Students will demonstrate their understanding of the emotional connections between themselves and others by participating in scenes.
Grade Level:
4th
Prior Experience:
4th Grade – Canyon Crest
Their prior experience in what our lesson plans cover is in doing warm-ups at the start of class. I talked specifically about the basic Drama Skills we will be teaching and Ms. Dunlap said she hasn’t taught these skills in her classes this year to any grades.
A bit of a larger class, no more than 25 kids. They are well behaved and do well with the hour time slot. They respond best to the classroom routine already established by Amelia. This class can usually fit in two lessons, with some adjustments, in their one hour in comparison to the other 4th grade group.
4th Grade – Wasatch
Their prior experience in what our lesson plans cover is in doing warm-ups at the start of class.
There are 19 kids in this class. Out of all her classes this is the most misbehaved. They were really good during observation because the guest lecturer had great Classroom Management. We need to be on our game with our management if we want to make any progress with this class. It is very important that we spend the first few minutes of class doing Amelia’s classroom warm up to help us have a good lesson. Some students have an IEP but they don’t usually manifest themselves in these classes.
National Theatre Standards:
TH:Cr3.1.4a. Revise and improve an improvised or scripted drama/theatre work through repetition and collaborative review.
TH:Cr3.1.4.b. Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.
TH:Pr4.1.4b. Make physical choices to develop a character in a drama/theatre work.
TH:Pr6.1.4a. Share small-group drama/theatre work, with peers as audience.
TH:Re7.1.4.a. Identify artistic choices made in a drama/theatre work through participation and observation.
Re8.1.4.c. Identify and discuss physiological changes connected to emotions in drama/ theatre work.
Big Ideas:
Imagination
Self-Expression
Telling Stories (voice, movement, etc)
Audience Skills
Design
Teamwork
Community
Social Skills
Empathy
Essential Questions:
What happens when theatre artists foster understanding between self and others through critical awareness, social responsibility, and the exploration of empathy?
Why are strong choices essential to interpreting a drama or theatre piece?
Enduring Understandings:
Theatre artists allow awareness of interrelationships between self and others to influence and inform their work.
Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
Key Knowledge and Skills:
Students will demonstrate their understanding of communication through facial expressions as they participate in creating a story using facial expressions.
Students will demonstrate an understanding of communication through physical movement by creating a nonverbal reenactment of the three little pigs.
Students will demonstrate their understanding of expressing emotions by communicating various emotions and character traits with their voices.
Authentic Performance Tasks:
Use only facial expressions to show emotions and to tell a story.
Use only body language to show emotions and to tell a story.
Use only voices to show emotions and to tell a story.
Objective: Students will demonstrate their understanding of communication through facial expressions as they participate in creating a story using facial expressions
Objective: Students will demonstrate an understanding of communication through physical movement by creating a nonverbal reenactment of the three little pigs.
Objective: Students will demonstrate their understanding of expressing emotions by communicating various emotions and character traits with their voices.
