's story.
5. Create and rehearse a 5-10minute performance that is appropriate to be toured to
elementary schools.
6. The Drama 20 student in the group will write down the script alongside the creation
process.
7. Polish your performance and persistently make use of rehearsal time.
Your Limitations:
1. You are aloud 1 prop, all other items will be mimed.
2. Minimal set: You have limited space to perform, so your set will need to be minimal too.
Any more than 1 basic set piece (drama block, chair, stool) will need to be a convincing
conversation with Mr. Boomer.
3. Characters will narrate their own actions.
4. If you have more characters than performers, performers will play more than one role.
5. Costuming is very basic (commonly all black with an accessory that goes with a certain
character(s))
Storyboard
A storyboard is a layout of your scene done by a series of panels (drawn pictures). Each event,
scene, setting, or major character introduction can be a new panel. Every panel will need a title, a
picture of the events on stage, and a description to complement the picture. This is NOT an art
project. The expectation is to get the story across, not to worry about drawing skills. (1 copy per
group).
Script
The script will be written down and formatted by the drama 20 student in the group, but the
expectation is all students help in the creation of the script through improvisation, discussion,
and group work. GET THE SCENE ON ITS FEET. As a group, sitting down for too
long will drop your energy and your focus.
Video recordings can be used to aid in writing down the script. There are iPad's in the drama for
that type of use.
Poor
Excellent Good Average
1 pts Student possesses
4 pts Student possesses 3 pts Student possesses 2 pts Student is in need of
little to no skill and/or
CHILDREN'S THEATRE exemplary skill and Mastery of sufficient skill and Mastery additional skills and Mastery of
Mastery of the techniques
PERFORMANCE RUBRIC all techniques needed for a of all techniques needed for the techniques needed for a
needed for a successfully
successfully delivered dramatic a successfully delivered successfully delivered dramatic
delivered dramatic
performance. dramatic performance. performance.
performance.
Character Development *Character's objective is well- *Character's objective is *Character's objective is *Student is doing little
20 % How well has the defined. somewhat defined. lacking. more than reading from
student researched, *Depth and range of emotion *Depth and range of *There is little depth or range the book.
developed, and delivered is expansive. emotion is adequate. of emotion.
their character(s)?
Voice *Student consistently uses *Student enunciates *Student strives to enunciate *Student exhibits poor
20 % Does the student their voice expressively and clearly. and add variations, but vocal enunciation and no
use her/his voice as an articulately. *Student varies voice overall effect is flimsy - due to variations in volume
instrument to propel their *Student projects their voice pitch and tone, and too little expression. and/or pitch.
performance? clearly. reflects some level of
*Student utilizes their voice expressiveness.
to include variations of pitch,
rate, volume, and tone
consistent to their character.
Movement *Student employs *Student employs *Student strives to employ *Student employs little
20 % Is the body utilized phenomenal use of appropriate use of appropriate use of physicality, to no physicality in
to the student's utmost physicality to enhance physicality to enhance but overall affect is flimsy scene.
ability to aid in translation character with body character with body *Student's movements rarely *Student's moves are
of words, images, movements and facial movement and facial reflect purpose. without purpose.
emotions, and characters expressions. expression.
into movement? *Student uses a variety of *Student uses an
blocking to add interest to appropriate amount of
the piece. blocking to add interest to
*Student's movements the piece.
always reflect purpose. *Student's movements
usually reflect purpose.
Preparation *Student's lines are delivered *Student delivers lines *Student has trouble *Student cannot perform
20 % Does the student flawlessly from memory. and hits marks well and delivering lines without the book.
demonstrate effective use *Student fluidly delivers with few errors. *Student *Student lacks any fluidity in *Student has no fluidity
and management of time? her/his lines while hitting spent an appropriate movement and delivery of and is obviously not
their marks confidently. amount of time preparing lines; did not spend nearly prepared.
*Student obviously spent a for project. enough time in preparation.
significant amount of time on
project and came to class
ready and prepared.
2. 7.
3. 8.
4. 9.
5. 10.
What twist will you as a group put into this story? (1 Mark)
Storyboard
A storyboard is a layout of your scene done by a series of panels (drawn pictures). Each event, scene,
setting, or major character introduction can be a new panel. Every panel will need a title, a picture of the
events on stage, and a description to complement the picture. This is NOT an art project. The expectation
is to get the story across, not to worry about drawing skills. (1 copy per group).
3 2 1
Script
The script will be written down and formatted by the drama 20 student in the group, but the expectation is
all students help in the creation of the script through improvisation, discussion, and group work. GET
THE SCENE ON ITS FEET. As a group, sitting down for too long will drop your energy and your
focus. Video recordings can be used to aid in writing down the script. There are iPad's in the drama
office for that type of use.
4 3 2 1
Dialogue Dialogue Dialogue Dialogue Dialogue rarely
consistently generally reveals sometimes reveals
reveals character, traits, reveals character, traits,
character, traits, personalities, character, traits, personalities,
personalities, conflict, mood, personalities, conflict, mood,
conflict, mood, and is consistent conflict, mood, and is not
and is consistent with style and and is sometimes consistent with
with style and form. Feels consistent with style and form.
form. Feels authentic, style and form. It Does not feel
authentic, consistent with occasionally authentic and is
consistent with character voice feels authentic not consistent
character voice throughout and/or consistent with character
throughout script. with character voice throughout
script. voice throughout script.
script.
Mechanics and No errors in Some errors, Careless errors, Riddled with
Formatting spelling. attempt made in no proofing error or cannot
Grammar, style. Few errors evident, some read play
punctuation, in formatting. formatting because of
diologue errors/missing formatting,
structure is elements. interferes with
varied and comprehension.
interesting.
Formatting is
correct.
Stage Stage directions Stage directions Stage directions Stage directions
Directions and and character and character and character and character
Character descriptions are descriptions are descriptions are descriptions are
Descriptions consistently usually clear, as present, though seldom present
clear, as well as well as often are often unclear usually unclear
enhance the enhance the or unnecessary. or unnecessary.
action of the action of the
plot, setting, and plot, setting, and
characters. characters.
13
Criteria 10 8 6 4 2
performance is very
performance is
well planned; very
performance is well somewhat well some confusion and
very disorganized;
planned; high level planned; disorganization;
high level of appears as if there
Organization of organization; all reasonable level of group members
organization; all was little emphasis
members appear to organization; most appear unsure of
members know their on planning
know their roles members appear to their roles
roles
know their roles
performance is very
performance is
performance is sort performance is not
suitable and varied;
performance is mostly suitable and
of suitable variety is suitable or lack any
suitable and varied; somewhat varied;
careful attention required; little variety; participants’
Engagement attention paid to some attention paid
paid to participants’ attention paid to needs and
participants’ needs to participants’
needs and participants’ needs engagement are
and engagement needs and
engagement and engagement ignored
engagement
highly effective
effective changes some changes were
few changes were no evidence of
Refinement of changes were made made to improve changes being
were made to made to improve
to improve the the delivery of the made to improve
Performance delivery of the
improve the delivery the delivery of the
performance or the delivery of the
of the performance performance
performance changes ineffective performance
Evaluate each group member (including yourself) based on the criteria below:
student student
student
student
demonstrates a demonstrates a demonstrates a
superb level of very good level of
demonstrates a
reasonable level
student energy and
Interest and Energy good level of energy engagement in the
energy and energy and of energy and
and engagement in project appears low
engagement in the engagement in the engagement in
the project
project project the project
Written Reflection
Describe three things that you think you did well with this project:
1.
2.
3.
Describe one thing that you could have done better with this project:
1.
Describe one thing that surprised you within the process of this project:
1.
The Drama and Advanced Acting and Touring students of 4th period have been working on
children's theatre performances. They have the opportunity to present their performances at
Prescott Learning Centre on Monday, November 6th, 2017 and to Millgrove School on
Tuesday, November 7th, 2017.
Phone: _______________________
Materials
Children’s Books
Simplistic Set Pieces (Blocks, Chairs, Sheets: Needs to be minimal for transportation
restrictions)