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Advanced Acting and Touring: Mixed Levels

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:___________________________________________

Prepared by Mr. Boomer

Children's Theatre: What to Expect?


Whether you are performing to your peers, your community, or a panel of eccentric and rude judges
(Simon Cowel); the rules and etiquette expected are not the same as performing for children.

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.

Elements of Storytheatre Method:


 Characters narrate their OWN actions in THIRD PERSON
Example: Farmer: (yawning)Early one morning the farmer woke with the rooster’s crow

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

 Children respond to Justice


 Children like to be frightened - WITHIN LIMITS
 Children love all things rude
 Children are logical
 Children are unpredicatable
 Children make noise during productions
 Children respond to action
 Children don't like being patronized
 Children don't like "lovey" scenes
 Children love animals and toys
 Children love STORIES
 The Story: Going from A to B is easy. What makes it interesting is the bumps and
conflicts along the way.

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.

Scene Creation Presentation demonstrates Presentation Presentation demonstrates Presentation


20 % Does the created excellent demonstrates a good some demonstrates little
scene reflect the understanding understanding understanding understanding
appropriate elements of of the elements of Children's of the elements of of the elements of Children's of the elements of
Children's Theatre as Theatre Children's Theatre Theatre Children's Theatre
outlined in the
assignment.
Answer these Questions as a Group:

Brainstorming: 10 Potential Children's Theatre Stories for Scene Creation


(5 Marks)
1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

What story have you as a group decided on? (1 Mark)

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

Title of Show The storyboard has


the title of the show
at the top.

This title reflects the


twist that you have
selected for the
performance.

Panel Pictures Pictures accurately Pictures usually Pictures are present


define the action and define the action and but depict the action
sequence of the plot sequence of the plot, and plot out of order
with great clarity clarity is usually or lacks clarity.
present.
Panel Titles Each panel is labelled
with a title that
supports the action
and clarity of the
respective panel
picture.

Panel Descriptions Descriptions Descriptions usually Descriptions usually


accurately support the support the panel support the panel
panel pictures and pictures and plot as pictures and plot as
plot as well as well as sometimes well as sometimes
enhance their clarity. enhances their clarity. enhances their clarity.
12

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

Children's Theatre Touring Project– Self and Peer Evaluation


Name: ________________________________________________________________________

Performance Name and Grade Level: _______________________________________________

Evaluate your group:

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

 all students take an  most students take


 somewhat equal
active and an active and
division of duties in
 some inequity of
Shared Contribution appropriate role in appropriate role in
the creation and
duties in creation  duties not divided
the creation and the creation and and performance of fairly
performance of the
performance of the performance of the the scene
scene
scene scene

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

Interest & Energy


Group Member Comments
(10 points)
Your Name:

Original Design by Carol Gilchrist


14

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.

Original Design by Carol Gilchrist


15

Offsite Permission Form: Children's Theatre Touring Project

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.

Monday, November 6th; Prescott Learning Centre


Students will leave the school via bus at the beginning of 4th block (1:18pm) and will return
during seminar time (approximately 2:30pm) of the same day.

Tuesday, November 7th; Millgrove School


Students will leave the school via walking at the beginning of 4th block. As this is a PLT day,
the beginning of block 4 is 11:18. Students will walk back from Millgrove school and should
arrive at approximately 12:20 during the lunch hour.

I give _________________________________ permission to perform at Prescott Learning


Centre and Millgrove School.

Parent/Guardian Name: ________________________________________

Parent/Guardian Signature: ________________________________________

Phone: _______________________

Alternate Contact Method: ____________________________


16

Materials
Children’s Books

Costume Availability (Can be minimal or turned into an additional assignment)

Property availability (Can be minimal or turned into another assignment)

Simplistic Set Pieces (Blocks, Chairs, Sheets: Needs to be minimal for transportation

restrictions)

Transportation to another school (Walking or bussing forms)

Student permission forms to go off campus.

Assessments Printed Out for Students

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