{"id":4300,"date":"2015-07-14T19:12:27","date_gmt":"2015-07-14T19:12:27","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4300"},"modified":"2015-07-14T19:12:27","modified_gmt":"2015-07-14T19:12:27","slug":"lesson-9-viewpoints-performances","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4300","title":{"rendered":"Lesson 9: Viewpoints Performances"},"content":{"rendered":"<h4><strong>Objective:<\/strong><\/h4>\n<p>Students will demonstrate an ability to respond to a work of art and understanding of the viewpoints by performing and reflecting on 2-4 minute group scenes.<\/p>\n<p>&nbsp;<\/p>\n<h4><strong>Standards:<\/strong><\/h4>\n<ul>\n<li>TH:Cn10.1.I.a. Investigate how cultural perspectives, community ideas and personal beliefs impact a drama\/theatre work.<\/li>\n<li>TH:Re8.1.I.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation of a drama\/theatre work.<\/li>\n<li>TH:Pr5.1.I.a. Practice various acting techniques to expand skills in a rehearsal or drama\/theatre performance.<\/li>\n<li>TH:Cr3.1.I.a. Practice and revise a devised or scripted drama\/theatre work using theatrical staging conventions.<\/li>\n<\/ul>\n<h4><strong>Materials:<\/strong><\/h4>\n<ul>\n<li>Rubrics for each group need to be printed out \u00a0<a href=\"https:\/\/tedb-old.byu.edu\/wp-content\/uploads\/2015\/07\/9.Viewpoints-Final-Assessment-Rubric.docx\">9.Viewpoints Final Assessment Rubric<\/a><\/li>\n<li>Class roll<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Preparation: <\/strong>Objective on Board: Performance Day!<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Hook:<\/strong> Triangle Flow Physical Warm-up (5 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><em>(Goal: To get students warmed up and ready for group work.)<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>The class should get into their groups for the performance, and then further divide so that everyone is in groups of 3.<\/p>\n<p>&nbsp;<\/p>\n<p>Each group will get into a triangle (or a diamond if there needs to be a group of four), with everyone\u2019s facing the same direction. The leader of the triangle will begin the stretching and moving. Make it slow, deliberate, and meaningful as a warm-up. It may be a good idea to demonstrate this before having the students do it.<\/p>\n<p>&nbsp;<\/p>\n<p>Then at some point, the leader must find a way to non-verbally switch to another leader. After a while, that leader must find a way to switch to another leader.<\/p>\n<p>&nbsp;<\/p>\n<p>After 5 minutes, stop the students.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 1: <\/strong>Brief Rehearsal Time (10 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><em>(Goal: To give students time to remind themselves of their scenes.)<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Give the students 10 minutes to quickly rehearse their scenes.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 2:<\/strong> Perform and Reflection (65 minutes)<\/p>\n<p>&nbsp;<\/p>\n<p><em>(Goal: To assess their learning of the viewpoints and basic analysis skills.)<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>Each group will have 10 minutes to perform and for the class reflection.<\/p>\n<p>Teacher Note: Record all performances on video so that you can grade them later.<\/p>\n<p>&nbsp;<\/p>\n<p>After each performance, ask the following questions as a reflection to the class.<\/p>\n<ol>\n<li>What was the most powerful part of their performance? Why?<\/li>\n<li>What did their scene convey to you? Why?<\/li>\n<li>What were some ways that you saw them using the viewpoints?<\/li>\n<\/ol>\n<p>(Have one teacher be marking who is responding to the scenes. This is part of the assessment.)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step 3<\/strong>: Have student report how many times they responded to a group. Have them turn this in before leaving.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Objective: Students will demonstrate an ability to respond to a work of art and understanding of the viewpoints by performing and reflecting on 2-4 minute group scenes. &nbsp; Standards: TH:Cn10.1.I.a. Investigate how cultural perspectives, community ideas and personal beliefs impact a drama\/theatre work. TH:Re8.1.I.c. Justify personal aesthetics, preferences, and beliefs through participation in and observation &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"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\/4300"}],"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=4300"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4300\/revisions"}],"predecessor-version":[{"id":4301,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4300\/revisions\/4301"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4300"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4300"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4300"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}