Above are the links to the video and documents
for my lesson.
Imagination in Theatre
(1-week unit plan)
By: Allie Sundstrom
Lesson
Objectives:
The
Objective of this lesson is to have the students watch and identify the use of
imagination in a clip from Pee-wee’s
Playhouse, as well as incorporate the use of their imagination into
classroom activities.
Essential
Questions:
What
is imagination?
How
is imagination important in Theatre?
What
makes a respectful audience member?
Materials:
Stage
1: (Day 1)
· Promethean
Board
·
Paper and writing utensils
·
Video clip of Pee-wee’s
Playhouse
Stage 2: (Day 1)
·
Imagination 5-square handout
·
Writing utensils
Stage 3: (Day 1)
·
Paper and writing utensils
Stage
4: (Day 2)
· Notecards
· Markers,
colored pencils, and other writing utensils.
·
Prop bag, filled with random prop options.
Stage
5: (Day 2/3)
· Promethean
Board
·
Paper and writing utensils
·
MadScripts word generator handout
·
MadScripts The Three
Little Pigs script
·
Card-determined groups
Stage 6: (Day 3)
·
Student names written on notecards.
Stage 7: (Day 3)
·
Student names written on notecards.
Activities/Instructions:
Stage
1:
Warm-up: To begin the class, I will have the students create an admit
slip (5-10 Minutes) answering the following Warm-Up question on the Promethean
Board.
On
Board: “How do you define imagination and how do you identify the use of
imagination?”
Next,
I will guide a discussion about the Warm-Up. I will ask a couple of students to
share what they wrote and have the class respond, respectfully.
Next,
I will transition to setting up the Pee-Wee’s Playhouse by telling the students
we will be watching a 10 minute clip from the show. I will ask the students to
take out a new sheet of paper. I will inform the students that they are expected
to write down examples of imagination being used in the show, that they must
write down a minimum of three examples, and that I will be collecting the
examples at the end of the class, for a grade.
Next,
I will play the video for the students: https://www.youtube.com/watch?v=j4J8Qv9KOrw
Stage 2:
After
the video, I will explain the imagination 5-square handout to the students:
·
Write in complete sentences.
·
Each group member needs to document their favorite example of
use of imagination, from
the Pee-Wee's Playhouse clip: Choose one of the three examples you noted.
·
As a group discuss these examples and select one of these
options.
·
Document the choice in the center block and explain why your group
chose it.
I
will have students move their desks into groups of four to work on the handout.
I will visit with each group and ask them how the assignment is going and how
they are deciding which example the group will be using.
Stage 3:
Next,
I will transition into introducing the students to Tableaux.
On
the board: Photos of various examples of tableaux, as well as the definition of
the term.
Then,
I will explain to the students that each group is to create a tableau of the
example of imagination, selected by their group.
Groups
will have 5 minutes to collaborate and create their tableaux.
Each
group will present their tableau to the class.
In
the remaining class time, I will lead a discussion about how creating the
tableaux went and ask how the use of imagination is integral to creating them.
Stage
4:
Warm-up: To begin the class, I will have the students create a name
card. Using markers and colored pencils, they will be expected to legibly write
their names, while using their imaginations to design the cards (5-10 Minutes.)
When time is up, I will collect the name cards and
shuffle them. I will then explain the Mystery Bag theatre game:
· To
start the game, I will pull 2 cards from the name card stack.
· Students
selected will each chose 1 object from the mystery bag (no peeking into the
bag).
· The
two students will then create an improv, using their chosen items as though
they are something else. Example: A fake mustache is now a caterpillar or a
yo-yo is a measuring tape.
· At
random points in the scene, I will chose a new card from the deck. The new
student will chose an item from the bag and will replace the first person to
have joined the scene. The new student will change the scene to something
different.
The Mystery Bag game will be played for 10-15
minutes.
Stage
5:
Next, I will transition into introducing students to
the MadScripts word generator handout:
· Follow
the instructions on the handout and choose words that fit the type of word
requested- adverb, adjective, etc.
Students will be sorted into groups by card
selection.
Groups will have 10 minutes to complete the handout.
Next, I will explain that I will be handing out the MadScripts The Three Little Pigs script, and that
they are to use the words they selected to fill in the blanks of the script.
Groups will perform their pieces for the class the next time we meet.
Students
will spend the remainder of class creating a performance of the script, using
their chosen words. I will visit with each group, asking how they cast the
piece and how the process is going.
At the beginning of the next class, students will be
told to get into their groups and rehearse for 10 minutes.
After the rehearsal time is over, students will
return to their seats and will become an audience for each group. Groups will
present based on a volunteer, then card selection process.
After all groups have performed their pieces, I will
lead a discussion about how the use of imagination changes a script and how no
two casts will create the same production because of it.
Stage
6:
Next, I will transition into explaining the theatre
game, What Are You Doing?
· Two
students are selected using the name cards.
· Each
student will take turns asking the other, “what are you doing?”
· The
student being asked must give an answer that is NOT what they are doing.
Example: Student is pantomiming brushing her hair, but answers that she is
flying a rocket ship.
· At
random points, I will select another card and the new student will fill in for
the student that had been selected first, or had been onstage the longest.
Standards:
Content
Standard #1: Script writing by the creation of improvisations and scripted
scenes based on personal experience and heritage, imagination, literature, and
history
Achievement Standard:
a) Students individually and in groups, create characters,
environments, and actions that create tension and suspense.
b) Students refine and record dialogue and action.
Content
Standard #2: Acting by developing basic acting skills to portray characters
who interact in improvised and scripted scenes
Achievement Standard:
b) Students demonstrate acting skills (such as sensory recall,
concentration, breath control, diction, body alignment, control of isolated
body parts) to develop characterizations that suggest artistic choices
c) Students in an ensemble, interact as the invented characters
Content
Standard #4: Directing by organizing rehearsals for improvised and
scripted scenes
Achievement Standard:
a)
Students lead small groups in planning visual and aural elements
and in rehearsing improvised and scripted scenes, demonstrating social, group,
and consensus skills.
Content
Standard #6: Comparing and incorporating art forms by analyzing methods of
presentation and audience response for theatre, dramatic media (such as film,
television, and electronic media), and other art forms
Achievement Standard:
a)
Students describe characteristics and compare the presentation
of characters, environments, and actions in theatre, musical theatre, dramatic
media, dance, and visual arts
c) Students express and compare personal reactions to several
art forms
Content
Standard #7: Analyzing, evaluating, and constructing meanings from
improvised and scripted scenes and from theatre, film, television, and
electronic media productions
Achievement
Standard:
b) Students articulate and support the meanings constructed from
their and others' dramatic performances
MADSCRIPT Fill in sheet (Three Little Pigs)
Fill in the following. Do NOT read the play
first.
1) Adjective (describing word):
2) Thing:
3) Another thing different from 2:
4) Another thing different from 3 and 4:
5) Person, thing or animal:
6) Name of town or city:
7) Adjective (describing word):
8) Interjection (single word you yell):
9) Name of town or city different from 6:
10) Adjective (describing word):
11) Interjection (single word you yell):
12) Name of town or city different from 6 and 9:
13) Adjective (describing word):
14) Interjection (single word you yell):
15) Liquid
16) Name of town or city different from 6, 9 and 12
THREE LITTLE PIGS MAD-SCRIPT
NARRATOR
Once upon a time, there were three...
1)______________
...pigs. The first pig built his house
out of...
2)_____________
The second pig built his house out of...
3)_____________
The third pig built his house out of...
4)______________
One day a wolf went looking for his...
5)_______________
He thought the three pigs took his...
5)______________
WOLF
Those pigs took my...
5)______________
NARRATOR
He went to the first pig's house in...
6)_______________
PIG 1
Welcome to...
6)______________
NARRATOR
The wolf knocked on the door and said...
WOLF
7)____________
...pig...
7)____________
...pig. Let me in!
PIG 1
Not by the hair of my chinny, chin, chin.
NARRATOR
The wolf got mad and said...
WOLF
8)____________
NARRATOR
And he huffed and puffed and blew the house
down. The first pig ran to the second pig's house in...
9)_____________
PIG 2
Welcome to...
9)_____________
NARRATOR
The wolf knocked on the door and said...
WOLF
10)____________
...pig...
10)____________
...pig. Let me in!
PIG 2
Not by the hair of my chinny, chin, chin.
NARRATOR
The wolf got mad and said...
WOLF
11)____________
NARRATOR
And he huffed and puffed and blew the house
down. The pigs ran to the third pig's house in...
12)_____________
PIG 3
Welcome to...
12)_____________
NARRATOR
The wolf knocked on the door and said...
WOLF
13)____________
...pig...
13)____________
...pig. Let me in!
PIG 2
Not by the hair of my chinny, chin, chin.
NARRATOR
The wolf got mad and said...
WOLF
14)____________
NARRATOR
And he huffed and puffed and huffed and puffed and
huffed and pulled... but the house didn't fall down. The wolf decides to
go down the chimney. The pigs hurried to the fireplace, made a fire and
boiled some...
15)_____________
NARRATOR (CONT.)
The wolf came down the chimney and fell in the
boiling...
15)_______________
...burned his tail and ran all the way home to...
16)________________
THE END
NARRATOR
The wolf knocked on the door and said...
WOLF
13)____________
...pig...
13)____________
...pig. Let me in!
PIG 2
Not by the hair of my chinny, chin, chin.
NARRATOR
The wolf got mad and said...
WOLF
14)____________
NARRATOR
And he huffed and puffed and huffed and puffed and
huffed and pulled... but the house didn't fall down. The wolf decides to
go down the chimney. The pigs hurried to the fireplace, made a fire and
boiled some...
15)_____________
NARRATOR (CONT.)
The wolf came down the chimney and fell in the
boiling...
15)_______________
...burned his tail and ran all the way home to...
16)________________
THE END
