Movement & Characterization in an English lesso=
n
Abstract: This lesson will help students create variety in movement and characterization through an elementary examination and exploration of Movements.
Background Rationale: This= lesson focuses on movement as means to create a character. It will emphasize that a character is understood not by what he or she says and doe= s, but by how he or she speaks and acts.
Learning Outcomes:
Drama Skills (Elements and Structures)
- identify a variety of ways in which character is revealed
- explain how a central image contribu= tes to a unified work
Drama Skills (Body and Voice)
- make movement choices that create a = specific effect
Drama Skills (Technique)
- demonstrate responsibility to the gr= oup and self in rehearsal and performance
Exploration and Imagination (Critical Analysis)
- use a variety of strategies to make = choices in problem solving
- use set criteria to assess and evalu= ate the work of self and others
Teaching Strategies: This lesson will start with a short introduction of the lesson . We will then do a movement exercise in conjunc= tion with attendance that will help me learn names and get the students moving. = We will then introduce each movement characteristic, model it, and ask the students to experiment with it. Students will end with creating a movement piece to music that incorporates all of the movement characteristics discus= sed.
Timeline/Lesson Order:
- Introduction of the lesson (2 minutes)
- Attendance and movement exercise (5 = minutes)
as the teacher calls out the names to = see who is here, the student whose name the teacher just called does a movement that everyone mimics. If the student has a sound that they feel goes along with = the movement they can include that as well.
- Introduce first movement characteris= tic: Fast/Slow (5 minutes)
certain types of characters move quick= ly while other move slowly (what does this convey about the character)
have the students experiment with this characteristic (in one spot) by:
1. tying/untying their shoes, or
2. pretending to create a meal<= /p>
- Introduce second movement characteri= stic: Heavy (Strong) /Light (10 minutes)
ask students what types of movements t= hey think would be heavy or light
ex. pushing up a wall, walking through molasses/deep water
have the students experiment with this characteristic by:
1. walking, or
2. pretending to lift a box over their= heads
- Note to the students that many of th= em have already demonstrated another of the movement characteristics by moving from their spot (Traveling/Non-travlling)
- Introduce third movement characteris= tic: Direct/Indirect (5 minutes)
ask students what types of movement wo= uld be direct or indirect
have students experiment with this characteristic by:
1. walking
ask students if they can think of any = other ways to show indirect movement
- Put students into groups of four and= explain assignment. Hang a large sheet of paper with the movement characteristics written on it on a wall so that students can refer back to it. Field questi= ons (10 minutes)
- Students create and rehearse movemen= t piece (20 minutes)
- Students perform movement piece (20 = minutes)
Student Assignment: In groups of four, create a movement= piece to the music provided that shows a planet where a "being" wakes u= p, moves around, and then falls asleep again. The movement piece must incorpor= ate all of the movement characteristics that we discussed today. Also include levels, isolations, and still/moving. Each group will perform their piece at the end of class.
Alternate
Assignment:
The theme for the piece is "Order= , Chaos, Order." Suggest that the group create some sort of story that shows or= der and chaos. It can be very abstract or realistic, but it must include the movement characteristics.
Lesson Resources:
movement characteristics on a large sh= eet of paper
music (I try to pick as abstract a pie= ce as possible)
a CD player