Creative Dramatics in the Classroom

Overview:
This unit explores experimental theatre, expressing a point of view through dramatics and introducing a mult--media element into interactive performances. Students will examine the basics of theatre through discuss and research, play theatre games and write about their experiences.

Featured Artist: Liminal

Video Description: This is about an experimental theatre group in Portland that incorporates theatre, technology and fine art in their interactive performances. Clip Length: 4:46 minutes

Themes Explored in this Unit:

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Define theatre. Define experimental theatre. Explore the concept of point of view using creative dramatics. Explore the concept of point of view in writing.

Notes to Teachers About this Lesson Plan:

This unit can be used by itself or across the curriculum.

ACTIVITY 1: Liminal Theatre

Objectives:
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Introduce concept of theatre. Introduce concept of experimental theatre. Introduce students to creative dramatics.

Estimated Time Needed for Activity:

One 30--minute class

Notes:
To find out more about Liminal Theatre, go to http://www.liminalgroup.org. Classroom will need to be arranged for a playing to accommodate players who will work in front of classroom.

Addressing Cultural Diversity in the Learning Environment:

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Discuss with students the idea that theatre is found in cultures all over the world. The roots of theatre are found in ritual. At times, theatre is used solely a social event and sometimes it is used for ritual purposes. Theatre is a live presentation that includes actors/performers and an audience.

Materials Needed for this Activity:

VCR and monitor

Additional Resources:
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http://www.Kmrscriptscom/cdguide http://www.creativedrama.com/classroom.htm (Great tips for newcomers to theatre).

Procedure:
1. Ask students who among them have attended a play? 2. Ask those students to name what they remember about the play (or plays) they have seen. Discussion could include where they saw they play; what the play was about; costumes; scenery, etc. 3. Tell students they are going to see a video on experimental theatre--theatre that is not performed in a traditional space or a traditional way. 4. Show video. 5. Ask students for their response. 6. Inform students that they are going to have the opportunity to play an improvisational theatre game. 7. Introduce a theatre game named Machines. 8. Teacher asks students to name kinds of machines with observable interworking parts (clocks; cars; washing machines, etc.) 9. Teacher tells students that they will work together to build an imaginary machine. 10. Teacher asks for a volunteer, telling the person that they will need to stand and make a repetitive motion for the duration of the game. 11. A student is asked to come to the playing space (front of the room). 12. Student demonstrates a repetitive motion, such as swinging arms, moving side to side (if teacher is uncomfortable with selected motion he/she may redirect the student to move another way). 13. As soon as the rhythm of the movement is established, the teacher asks for other volunteers to see where they can join in, one at a time and with a different movement to give the machine greater definition. (Students should position themselves so they are not in a straight line, giving the machine more definition). 14. No more than five players should make up the initial "machine." 15. Teacher then coaches each student to make a sound to accompany his or her individual movement. 16. After the machine is synchronized, have the players speed up their movements. 17. Next, have players slow their movements to a stop. 18. Play again, this time adding as many students that want to play and the space can accommodate.

Assessment
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Use the following scoring guide to assess this activity: Group Discussion Scoring Guide Performing Scoring Guide

Extensions and Adaptations

Students can be instructed to form different kinds of machines with different kinds of movement and arrangement of bodies.

ACTIVITY 2: Acting Out

Objectives:
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Play warm up theatre game. Play theatre game to become comfortable with concept of experimental theatre. Play theatre game for point of view.

Estimated Time Needed for Activity:

One 45--minute class

Notes:
Classroom will need to be arranged so that there is adequate space to carry out the activities.

Addressing Cultural Diversity in the Learning Environment:

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People in all cultures play movement games for enjoyment and socialization. Ask students what kinds of games they play with their families in social situations.

Materials Needed for this Activity:

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None

Additional Resources:
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http://www.Kmrscriptscom/cdguide http://www.creativedrama.com/classroom.htm (Both of these sites are loaded with theatre games that can be used across the curriculum.) Spolin, Viola. Theatre Games for the Classroom. Evanston: Northwestern University Press. 1986

Procedure:
1. Move desks so that there is adequate playing space in front of the room. 2. Introduce a warm game called Patterns. y Repeat this several times. y Next, instruct them to face either front, back or sides of room. y Again, when they hear move they are to face these directions. y This is carried out several times. y Students are then instructed to stay in place. y They are now to choose to bend from the waist either front, back, or side to side. y This movement is repeated several times. y Movement is now combined. When teacher says move students face any direction and simultaneously bend forward, backward or to the sides. This is repeated several times. 3. Begin second game Freeze. y Begin an improvised scene of some kind of action that requires teamwork (washing a car etc.). y After a minute or so, or as soon as the actors have gotten intoroutine, signal them to stop in a complete freeze.

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Ask for a volunteer to take one of the actors places. The new actor will begin a different action that begins from the frozen pose. (Example, washing a dog could become petting a dog). Repeat so that everyone who wants a turn can participate. Third gamePoint of View. Each round takes 3--4 students to participate. One student is the interviewer. One at a time, the interviewer asks each player questions about an event, either from history or well--known fiction. The students will listen to what the previous student has said and when it is their turn, they should use as different a version as possible. The class decides who is telling the truth.

Assessment
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Use the following scoring guide to assess this activity: Group Collaboration Scoring Guide Performing Scoring Guide

Extensions and Adaptations

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The Freeze game is good for testing knowledge of a particular subject that is being studied.

ACTIVITY 3: Writing Point of View

Objectives:
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Students will reflect on previous days activity. Students will play two more games. Students will write reflections based on their participation in the theatre games.

Estimated Time Needed for Activity:

One 40--minute class

Notes:
The time needed for this lesson will depend on the age of the students.

Addressing Cultural Diversity in the Learning Environment:

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The featured writing assignment can easily be adapted to investigate cultural points of view of students in the classroom.

Materials Needed for this Activity:

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Pencil and paper

Additional Resources:
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http://www.Kmrscriptscom/cdguide http://www.creativedrama.com/classroom.htm (Excellent source of theatre games for the classroom. Many are adaptable for use across the curriculum.)

Spolin, Viola. Theatre Games for the Classroom. Evanston: Northwestern University Press. 1986

Procedure:
1. The class is given a plot line/conflict. (A plot line could be from an area of the curriculum that is being studied such as Lewis and Clark meeting the Native Americans for the first time) 2. In groups of five, each group outlines their story. 3. The students have time to practice acting out their story with a narrator doing the reading. 4. The students act out their stories to the narration of the reader. 5. Students write a narrative/reflective piece based on the two days activities for assessment.

Assessment
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Use the Writing Scoring Guide to assess this activity.

Extensions and Adaptations

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Teacher could also score for Voice and Word Choice. Lesson At A Glance: OR Standards: Create, Present, Perform Create, Present, Perform Aesthetics and Art Criticism Create, Present, Perform Historical and Cultural Perspectives Historical and Cultural Perspectives Aesthetics and Art Criticism Integrated Subjects: English/Language Arts Career-Related Learning Downloads: Presentation Scoring Guide Group Discussion Scoring Guide Writing Scoring Guide Group Collaboration Scoring Guide Performing Scoring Guide Author: Rachel Foxman OR Standards: Create, Present, Perform, Create, Present, Perform, Aesthetics and Art Criticism, Create, Present, Perform, Historical and Cultural Perspectives, Historical and Cultural Perspectives, Aesthetics and Art Criticism Integrated Subjects: English/Language Arts, Career-Related Learning Downloads: sg_presentation.pdf, sg_groupdiscussion.pdf, sg_writing.pdf,sg_groupcollab.pdf, sg_pe rform.pdf