{"id":5409,"date":"2018-04-25T01:02:32","date_gmt":"2018-04-25T01:02:32","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=5409"},"modified":"2018-04-25T01:02:32","modified_gmt":"2018-04-25T01:02:32","slug":"lesson-6-for-freedom-frodo-and-narnia-or-dramatic-build","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=5409","title":{"rendered":"Lesson 6: For Freedom&#8230; Frodo\u2026 and Narnia! or Dramatic Build"},"content":{"rendered":"<p><strong>Lesson 6<\/strong>: For Freedom&#8230; Frodo\u2026 and Narnia! or Dramatic Build<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Objective: <\/strong>Students will demonstrate the use of dramatic build by writing notes on their Crispian Speech and by performing a dramatic build for the class.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Materials<\/strong><\/p>\n<ul>\n<li>Drama Journals<\/li>\n<li>Crispian Speech Handout\u00a0\u00a0<a href=\"https:\/\/tedb-old.byu.edu\/wp-content\/uploads\/2018\/04\/Lesson-5.Crispian-Speech.doc\">Lesson 5.Crispian Speech<\/a><\/li>\n<li>Insulting Conversation Handout\u00a0\u00a0<a href=\"https:\/\/tedb-old.byu.edu\/wp-content\/uploads\/2018\/04\/Lesson-6.Insulting-Conversation-Handout.pdf\">Lesson 6.Insulting Conversation Handout<\/a>\u00a0\u00a0\n<ul>\n<li><a href=\"http:\/\/wwwtc.pbs.org\/shakespeare\/educators\/handouts\/prflp_shakesconversations3.pdf\"><em>http:\/\/wwwtc.pbs.org\/shakespeare\/educators\/handouts\/prflp_shakesconversations3.pdf<\/em><\/a><\/li>\n<\/ul>\n<\/li>\n<li>Lord of the Rings Clip https:\/\/www.youtube.com\/watch?v=EXGUNvIFTQw<\/li>\n<li>Braveheart Clip <a href=\"https:\/\/www.youtube.com\/watch?v=gr_OpFxCxA\">https:\/\/www.youtube.com\/watch?v=gr_OpFxCxA<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Hook<\/strong><\/p>\n<p>Show <em>Lord of the Rings<\/em> Clip and then the <em>Braveheart<\/em> clip.\u00a0 What did these two characters do to rouse their men?<\/p>\n<ol>\n<li>Built in intensity<\/li>\n<li>Reasoned with them<\/li>\n<li>Appealed to their emotions<\/li>\n<\/ol>\n<p>How do the characters use their bodies and voices to rouse their men?<\/p>\n<ol>\n<li>Increased volume and pitch.<\/li>\n<\/ol>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Activity <\/strong>Personal Speeches<\/p>\n<p>Have each student write 5 basic things about themselves in their drama journals.\u00a0 After they all have had time, demonstrate how to read the information they just wrote with dramatic build (going up in pitch and volume).\u00a0 Give them a chance to practice all at the same time reading their lists with dramatic build.\u00a0 . Be sure to point out that they do not need to rush through the speeches, and they don\u2019t need to yell. They need to project.<\/p>\n<p>&nbsp;<\/p>\n<p>After they all feel more comfortable with dramatic build, ask each student to read their information to the class with dramatic build. Encourage the students to cheer for each other at climatic moments.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Activity<\/strong>: Shakespearean Insults<\/p>\n<p>Hand out \u201cAn insulting conversation\u201d.\u00a0 Divide the class in half and assign each half either part A or part B. Let the students look over their lines and sound out troublesome words.\u00a0 Have the students form two lines facing each other.\u00a0 They are now each one household in <em>Romeo and Juliet<\/em>: The Montagues and the<\/p>\n<p>Capulets. They really don\u2019t like each other.\u00a0 They are going to hurl insults chorally. Meaning you will all say your line as a team together in unison.<\/p>\n<p>&nbsp;<\/p>\n<p>However you should deliver the insults using dramatic build. They should start low in volume and pitch and end high in volume and pitch.\u00a0 They should not rush or yell, but they should definitely be projecting.\u00a0 Let the insults be hurled!\u00a0 When students are finished ask if two volunteers will perform the lines again solo using dramatic build.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Transition<\/strong><\/p>\n<p>Explain that students will revisit the Crispian Speech from last class.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Activity<\/strong>: Crispian Speech Part Two<\/p>\n<p>Have students pull out their Crispian speech.\u00a0 Explain that we will decode the lines as a class to get a basic sense of translation but each student may write their own interpretation on their paper.\u00a0 When students are finished give them a couple of moments to practice the dramatic build of the speech.\u00a0 Before the end of class ask the students to all perform the speech chorally but with the inflections and the dramatic build they decided on.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Closer<\/strong><\/p>\n<p>Next class we will practice and preview the speeches for each other and then the class\u00a0after that we will perform them as our final for the unit.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Lesson 6: For Freedom&#8230; Frodo\u2026 and Narnia! or Dramatic Build \u00a0 Objective: Students will demonstrate the use of dramatic build by writing notes on their Crispian Speech and by performing a dramatic build for the class. &nbsp; Materials Drama Journals Crispian Speech Handout\u00a0\u00a0Lesson 5.Crispian Speech Insulting Conversation Handout\u00a0\u00a0Lesson 6.Insulting Conversation Handout\u00a0\u00a0 http:\/\/wwwtc.pbs.org\/shakespeare\/educators\/handouts\/prflp_shakesconversations3.pdf Lord of the &#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\/5409"}],"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=5409"}],"version-history":[{"count":1,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/5409\/revisions"}],"predecessor-version":[{"id":5410,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/5409\/revisions\/5410"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=5409"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=5409"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=5409"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}