Character, etc. Ideas<\/a><\/p>\n <\/p>\n
<\/p>\n
Lesson Directions<\/h4>\n
Anticipatory Set\/Hook
Ask for four volunteers. Have the volunteers each draw a character out of a hat. Tell the other students that they will be observing a party and that they are to guess who each of the characters are. Ask the students what kind of party it should be.<\/p>\n
<\/p>\n
<\/p>\n
TEACHING PRESENTATION:<\/h4>\n
\u2022 The game will proceed similarly to the game on Whose Line Is It Anyway? Have one of the students who is a character be a host. Instruct the four students that they are to impersonate their characters specifically through facial expressions and popular motions that they use.
\u2022 Have each of the three other students come in one at a time and then exit one at a time.
\u2022 After the party is over, ask the students who they thought the characters were. Ask them how they knew who the characters were.
\u2022 Gestures!
\u2022 Begin a discussion about gestures. What are gestures? Why do we use gestures?
\u2022 You can recognize a character because of their gestures. Gestures make a character more real.
\u2022 Ask the students to come up with some examples of characters with famous gestures.
\u2022 Ask for another volunteer. Have the student draw an emotion out of another hat and show the class the facial expression they would make for that emotion.
\u2022 Ask the class, \u201cWhat do you see here? What\u2019s going on in this student\u2019s face?\u201d Have students guess the emotion.
\u2022 Take many volunteers to do this same exercise.
\u2022 So, we not only use words to communicate, but we also use gestures and facial expressions.
\u2022 Tell the students that they are not to take anything with them, but that they are to follow you out of the classroom. Take the students on a field trip around the school.
\u2022 If the class is during a lunch period, take them to the cafeteria. If not, take the class around different classrooms where people will be talking.
\u2022 Ask the students to watch specifically for gestures and facial expressions.
\u2022 Take the students back to the classroom. Ask for volunteers to demonstrate the facial expressions and gestures that they saw.
\u2022 Ask the other students \u201cWhat do you see?\u201d
\u2022 Break the students into groups of 4-5. Have them select an objective for a skit out of a hat. They will perform this objective silently for the classroom.
\u2022 Instruct the students that they are not to use any dialogue, only facial expressions and gestures.
\u2022 Give the students 10 minutes to work on their skits. Let them know that there is a time limit. Walk around the groups to give instruction and to give assistance as needed.<\/p>\n
\u00a0<\/h4>\n
<\/p>\n
CLOSURE:<\/h4>\n
Ask for volunteer groups and have the students perform their skits for each other.
\u2022 Ask the other students after each group is done performing \u201cWhat gestures did you see? What facial expressions did you see?\u201d
Ask students, to recap, how gestures and facial expressions can be helpful in theatre and every day in communication.<\/p>\n
<\/p>\n
<\/p>\n
ASSESSMENT:<\/h4>\n
Students will be assessed on their participation in their group skits. If they participated and used, or made very strong attempts to use, facial expressions and gestures, they will receive full credit for the day.<\/p>\n","protected":false},"excerpt":{"rendered":"
Objective Students will demonstrate their ability to pick up on and understand gestures and facial expressions by performing a silent skit. Materials Needed You will need a list of strong, known characters for the students to draw from. You will need situations or objectives for students to create silent skits around. You will …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":3,"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\/1364"}],"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=1364"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1364\/revisions"}],"predecessor-version":[{"id":3305,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/1364\/revisions\/3305"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1364"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=1364"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=1364"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}