Vous êtes sur la page 1sur 4

Lesson 5 1. Display the Principles Graphic.

After viewing the slide show (you may read the instructions aloud, or students can read the instructions to themselves), ask students to make choices for the actors on the stage. See if the class can get all three performers on stage without making any sight line errors. 2. Distribute the A/B Scenes for students to read as a class. 3. Divide students into paired partnerships 4. Have students write out all the blocking necessary to make the scene playable on the stage. 5. Combine the pairs into groups of 4. Have them exchange papers and work on the scenes, with one group serving as the directors (the original authors of the blocking) and the other group executing the blocking. When they have completed the first scene, they switch roles and the players become the directors, while the directors become the actors, and they rehearse the second scene. 6. Each paired group presents the scene they have rehearsed for the class as a final assessment.

Lesson Title: A/B Open Scenes Lesson Author: Shanda Veatch Grade Level: 6, 7, 8 Subject Area: Theatre Time Allotted for the Lesson: 2-3 class periods Short Description of Lesson: Students will be led through the interactive web pages in order to review the blocking process and staging. They will be creating blocking for an open scene and directing another group using their blocking choices. These will be performed for the class. Classroom Layout and Grouping of Students: This unit will take place in an open theatre classroom. Students will be led through the graphic by the instructor through whole group instruction. Students will be working in paired groupings in order to complete the written portion of this lesson. Students will be in groups of 4 in order to complete the performance process. State Curriculum Standards met in this lesson: EALR 1 The student understands and applies arts knowledge and skills in theatre Component 1.1: Understands and applies arts concepts and vocabulary.

Component 1.2: Develops arts skills and techniques. EALR 2 The student demonstrates thinking skills using artistic processes of creating, performing/presenting and responding in theatre. Component 2.1: Applies a creative process in the arts (dance, music, theatre and visual arts.) (Identifies, explores, gathers, interprets, uses ideas, implements, reflects, refines, presents) Component 2.2: Applies a performance process. (Identifies, selects, analyzes, interprets, rehearses, adjusts, refines, presents, exhibits, produces, reflects, and selfevaluates) Component 2.3: Applies a responding process. (Engages, describes, analyzes, interprets, and evaluates) EALR 3 The student communicates through the arts (dance, music, theatre and visual arts). Component: 3.1: Uses the arts to express and present ideas and feelings. Component: 3.2: Uses the arts to communicate for a specific purpose. Component: 3.3: Develops personal aesthetic criteria to communicate artistic choices. National Education Technology Standards for Students (NETSS) met in this lesson: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. d. identify trends and forecast possibilities. Instructional Objective(s): Each instructional objective [learning outcome] for this lesson should identify the A, B, C and D.(Activities are NOT learning outcomes). 1. Students will demonstrate understanding of stage directions by verbally identifying the locations on the stage when prompted by the teacher 2. Students will view written stage directions and effectively communicate them to a team partner.

3. Students will, upon hearing spoken stage directions, properly execute these blocking movements. Materials, Resources and Technology: 1. Computer with broadband internet connection 2. Web based instructional materials 3. Computer projector 4. Projector screen 5. Printed copies of the A/B Scene for each student available on the 506 homepage. 8. Writing utensils for each student Web Addresses needed for this lesson: 1. http://edtech2.boisestate.edu/veatchs/506/506%20homepage.htm 2. http://edtech2.boisestate.edu/veatchs/principles/principles.htm Students Present level of Performance and Knowledge: Students will need to have completed lessons 1, 2, 3 and 4 in this unit before beginning this lesson. Each lesson introduces material that is necessary for the completion of the tasks to come. Instructional Procedures Lesson Set: How does a director communicate his or her ideas on paper when there are absolutely no stage directions? You are going to have to fill in the missing information for your actors and communicate this information so that it can be played and repeated in the rehearsal process. Students will be using these stage directions throughout the year in their Theatre class. So far, students have been involved in interactive exercises through improvisation. The stage terminology has been used for all instruction in the class. Students will be directing scenes using this same terminology at the conclusion of this unit. Techniques and Activities: 1. Display the Principles Graphic. After viewing the slide show (you may read the instructions aloud, or students can read the instructions to themselves), ask students to make choices for the actors on the stage. See if the class can get all three performers on stage without making any sight line errors. 2. Distribute the A/B Scenes for students to read as a class. 3. Divide students into paired partnerships 4. Have students write out all the blocking necessary to make the scene playable on the stage.

5. Combine the pairs into groups of 4. Have them exchange papers and work on the scenes, with one group serving as the directors (the original authors of the blocking) and the other group executing the blocking. When they have completed the first scene, they switch roles and the players become the directors, while the directors become the actors, and they rehearse the second scene. 6. Each paired group presents the scene they have rehearsed for the class as a final assessment. Lesson Closure: Instructor will lead students in a discussion about which staging choices were most effective and why. Adaptations for Special Learners: Students will be working in pairs. This will give students who have a more difficult time with reading, or ELL learners to pair with a student with greater fluency. Roles may be adapted to suit the learners reading level as well. Supplemental Activities: Extension and remediation: Students will be given the chance to review the material upon conclusion of this lesson, as well as ask for clarification throughout this process. Assessment/Evaluation: There will be a formal assessment at the end of this lesson. Students will demonstrate their understanding based upon discussion participation, as well as demonstrating understanding by performing the scenes for the class. Student Products: The notated A/B scene, as well as a performance of the scene by the paired groups.

Vous aimerez peut-être aussi