Character Traits on a Silhouette
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This learning activity provided by:
Author:
Jennifer Salvant
System: Hoover City School: Robert F Bumpus Middle School
General Activity Information
Activity ID:
2115
Title: Character Traits on a Silhouette
Digital Tool/Resource: Cliparts.co Outline of a Human Body
Web Address – URL:
Overview: Through this activity, students will analyze an assigned monologue by identifying character traits that are prominent in their monologues. The character traits will be labeled on a line drawing, or silhouette, of their character. Each character trait should be supported by textual evidence. The students will recall the character traits during rehearsal and/or performance, therefore, refining their artistic choices in a scripted work.
This activity was created as a result of the Arts COS Resource Development Summit
Associated Standards and Objectives
Content Standard(s):
Arts Education 7) Identify effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 3: Refine and complete artistic work.
Process Components: Rehearse
Essential Questions:
EU: Theatre artists refine their work and practice their craft through rehearsal.
Concepts & Vocabulary:
Vocal
Movement
Characterization
Skills Assessed Sixth graders work collaboratively to plan a dramatization, take part in its production, and discuss the results. They project movement and improvise dialogue in dramas. No prop, sets, or costumes used at this point.
The focus for this age group is to expand body awareness and sensory perceptions. Students incorporate their life experiences into dramatic play by creating environments, analyzing characters, and inventing actions to depict chosen life experiences. Skill Examples:
Ways to Explore Imagination:
Ways to Create Body Movement with Storytelling:
Students can incorporate group storytelling with using the concept of a living pop-up book. Students work in groups of three to five to write an original story and are prepared to act it out with the use of the concept of the Pop Up Book. See the link below:
http://www.bbbpress.com/2015/01/drama-game-pop-up-book/ Way to Explore Artistic Choices:
For the idea to create their own understanding and opinion of artistic choices, students view live and recorded presentations, identifying dramatic elements such as plot, dialogue, movement, set, costume, and props. Students demonstrate, describe, and illustrate, with examples from the performance(s), a variety of ways a specific character communicates with the audience. Students should be able to articulate these opinions in oral and written form. Below is a great link to comparing acting choices in theatre vs. film. This is a great starting point:
https://www.theatrefolk.com/blog/stage-vs-screen-a-comparison-of-acting-techniques/
Learning Objectives: The student will analyze and identify character traits in an assigned monologue.
The student will label a silhouette of the character with the identified traits.
Strategies, Preparations and Variations
Phase: During/Explore/Explain
Activity: The teacher will need to assign each student a monologue prior to this activity. Each student will use this monologue for the assignment. Each student will receive a print out of a silhouette (http://cliparts.co/clipart/2400013). The students will decorate, with crayons or colored pencils, their silhouette to represent their character. The student will label 3-5 character traits around the silhouette. Each character trait should have textual evidence written under the trait.
After the students have used all of the above steps for a thorough analysis of their monologues and the character traits, the students can use their traits during rehearsal and performance. The students will be refining their performance choices through critical analysis.
Each student will refine their monologue performance by portraying the character traits they discover and reveal through their critical analysis.
Assessment Strategies: The teacher should review each character silhouette. Does the student have 3-5 character traits with supporting evidence from the text?
Is the silhouette decorated in a way that exemplifies the character?
Does the student's rehearsal and/or performance demonstrate the character traits the student chose through analysis?
Advanced Preparation: Each student should be assigned a monologue prior to this activity.
To find a silhouette, please search for an image that suits your needs.
Variation Tips (optional):
Notes or Recommendations (optional):
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