A theatre Unit Plan for a day of celebration: A play in the classroom for a day of celebration.12/11/2023 A theatre Unit Plan for a day of celebration: A play in the classroom for a day of celebration.The role of art education is to break away from one-size-fits-all education, have different perspectives through various artistic activities, and gain cooperation, understanding, and respect through unique approaches. It is education that maximizes the role of art education and utilizes it in school settings. This is the importance and background of the play. In fact, there are many special and important anniversaries in various forms in school education. Most of these anniversaries are educational and contain the philosophy of educational theater. This theater unit designed various types of educational plays commemorating Educational Celebration Day that are used in educational settings. 1. Tableau Sculpture for Museum Day!
Objective: Students will be able to demonstrate Tableau for a museum audience by creating a contemporary art sculpture of themselves as if they were a sculpture, using their bodies in high, medium, and low positions, as directed by the curator. Standards: TH: Re8.1.7 / TH: Re8.1.8 / Cn 11.1.8 * The teacher explains the procedures of the "Tableau Sculpture for Museum Day" class to the students sitting in a circle. Procedure: The situation presented by the teacher for this class is as follows. 1) Today is a museum day. Our museum has planned various exhibitions for tomorrow's special exhibition. And since it must open tomorrow, the curators all gather to observe whether the exhibits are properly placed. But an emergency occurred. Can't you see the most important statue for tomorrow's opening? What happened? You must be right here, right? What was that statue? Get a list. The assistant curator takes the list and explains it. (This description is only known to the team that will create the sculpture.) The sculpture is a work called ‘Triangle, Oval and Balance’ by famous artist Michelle Kim. Many visitors will come tomorrow to see this work. Teacher: In this situation, I will instruct you (the team member in question) to create a piece of art using your body and gestures in the empty statue space. Let us all save the Museum! 2) After reading the text, the team discusses the story, selects the feeling or scene that comes to mind, and creates a still scene that can convey it most effectively. 3) The team comes out on stage and expresses according to the signal. - One, two, three, click! 4) Other teams imagine what they are saying and say it. Anyone who wants to get a hint can touch one of the expressers. The touched person helps you get to know them in detail by saying simple words or making movements (gestures). 5) Unpack the scene and explain and share the scene and meaning they were trying to express. 6) The student who takes on the role of curator tells the actual title of the work. Students discuss similarities and connections between the actual title and Tableau, which each team of students demonstrated individually. 7)Repeat actions 1-6 above to eventually help all teams demonstrate Tableau according to the curator’s instructions. Rating scale: -The student perfectly followed her statue's instructions by holding high, medium, and low poses while keeping her hands and feet to herself. -The student did high, medium, and low poses while maintaining her own hands and feet but did not match her statue's directions. -The student did not work with other students to shape the statue as instructed. 2. One-act play using traditional masks and dance for Multicultural Day! Objective: Students will wear traditional masks prepared for each country and demonstrate representative movements of that country's traditional dance through motions and gestures. Standards: TH: Re8.1.7 / TH: Re8.1.8/ TH: PR 4.1.8 Procedure: * The teacher shows traditional masks from five countries (Korea, Japan, Italy, Africa, and India) to the students sitting in a circle and explains the characteristics of each country's traditional masks. We will also show YouTube videos containing traditional dances from five different countries. Students will watch the YouTube video shown by the teacher and then follow the instructions below. 1) Today is Multicultural day. Today we studied traditional masks and dances from five countries. After speaking, the teacher will instruct the students to form teams of 2, making a total of 5 teams. 2) The teacher will instruct each team to have one person wear a traditional mask and act while the other person designs the performance and choreography. The two students must discuss with each other the choreography of their country. 3) The teacher will give students 30 minutes. During this time, students must complete a choreography for their country. After watching the YouTube video, we will prepare a white board to write down any actions that might become iconic. They will draw the appropriate gesture for each movement. 4) After the preparation time is over, the teacher will have students from each country come out and demonstrate the prepared traditional mask play. 5) The first team is the ‘Korea’ team. Are you ready? The choreography given is for 10 minutes. Other teams will see the choreography and evaluate whether it was presented appropriately. Teachers will videotape and document students' choreography demonstrations. Rating scale: - Students can accurately answer quizzes containing information about traditional masks. - Students can work as a team of two to develop a choreography that perfectly encapsulates a traditional dance within a set amount of time. - Students can summarize and convey traditional dances in a way that expresses and symbolizes the country well. - Students can increase their understanding of the culture and traditions of other countries by developing traditional mask choreography. 3. A Class talk with George Washington for Constitutional Day! Objective: Students will be able to understand and explain the meaning and spirit of Constitution Day through an impromptu situation play where they can act out and demonstrate a conversation with George Washington in the form of role play. Standards: TH: Re8.1.7 / TH: Re8.1.8/ Cn 11.2.8 * The teacher will remind the students sitting in a circle about the ‘spirit of the Constitution’ and then tell an anecdote about George Washington that contains the relevant history. After this, the teacher will instruct students to form groups of five, with one person playing the role of George Washington Station and the other students acting as questioners. Students will follow the teacher's instructions and create a play that depicts a conversation with George Washington. 1) Today is Constitution Day. There is an empty chair here. Who wants to be George Washington? (The student who will act as George Washington will come to the front and sit in an empty chair.) 2) The teacher will instruct one representative from each of the five remaining teams to set up a situation and lead a conversation. Example: “Dear General George Washington! I am from the future. What year is it now?” “It’s 1787.” “What are you doing now?” “I’m drafting a United States Constitution to replace the Articles of Confederation.” “Oh! I learned that in school. Dear general! No, you are the first president! I come from the United States in 2023. You are a great person who is loved by the American people.” “I am truly grateful that future generations love me so much. Student, what do you like most about the spirit of the Constitution?” “I really like what it says about free will.” “It’s really rewarding to have a student speak so freely.” 3) The comedy must be spontaneous and make good use of what you know about the Constitution and George Washington. If students have questions about this, they can ask their teacher or look up reference materials. 4) This time, we will select one George Washington from each team to create a conversation and record it in video format. After each team performs, the team that shows the most constitutional spirit will be selected. Rating scale: - Students can accurately answer quizzes containing information about the U.S. Constitution and George Washington. - Students can form a team of two and create a 15-minute situational play within a set time. - Students can summarize and convey the spirit of the Constitution and George Washington's achievements through impromptu situation plays. - Students can improve their understanding of situation plays by creating each situation play freely. 4. A pantomime play expressing my human rights for Human Rights Day! Objective: In the form of pantomime, students will be able to think about what kind of discrimination exists in our society and demonstrate their own way of expressing themselves to escape this discrimination and protect human rights. Standards: TH: Re8.1.7 / TH: Re8.1.8/ TH: Re 9.1.8 Procedure: * The teacher will allow students sitting in a circle to discuss 'human rights'. (5-10 minutes) Afterwards, the teacher will ask students to share their experiences about forms of discrimination that they have experienced or can easily encounter around them. Afterwards, the teacher will instruct three people to form one team, making a total of five teams. For each team, the teacher will instruct students to follow the instructions below. 1) Today is Human Rights Day. The Universal Declaration of Human Rights emphasizes the inherent dignity and equality of all members of humanity and specifies that everyone should enjoy equal rights without discrimination. Teachers will give students time to think about the blind spots where this declaration of human rights may not be effective. 2)The teacher will explain to the students the tips of story pantomime. Next, let's first practice simple pantomime movements. When the pantomime story begins, each member participates in the story with free and creative expression. At this time, the leader should continue talking slowly and avoid making any movements. 3) The teacher will instruct students to select a topic about discrimination for each team and create a play that can express it through pantomime. Example: hello. Our group created a pantomime with the theme of 'gender discrimination'. We will present a 10-minute pantomime about a woman named Jane's experience of gender discrimination as she participates in an audition to select an astronaut. 4) Students will be divided into small groups and take turns talking about what they felt through this experience and what they newly realized about the content of the story they expressed. Rating scale: - Students will understand and be able to demonstrate what pantomime is. - Students can work as a team of three to create a 15-minute narrative pantomime within a set time. - Students can recognize discrimination and think of alternatives to prevent or improve it through free discussion about blind spots in human rights. - Students can increase their understanding of narrative pantomime by creating each pantomime freely. 5. Mirroring and Mime for Random Acts of Kindness Day! Objective: To celebrate Random Acts of Kindness Day, students will be able to develop and demonstrate a mime to express their acts of kindness and mirror their responses to see the impact of their acts of kindness. Standards: TH: Re8.1.7 / TH: Re8.1.8 Procedure: * After explaining Random Acts of Kindness Day, the teacher will ask students for examples of acts of kindness. It will also give you time to talk about how the other person will react to this kind gesture. 1) Today is Random Acts of Kindness Day. It is said that when people witness people performing acts of kindness, that act will spark more acts of kindness. It is transmitted by kindness. Easily, a simple act of kindness can stimulate a ripple effect and inspire additional acts of kindness. 2) After explaining to students about the contagious nature of kindness, the teacher will instruct all students to stand in a circle. 3) The teacher will instruct her to convey her loving heart to the person next to her through her mime, starting with her teacher and the student closest to her. They will tell you that you can do it creatively, whether it is in the form of a flower, cotton candy, jewelry, or an act that brings out your heart. 4) The teacher then goes on to say that if a student behaves like this, the next student must mime an action greater than that behavior. This will be passed on to the next student with more amplified actions. 5) The student who demonstrates this amplified behavior will amplify it further and communicate her feelings, for example, by piggybacking the student next to her. 6) Once everyone has received amplified love, the order will end with the student who showed love first. After finishing, each person writes down in the notebook what they felt. 7) After all expression procedures are completed, the teacher will instruct the students to become butterflies this time. Take turns imitating the wings of a butterfly. The butterfly's flapping wings become stronger as the sequence progresses. Students will feel as if they are not a butterfly but a large bird flying. 8) The teacher will conclude the class by explaining the ‘butterfly effect’ and saying that kindness is likewise contagious and has a large ripple effect. Rating scale: - Students will understand and be able to demonstrate what mime is. - Students can take turns demonstrating the most amplified version of the mime. - Students can describe acts of kindness and define different acts of kindness. - Students can write down their reactions and feelings about kindness.
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