Welcome, Guest.
Please login or register.
V PUPPETS
Forum Login
Login Name: Create a new account
Password:     Forgot password

TPL    THE PERFORMANCE LAB Interactive Residencies    LESSON PLANS DEV'T & FEEDBACK  ›  V PUPPETS Moderators: RAH, Di, Di Aldis, dale schmid, gloria mclean, Administrators (DANA)
Users Browsing Forum
No Members and 2 Guests

V PUPPETS  This thread currently has 4653 views. Print
1 Pages 1 Recommend Thread
RAH
April 30, 2007, 2:58pm Report to Moderator
Board Moderator
Posts: 32
Time Online: 11 days 4 hours 27 minutes
AP

THEME/CONCEPT/BIG IDEA: Learning movements through puppets and applying these movements to a theatre performance

1.     What specific understandings are desired?
2.     What misunderstandings are predictable?
3.     List of essential questions: What provocative questions will foster inquiry, understanding, and transfer of learning?

LESSON TITLE: Make a Move with Puppets!

DISCIPLINES ADDRESSED: Theatre

TARGETED GRADE LEVEL(S): 4th and 5th graders

NECESSARY PRIOR KNOWLEDGE FOR LEARNER:
-     Locomotor movements
-     Some prior experience with puppets (for opening activity)
-     Some experience with creating and performing group skits


LESSON OBJECTIVE(S):
1.     The student will identify under/overcurves, tasseling, and contracting movement in others (puppets)
2.     The student will demonstrate under/overcurves, tasseling, and contracting in their own movement
3.     The student will applying one or more of these movements (under/overcure, contraction, and/or tasseling) to a theatre performance


FUTURE OBJECTIVES:
1.     The student will apply these movements to future theatre or dance exercises and performances
2.     The student will have a better understanding  

NATIONAL STANDARDS FOR DISCIPLINE(S) ADDRESSED:
1.     Content Standard #1: Script writing by the creation of improvisations and scripted scenes based on personal experience and heritage, imagination, literature, and history
2.     Content Standard #2: Acting by developing basic acting skills to portray characters who interact in improvised and scripted scenes
3.     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
4.     Content Standard #7: Analyzing, evaluating, and constructing meanings from improvised and scripted scenes and from theatre, film, television, and electronic media productions

STATE STANDARDS FOR DISCIPLINE(S) ADDRESSED:
1.     Content Standard #1: Students will create and perform theatre pieces as well as improvisational drama. They will understand and use the basic elements of theatre in their characterizations, improvisations, and play writing. Students will engage in individual and group theatrical and theatre-related tasks, and will describe the various roles and means of creating, performing, and producing theatre.
2.     Content Standard #3: Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.

INTELLIGENCES FOCI:
1.     Linguistic (Puppets speaking directions)
2.     Musical (drumbeat)
3.     Spatial (moving through and using space around room)
4.     Bodily (working on body movements)
5.     Interpersonal (beginning activities and movement choices made individually)
6.     Interpersonal (work in groups to create a performance and perform)


ASSESSMENT EVIDENCE:

Performance Tasks:
1.     Through what authentic performance tasks will students demonstrate the desired understandings?
a.     Students will demonstrate that they can identify curves, tasseling and contracting by participating in the discussion of the puppet show and how each movement was used
b.     Students will demonstrate an understanding of how to use curves, tasseling, and contracting in their own movements by participating in the three beginning exercises led by the puppets and the final performance
c.     Students will show that they are capable of applying curves, tasseling, and contracting to a performance of their own through their final group performances
      
2.     By what criteria will performances of understandings be judged?
a. A rubric will be used to measure performance

Other Evidence:
1.     Through what other evidence will students demonstrate achievement of desired results?
a.     Student engagement
b.     Ability to be free and comfortable with movement

2.     How will students reflect upon and self-assess their learning?
a.     The culminating class discussion
b.     A journal entry on the class period, how the movements felt, what it was like learning from the puppets, etc.


ADVANCED LESSON ORGANIZER:

Materials and Resources:
a.     Three puppets
b.     Drum
c.     Cards with prepared performance situations on them

Teacher Preparation:
a.     Clear the room so that students have plenty of space to move
b.     Make the situation cards
c.     Practice moving the puppets in appropriate ways
d.     Create and practice the puppet show

Vocabulary Listing:
a.     Curve – an arching, bending, or curling shape or movement
b.     Undercurve – curving downward
c.     Overcurve – curving upward
d.     Tassel – loosely hanging
e.     Contraction – becoming smaller or pressed together, decreasing in size



Safety Considerations:
a.     Remind students about their personal space
b.     Be sure that students move their head in a careful and controlled manner so they do not hurt their necks     

DETAILS OF INSTRUCTIONAL ACTIVITY:

1.     Anticipatory Set –
Have you ever seen a puppet show or used a puppet yourself?  
Can you move around the room the way you think a puppet might move?

2.     Body of lesson –
a.     Introduce the three puppets that will be used in the lesson: Curvy Claire, Carl Contractor, and Tasseling Tara
b.     As each puppet is being introduced a working definition that goes along with their name will be introduced as well.
c.     Next, Curvy Claire will lead an undercurve/overcurve exercise with the group: Can you move like me? Can you curve your pelvis over and under? Your arms? Head? Can you make over/under curves while walking, jumping, tiptoeing around the space?
d.     Following this exercise Carl Contractor will lead a contracting/expanding activity: Can you move like me? Can you make yourself as big as you can, not contract to make yourself as small as you can.  Can you tighten your stomach to make the rest of you curve inwards?  Now move around the space to a drumbeat.  When the drum stops, contract into a shape.
e.     Now, Tasseling Tara will lead a mini exercise on tasseling: Can you move like me? Can you let you arms tassel at your sides as you twist, jump, skip? Can you make you legs tassel as well?  Move around the room and allow your limbs to move freely and tassel.  
f.     After the beginning exercises are completed, students will gather to watch a short puppet show put on by their three puppet guests.  During the show they should watch for good examples of how the puppets use tasseling, curving, and contracting
g.     A discussion will then be held about the movement choices that the puppets made
h.     As a final exercise students will split into groups of four or five and be given a topic (A fight with a friend, getting a new pet, being punished for not doing a chore, etc.)
i.     Each student will take on one of the puppet’s movement characteristics and, with in their groups come up with a skit around their assigned topic.
j.     As students are practicing the instructor will circulate the room to observe, give suggestions, and help out
k. After practicing their skits, each group will perform for the rest of the          class

3.     Conclusion –
l. The class period will end in a discussion about the performances, what they observed, what they liked, and what worked/didn’t work



IDEAS FOR FURTHER DEVELOPMENT:
1.     Students could make their own puppets and play with puppet movement as opposed to their own
2.     Students could learn further material through puppets (science, histoty, etc.)
3.     Students could create puppet shows relating to learned material in various subject areas

INTERDISCIPLINARY CONNECTIONS:
1.     Science
a.     Contract/expand – ice, air, etc.
b.     Curves – where can they be found in nature?
2.     Arts
a.     Curves/tassels – lines
b.     Contract/expand – size of shapes
3.     Dance
a.     movement  








































Rubric for Make a Movement with Puppets!


The student will identify under/overcurves,                     1   2   3   4   5
tasseling, and contracting movement in
others (puppets)



The student will demonstrate under/                         1   2   3   4   5
overcurves, tasseling, and contracting
in their own movement



The student will applying one or more                     1   2   3   4   5
of these movements (under/overcure,
contraction, and/or tasseling) to a theatre
performance

Logged Offline
Private Message AIM YIM
1 Pages 1 Recommend Thread
Print