Theater lesson – Story Structure Slide Show



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ARTS IMPACT INSTITUTE LESSON PLAN - Core Program Year 2 Art-Infused

THEATER LESSON – Story Structure Slide Show


Arts-Infused Disciplines: Theater/Reading

Arts-Infused Concept: Story Structure: Beginning, Middle, End

Artist-Mentor: Dave Quicksall Grade Levels: Kindergarten – Fifth Grade

Examples:



Enduring Understandings


Dramatic stories can be told through a sequence of actions related to specific events.
Target: Identifies the main action that is found in the beginning (introduction) of a given story.

Criteria: Naming, then using a tableau, physically recreates the character(s) first action of the story’s beginning (introduction).



Target: Identifies the main action that is found in the middle (climax) of a given story.

Criteria: Naming, then using a tableau, physically recreates the character(s) climatic action of the story’s middle).



Target: Identifies the main action that is found at the end (resolution) of a given story.

Criteria: Naming, then using a tableau, physically recreates the character(s) resolution action of the story’s end.



Target: Understands the sequential dramatic structure of the given story.

Criteria: Presents, in order, the sequence of the three tableaux (beginning, middle, end).



Teaching and Learning Strategies

A NOTE ON GRADE LEVEL ADAPTABILITY: This lesson can be adapted for use at any grade level. If the students aren’t capable of working independently in groups, the teacher can lead small groups through the lesson. If the students can’t write, the teacher can work orally with them. The stories used can be as simple as a nursery rhyme or as complex as an entire book.



1. Selects the story or rhyme that the students will work on (it could be more than one story/rhyme if desired). A simple story or rhyme is best. Divides the class into groups and leads the groups in brainstorming for the main characters and their main actions at the beginning of the story. Prompts: The beginning of a story is the INTRODUCTION to the characters and actions to come. Who are the main characters who get the story going? What are they doing? What do they want?


Student: Brainstorms in groups and compiles a list (written if they are old enough, if not scribed) of the main characters and actions.
2. Guides the groups in developing a frozen tableau, or snapshot, that physically expresses the characters and actions at the beginning of the story or rhyme. Prompts: Pretend that you are using your bodies to create a giant photograph of the characters and their actions. How can you express the actions while remaining frozen? How can you express who the characters are with a statue?

Student: Working with their groups creates a frozen tableau of the beginning action of the story.

Embedded Assessment: Criteria-based teacher checklist
3. Repeats steps 1 & 2 in creating tableaux for the middle of the story or rhyme, focusing on the climaxing action. Prompts: The middle of the story usually has something very big happen to the main characters.

Student: Brainstorms and creates tableaux for the middle of the story with their groups.

Embedded Assessment: Criteria-based teacher checklist

4. Repeats steps 1 & 2 in creating tableaux for the end of the story or rhyme, focusing on the resolving action. Prompts: After the big action of the climax, a story usually winds down and finishes


Student: Brainstorms and creates tableaux for the end of the story with their groups.

Embedded Assessment: Criteria-based self-assessment/peer assessment checklist
5. Guides the students in combining all three tableaux into a slide show that captures the main actions of their stories. Prompts: Now I want each group to arrange their snapshots into a slide show for the class. We should be able to guess which characters are which, what they are doing and clearly see a beginning, middle and end to the story. I’m going to give you the count of three to get from one tableaux to the other.

Student: Rehearses, refines and performs tableaux for the class.

Embedded Assessment: Criteria-based peer reflection.



Vocabulary

Materials and Community Resource

WA Essential Learnings & Frameworks

Arts Infused: Theater and Reading:

beginning (introduction), climax, end, middle, resolution


Theater:

denouement, tableau





Performances:

Broadway Center for the Performing Arts, Tacoma, WA
Seattle Children’s Theater, Seattle, WA
Performance Materials:

selected stories or rhymes




Essential Learnings

AEL 1.1 concepts: action, main events, main characters, settings

AEL 1.2 skills and techniques: movement


AEL 2.2 performance process: conceptualization
REL 2.2.3 understand story elements
Arts State Frameworks

Kindergarten: identifies main character(s)
Grade 1: identifies main and minor character(s)

Grade 2: identifies and describes main and minor action in a scene/ply/story

Grade 3: identifies the sequence of actions within a scene/play/story
Reading State Frameworks

Kindergarten: identify story elements of character and important events with teacher guidance

Grade 1 : identify and explain story elements

Grade 2: retell the important events of a story


ARTS IMPACT INSTITUTE LESSON PLAN - Core Program Year 2 Art-Infused

THEATER LESSON – Story Structure Slide Show


ASSESSMENT WORKSHEET

Students


Story Structure and Action

Performance Process

Total Points

7


Beginning (introduction)

first action



Middle

climatic action


End

resolution action


THEATER

presents beginning, middle & end



READING

Names from story



THEATER

tableau


READING

Names from story



THEATER

tableau


READING

Names from story



THEATER

tableau


1.

























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Criteria-based Reflection Questions: (Note examples of student reflections.)

Self-Reflection: How did you select the beginning tableau?
Peer to Peer: What happened to the main character in one of your classmates’ end tableaus?
Thoughts about Learning:

Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:

Which classroom management techniques supported learning?

Teacher: Date:



ARTS IMPACT INSTITUTE LESSON PLAN - Core Program Year 2 Art-Infused

THEATER LESSON – Story Structure Slide Show


SELF-ASSESSMENT WORKSHEET

Student Name:



Story Structure and Action

Performance Process

Total Points

7

Beginning (introduction)

first action


Middle

climatic action



End

resolution action



THEATER

presents beginning, middle & end



READING

Names from story



THEATER

tableau


READING

Names from story



THEATER

tableau


READING

Names from story



THEATER

tableau




























Criteria-based Reflection Questions:

Self-Reflection: How did you select the beginning tableau?

Peer to Peer: What happened to the main character in one of your classmates’ end tableaus?

ARTS IMPACT FAMILY LETTER

THEATER LESSON – Story Structure Slide Show

Dear Family:
Today your child participated in a theater arts lesson in which he/she created three snapshots that show the action sequence of a story.



  • We brainstormed, in groups, and determined the beginning, middle, and end of our story.



  • We identified and physically expressed the main characters and actions of the story in a frozen snapshot (or tableau).





  • We presented, to the class, our three snap shots of beginning, middle, and end in a slide show.

At home you could make a series of snapshots that express the actions of your favorite stories.



Enduring Understanding
Dramatic stories can be told through a sequence of actions related to specific events.

Arts Impact Core 2 – Arts Infused Summer Institute – Theater: Story Structure Slide Show

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