{"id":6303,"date":"2021-04-23T17:02:44","date_gmt":"2021-04-23T17:02:44","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=6303"},"modified":"2021-04-23T17:02:44","modified_gmt":"2021-04-23T17:02:44","slug":"creating-vocal-characters-in-puppetry-unit-lesson-6","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=6303","title":{"rendered":"Creating Vocal Characters in Puppetry Unit, Lesson 6"},"content":{"rendered":"
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Lesson 6<\/p>\n

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TH:Pr6.1.7.a. Participate in rehearsals for a drama\/theatre work that will be shared with an audience.
\nTH:Cr3.1.7a. Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama\/theatre work.<\/p>\n

Standard 7\u20138.T.CR.7:\u00a0Recognize that participating in the rehearsal process is necessary to refine and revise.<\/p>\n

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Enduring Understanding:<\/p>\n

Theatre artists make strong choices to effectively convey meaning. (Anchor Standard 4) Theatre artists refine their work and practice their craft through rehearsal. (Anchor Standard 3)<\/p>\n

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Essential Question:<\/p>\n

Why are strong choices essential to interpreting a drama or theatre piece? (Anchor Standard 4) How do theatre artists transform and edit their initial ideas? (Anchor Standard 3)<\/p>\n

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Educational Objective:<\/p>\n

Students will demonstrate their ability to refine their work through rehearsal by assessing their own work and then picking and working on specific rehearsal tasks to help them meet the rubric standards.<\/p>\n

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Materials:<\/p>\n

Class Menus<\/p>\n

Whiteboard and Markers<\/p>\n

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Hook (20 minutes)<\/p>\n

\u25cf \u00a0While taking roll, have the class discuss with the people next to them: (10 minutes)<\/p>\n

\u25cb \u00a0What draws you into a story? What makes a character interesting vocally?<\/p>\n

\u25cb \u00a0Make a list on the whiteboard of their responses.<\/p>\n

\u25cb \u00a0Have students remember to do these while they are rehearsing<\/p>\n

\u25cf \u00a0Manamana (10 minutes)<\/p>\n

\u25cb \u00a0Remind ourselves of what diction is.<\/p>\n

\u25cb \u00a0Have students get into circles of 6-8.<\/p>\n

\u25cb \u00a0Say names in a circle.<\/p>\n

\u25cb \u00a0Trying to take out the air between.<\/p>\n

\u25cb \u00a0One syllable word- (first person) cat, (second person) dog, (everyone) cat dog<\/p>\n

manamana, (second person) lap, (third person) slap, (everyone) lap slap manamana, etc.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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\u25cb Do a speed round with good diction<\/p>\n

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Teaching Presentation (10 minutes)<\/p>\n

\u25cf \u00a0Talk about the students quizzes from last class
\n\u25cb Was it helpful for you to watch yourself perform so that you could see where you\u00a0needed to improve and what you were doing well?
\n\u25cb This is an essential part of being an artist, being able to self-critique.<\/p>\n

\u25cf \u00a0Have students find a spot with their partner.<\/p>\n

\u25cb \u00a0Introduce to students two expectations for their puppets<\/p>\n

\u25cb \u00a01) Your puppet should move when it is speaking, 2) Make sure that it is \u201calive\u201d<\/p>\n

and have it move across the table to show the space that it is in. Make sure that we<\/p>\n

can see the front of your puppet.<\/p>\n

\u25cb \u00a0Have students run their scene with their partner and practice this. Give pointers to<\/p>\n

students struggling.<\/p>\n

\u25cf \u00a0Introduce the rubric for the final performance to the students. Remind students that they<\/p>\n

will be graded on 1)Projection and Diction 2) Vocal Choices (tone, pitch, rate) 3) Story<\/p>\n

Structure 4) Puppet Use.<\/p>\n

\u25cf \u00a0Logistics of the performance<\/p>\n

\u25cb Table to be behind, so you need to project. Practice this in your rehearsal today.<\/p>\n

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Guided Practice (30 minutes)<\/p>\n

\u25cf \u00a0Have students try to memorize their lines if possible since they will not have the Chromebooks with their scripts on the day of our performance.<\/p>\n

\u25cf \u00a0Call students up during rehearsal time to see you during class for a short preview.<\/p>\n

\u25cb Have a table and cloth set up and rotate through all the partnerships during the\u00a0class period so that you can give every group some feedback. Having them practice on the stage and with the table and tablecloth might help them with diction and projection.<\/p>\n

\u25cf Have students rehearse, but first –<\/p>\n

\u25cb \u00a0\u201cWhat is the purpose of rehearsal?\u201d (to memorize, to practice our voices, to fix\u00a0mistakes)<\/p>\n

\u25cb \u00a0On the whiteboard, write out the following list for the students’ rehearsal time.<\/p>\n

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    First run through it to see if you are memorized. Once you are, move on.<\/p>\n<\/li>\n

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    Next, run through it making sure that your character voice sounds different than YOUR voice. Your character is a different person that you. Once it is,\u00a0move on.<\/p>\n<\/li>\n

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    Next, run through it to make sure that you are utilizing your puppets to\u00a0help tell the story to the best of your ability. Once you are, move on.<\/p>\n<\/li>\n

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    Next, focus on your projection and diction.<\/p>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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     <\/p>\n

    Independent Practice (in the last 20 minutes of class)<\/p>\n

    \u25cf \u00a0Perform your puppet show for another group.<\/p>\n

    \u25cf \u00a0Give them feedback on if you can see the 4 qualities in their performance.<\/p>\n

    \u25cf \u00a0Rotate and allow them to perform for at least 2-3 other groups.<\/p>\n

     <\/p>\n

    Closure<\/p>\n

    \u25cf We perform next class. Make sure to rehearse at home!<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    Lesson 6   TH:Pr6.1.7.a. Participate in rehearsals for a drama\/theatre work that will be shared with an audience. TH:Cr3.1.7a. Demonstrate focus and concentration in the rehearsal process to analyze and refine choices in a devised or scripted drama\/theatre work. Standard 7\u20138.T.CR.7:\u00a0Recognize that participating in the rehearsal process is necessary to refine and revise.   Enduring …<\/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\/6303"}],"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=6303"}],"version-history":[{"count":2,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6303\/revisions"}],"predecessor-version":[{"id":6322,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/6303\/revisions\/6322"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=6303"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=6303"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=6303"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}