{"id":6285,"date":"2021-04-23T16:31:16","date_gmt":"2021-04-23T16:31:16","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=6285"},"modified":"2021-04-23T16:32:08","modified_gmt":"2021-04-23T16:32:08","slug":"creating-vocal-characters-in-puppetry-unit-lesson-2","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=6285","title":{"rendered":"Creating Vocal Characters in Puppetry Unit, Lesson 2"},"content":{"rendered":"
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Lesson 2<\/p>\n

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TH:Cr3.1.7b. Develop effective physical and vocal traits of characters in an improvised or scripted drama\/theatre work.
\nStandard 7\u20138.T.P.5:
\nCommunicate meaning using the voice through volume, pitch, tone, rate, and clarity.<\/p>\n

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Enduring Understanding:<\/p>\n

Theatre artists make strong choices to effectively convey meaning. (Anchor Standard 4)
\nTheatre artists work to discover different ways of communicating meaning. (Anchor Standard 2)<\/p>\n

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Essential Question:<\/p>\n

Theatre artists make strong choices to effectively convey meaning. (Anchor Standard 4) How, when, and why do theatre artists\u2019 choices change? (Anchor Standard 2)<\/p>\n

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Educational Objective:<\/p>\n

Students will demonstrate an understanding of pitch, rate, and tone by performing a nonsense (contentless) scene utilizing these vocal qualities for the class.<\/p>\n

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Materials:<\/p>\n

\u25cf \u00a0Students need to bring a pencil with them<\/p>\n

\u25cf \u00a0Scratch pieces of paper<\/p>\n

\u25cf \u00a0A Hat<\/p>\n

\u25cf \u00a0Contentless scenes<\/strong><\/a><\/p>\n

\u25cf \u00a0Powerpoint explaining terms<\/strong><\/a><\/p>\n

\u25cf \u00a0Reference (https:\/\/tedb-old.byu.edu\/?page_id=4650<\/strong><\/a>)<\/p>\n

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Pre-Class (5 minutes)<\/p>\n

\u25cf \u00a0Have students write one sentence about something that is their favorite (like \u201cMy favorite animal is dog.\u201d) and put it into a hat as they come into the classroom. Mix the sentences up in the hat.<\/p>\n

\u25cf \u00a0Provide scratch paper for them. Have students use their own pencil and then put it away when they are done.<\/p>\n

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Hook (10 minutes)<\/p>\n

\u25cf Watch this clip of Arnie the Doughnut<\/strong><\/a> from Storyline Online<\/p>\n

\u25cf Discussion<\/p>\n

\u25cb \u00a0Turn to the person next to you and talk about \u201cWhat was the story?\u201d<\/p>\n

\u25cb \u00a0Turn to a new person and talk about \u201cWhat characters were in the story?\u201d<\/p>\n

\u25cb \u00a0How did this actor make the character voices distinct?<\/p>\n

\u25cb \u00a0How did the actor help you understand when the most intense part of the story<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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was?<\/p>\n

\u25cb \u00a0What else did they do with their voice to help tell the story?<\/p>\n

\u25cf Transition: Have students turn to the people sitting next to them and brainstorm a definition for tone, pitch, and rate and how they were used in this video example.<\/p>\n

\u25cb \u00a0It\u2019s okay if the students aren\u2019t correct because we will be going over those terms.<\/p>\n

\u25cb \u00a0Listen in on their conversations to see if anyone gets it correct. You can have<\/p>\n

them share with the class if you would like.<\/p>\n

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Teaching Presentation (15 minutes)<\/p>\n

\u25cf Have students sit on the apron of the stage, facing the projector. Have a student lower it for you. Pass the hat with the sentences in it around to each student while the projector is being lowered and powerpoint being pulled up. Each student will take one slip of paper.<\/p>\n

\u25cb Don\u2019t share the sentence with anyone next to you.<\/p>\n

\u25cf \u00a0Introduce the 3 new terms of tone, pitch, and rate.<\/p>\n

\u25cb \u00a0As each term is introduced, the students will use their slip of paper with a sentence on it to practice the new term. Practice the sentence to yourself for 10 seconds, then do it for the person next to you. Each time with someone different. Practice saying your sentence, manipulating either tone, pitch, or rate with your partner as we discuss those terms.<\/p>\n

\u25cb \u00a0Tone – This is the emotion in our voice. Ask the class to give you as many examples as they can of different emotions. \u201cWhen does our tone of voice change?\u201d Now practice.<\/p>\n

\u25cb \u00a0Pitch – High versus low. Brainstorm characters with high or low with the person next to you. \u201cWhen might cause our pitch change? Give me an example.\u201d Now practice.<\/p>\n

\u25cb \u00a0Rate – Fast versus slow. \u201cWhen does the rate at which we speak change? Give me an example.\u201d Now practice.<\/p>\n

\u25cf \u00a0Come back to the Arnie the Doughnut video example. Have the students tell you about the tone, pitch, and rate of the characters.<\/p>\n

\u25cb \u00a0Tone – have students share with the people next to them<\/p>\n

\u25cb \u00a0Pitch – call on individual students to share with the class<\/p>\n

\u25cb \u00a0Rate – volunteer student to share<\/p>\n

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Guided Practice: (5 minutes)<\/p>\n

\u25cf \u00a0Everybody switch partners! Find someone that you haven\u2019t worked with yet today.<\/p>\n

\u25cf \u00a0Give students one of the characters from the list on the projector. You will each say<\/p>\n

something in your character voice. You can use your sentence on your slip of paper or say something else.<\/p>\n

\u25cf \u00a0Have each student think about how they are going to use tone, pitch, and rate to create that character. Now, when I say go, …<\/p>\n

\u25cb \u00a0MODELING: – have a partnership volunteer to help you explain.<\/p>\n

\u25cb \u00a0For example, if I was partnering with ______, and I had chosen an old woman for my character, I would say, \u201cGood morning young man, my name is Judith\u201d using my best grandma voice. My partner would guess if I had chosen \u201cold woman\u201d off the board. Then your partner would introduce themself to you. Then you would guess which character your partner is from the board.\u201d<\/p>\n

\u25cf \u00a0In their partnerships, have students practice with each other as those different types of characters:<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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\u25cb Old man, little girl, someone in love, someone who is in a really big hurry, someone in a lot of pain.<\/p>\n

\u25cf Pick a partnership that is really utilizing tone, pitch, and rate to share with the class.<\/p>\n

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Independent Practice: (15 minutes)<\/p>\n

\u25cf \u00a0Everybody switch partners! Find someone that you haven\u2019t worked with yet.<\/p>\n

\u25cf \u00a0\u201cI\u2019m going to number you 1- 4. Based on your partner number, that is the number scene you will pick up. These scenes are purposefully vague, so you have a chance to practice\u00a0creating a character. You can pick a stereotypical character from earlier or something else, but it needs to be specific enough that you know how to manipulate your voice.\u201d<\/p>\n

\u25cb \u00a0Before you go anywhere, brainstorm with your partner what your character is going to be. You need to use tone, pitch, and rate to create your character.<\/p>\n

\u25cb \u00a0Find your own space in the auditorium with your partner and practice your scene focusing on tone, pitch, and rate.<\/p>\n

\u25cf \u00a0Now find another partnership and perform for each other.<\/p>\n

\u25cf \u00a0Once all the groups perform for someone else, share with your group of 4 about the<\/p>\n

following questions. Now share with the class.<\/p>\n

\u25cb \u00a0What did you hear?<\/p>\n

\u25cb \u00a0How did that help us understand the character?<\/p>\n

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Closure: (10 minutes)<\/p>\n

\u25cf \u00a0Have volunteers perform for the class.<\/p>\n

\u25cf \u00a0Discussion during people\u2019s performances:<\/p>\n

\u25cb Which vocal term did you use and why?<\/p>\n

    \n
  • ANNOUNCEMENT – bring puppet body (sock, paper bag, even a popsicle stick, but<\/li>\n<\/ul>\n

    preferably a sock or paper bag).<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Lesson 2   TH:Cr3.1.7b. Develop effective physical and vocal traits of characters in an improvised or scripted drama\/theatre work. Standard 7\u20138.T.P.5: Communicate meaning using the voice through volume, pitch, tone, rate, and clarity.   Enduring Understanding: Theatre artists make strong choices to effectively convey meaning. (Anchor Standard 4) Theatre artists work to discover different ways …<\/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\/6285"}],"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=6285"}],"version-history":[{"count":7,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6285\/revisions"}],"predecessor-version":[{"id":6314,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6285\/revisions\/6314"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6285"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6285"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6285"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}