Lesson 3 & 4.Terms and definitions<\/a><\/p>\n <\/p>\n
Step 1: Warm-Up\u2014Sound and Movement Telephone<\/h4>\n
Have students stand in a circle. This activity is like traditional telephone but instead of saying a sentence to your neighbor, you do a sound and movement. Then the person next to you has to try and copy you exactly. This goes from person to person until the last person left is the originator of the movement. Have them repeat the original movement in order to see how it\u2019s changed.
Ask: Why do you think we\u2019d do an activity like this in a drama class?<\/p>\n
<\/p>\n
Step 2: Label the Auditorium Activity<\/h4>\n
Split the class into 8 groups. Each group gets a label for a part of the stage environment. Their job is to go into the auditorium and label that part of the stage. After they\u2019ve labeled the part, they need to sit in the auditorium with their group.
Check with the class to see if they\u2019ve labeled the correct thing.
Now pass out the definitions\/uses for each part of the stage. They need to now match the definition with the labeled part.
Check with the group and see if it\u2019s correct.
Ask each group to say why that part is useful in a show setting, or how it might be used during a performance.<\/p>\n
<\/p>\n
Step 3: Label the Auditorium Matching Sheet<\/h4>\n
Each student finds their own seat in the auditorium, not next to anyone. Complete the Auditorium matching sheet.
Find someone near you and compare answers. Change what you think might be wrong.<\/p>\n
<\/p>\n
Step 4: Correct the matching sheets<\/h4>\n
Correct the sheets and have the students turn them in.<\/p>\n
<\/p>\n
Step 5 *If there\u2019s time, practice stage directions on the actual stage<\/h4>\n
<\/p>\n
Step 6: Closure<\/h4>\n
Quiz them as a group on parts of the auditorium.<\/p>\n","protected":false},"excerpt":{"rendered":"
Lesson Objective: Students will demonstrate their understanding of stage environment elements by participating in a review of the stage environment. Materials: \u2022 Label the Auditorium matching sheet (turn it in) \u00a0Lesson 4.Label the Auditorium Worksheet Lesson 3 & 4.Terms and definitions Step 1: Warm-Up\u2014Sound and Movement Telephone Have students stand in a …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1011"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1011"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1011\/revisions"}],"predecessor-version":[{"id":3624,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1011\/revisions\/3624"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1011"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1011"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1011"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}