ALEX Classroom Resource

  

Using Creative Dramatics with the Teaching of Poetry

  Classroom Resource Information  

Title:

 Using Creative Dramatics with the Teaching of Poetry

URL:

 http://www.atozteacherstuff.com/pages/381.shtml

Content Source:

 Other
A to Z Teacher Stuff
Type: Learning Activity

Overview:

In this activity, students develop a skit using poetry and collaborative learning. Questions are provided for students to discuss and answer about their poems as they do their presentations for peers. 

Content Standard(s):
Arts Education
ARTS (2017)
Grade: 4
Theatre
2) Visualize and design technical elements that support the story and given circumstances in a drama/theatre work.

Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Envision, Conceptualize
Essential Questions:
EU: Theatre Artists rely on intuition, curiosity and critical inquiry.
EQ: What happens when Theatre artists use their imagination and/or learned theatre skills while engaging in creative exploration and inquiry?
Concepts & Vocabulary:
Research
Analysis
  • given circumstances
  • visual details
  • central conflict
  • theme
  • supportive
  • commentary
Voice
  • accent
  • inflection
Movement
  • pantomime
  • pose
Characterization
  • motivation
  • backstory
  • want/desire
Directing
Design Theatrical production
  • collaborate
  • playwright
  • actor
  • director
  • improvise
  • script
Skill Examples:
  • Define given circumstance, including character motivation, character's personal situation, events that impact the story and character, and the setting.
  • Identify the given circumstances of a dramatic/ theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the imagined worlds that support the given circumstances in a theatrical work.
  • Articulate the visual details (e.g., colors, sizes, set pieces, age, etc.) of the improvised stories that support the given circumstances in a dramatic/ theatrical work.
  • Determine what technical elements are (e.g., lighting, props, costuming and makeup and, scenery).
  • Visualize and design technical elements that support the story and given circumstances in a dramatic/ theatrical work.
  • Explore how a character might move to support the story and given circumstances in a dramatic/ theatrical work (e.g., crawl to get under a fence, leap to get over a puddle, etc.).
  • Collaborate by asking questions in order to devise original ideas for characters by building backstories (e.g., How old are they? Where did they grow up? Did they have sibling? What do they desire most in the world? etc.).
  • Collaborate by asking questions in order to devise original ideas for plots (e.g., What is the central conflict? What is the theme? What do the characters want? What is the setting? etc.).
  • Make and discuss group decisions required to present a dramatic/ theatrical work to peers (e.g., Who is playing which parts? What are the given parameters? What story line should be used? etc.).
  • Identify responsibilities required to present a dramatic/ theatrical work to peers (e.g., Who is writing the piece? Who is acting which parts? Who is responsible for the other technical elements? etc.).
  • Rehearse an improvised or scripted theatrical work.
  • Revise and polish improvised or scripted dramatic/ theatrical work through rehearsal.
  • Use collaborative review to revise and polish improvised or scripted work. Use supportive and constructive commentary.
  • Develop physical exercise techniques for improvised or scripted dramatic/ theatrical work using age appropriate theater games (e.g., "Changing Characters," "Strike a Pose," etc.).
  • Develop vocal exercise techniques for an improvised or scripted dramatic/ theatrical work (e.g., "Boom Chicka Boom," "Pass the Word" etc.).
  • Collaborate to identify design problems that arise in rehearsal for a dramatic/ theatrical work.
  • Collaborate to identify technical problems that arise in rehearsal for a dramatic/ theatrical work.
Arts Education
ARTS (2017)
Grade: 4
Theatre
13) Share small-group drama/theatre work, with peers as audience.

Unpacked Content
Artistic Process: Performing
Anchor Standards:
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Process Components: Present
Essential Questions:
EU: Theatre artists share and present stories, ideas, and envisioned worlds to explore the human experience.
EQ: What happens when theatre artists and audiences share a creative experience?
Concepts & Vocabulary:
Research
  • original work
Analysis
  • tone
Voice
Movement
  • at rest
  • posture
  • open movements
  • exaggerated movement
  • stage directions
Characterization
Directing
Design
Theatrical production
  • theater etiquette
Skill Examples:
  • Create an original dramatic/ theatrical work.
  • Modify the dialogue in the original work to change the story. (e.g., modify changing the character's motivations, goals, setting, or audience).
  • Modify the action in the original work to change the story (e.g., change the outcome, tone, theme, or conflict).
  • Make physical choices to develop a character in a dramatic/ theatrical work by using theater games such as "Who Wears This Hat?" Questions to consider: How do characters hold their faces when at rest? What is their posture? Are they open and expressive with their gestures or timid and small? How do they walk? Do they have an ailment or something embarrassing that affect the way they move? etc.
  • Practice theater exercises/ games that can be used in a group setting for a dramatic/ theatrical work. Teach stage directions with games such as "Minefield" and focus and ensemble building with games such as "Do You Love Your Neighbor?"
  • Propose the use of technical elements in a dramatic/ theatrical work (e.g., props, costumes and/or makeup, sets, etc.).
  • Share small-group dramatic/ theatrical work with peers as an audience. Audience should follow proper theater etiquette.
  • Reflect on the experience as actors and audience.
Tags: Acting, Collaborative learning, Drama, Poetry, Theatre
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Comments

This activity could also be used for the interpretation of short stories or fairy tales. It could also be an introduction to writing their own material.

  This resource provided by:  
Author: Kristy Lott
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