Educational Theatre: Murphy's Law in Halloween
Theater production class goal: Students will be able to create a one-act situation play by writing about unexpected situations in their daily lives and using them to create storytelling.
Level: 8th grade
Description of New York State Theater standards: . TH:Cr1.1.8, TH:Pr4.1.8, TH:Re9.1.8
The teacher presents a situation in Halloween. Have them discuss unexpected situations that can happen during the day of Halloween. Students form groups of three and sit in a circle.
- The teacher explains to the students the situation in Halloween. Ask about unexpected things that can happen on Halloween. This is like Murphy's Law.
- The teacher divides the students into 5 groups of 3 each, brainstorms for each group, and then has them present in a relay format.
Main activity: Creating unexpected situations for one-act situation plays. Unexpected situations include incidents that occur suddenly, unintended misunderstandings, unresolved conflicts, unexpected mistakes, and responses that cannot be prevented in advance.
I . The teacher will have students sit in a circle.
II. The teacher selects a representative from each of the five groups and instructs them to come forward and explain the play.
Situational example: For Halloween trick-or-treating, I dressed up as a witch and went out into the street carrying a basket.
Group 1: I visited a house, and as soon as I opened the door, a bulldog bits the hem of my costume.
After Group 1 finishes presenting, Group 2 continues Group 1's story.
Group 2: My clothes tore while pulling on the hem of the costume. I tried to get the candy, but the dog kept barking at me.
After Group 2's presentation, Group 3 continues the relay.
Group 3: I left home and fell while running. All the candy in the basket I was carrying spilled out.
After Group 3's presentation, Group 4 continues the presentation. After other teams' presentations, each team member must discuss to create their own story.
Group 4: I was about to give the candy, but suddenly it started raining. I couldn't pick candy anymore.
Group 5: I went into the house next door to avoid the rain. But the door was locked.
III. After the students have finished reenacting the situation, the teacher instructs them to write down their situation on the notebook. Students create lines for Group 5 situations, or five situations.
IV. The teacher will instruct them to rehearse a situational comedy titled ‘Murphy’s Law in Halloween.’ This time, students take on different roles in their respective groups and practice their lines.
V. Conclusion - Students will perform a one-act situation play about five situations created on the rehearsal day. The teacher records this by filming it on video.
- Did the students actively attempt to create a situation as a member of each group? (Contribution)
- Did the students' situational dramas about unexpected events proceed naturally like a relay?
- Were students able to document their play?
- Do students understand ‘unexpected situations’?
- Were the students able to create lines for the play about the situations they imagined?
- Can students act out their lines according to their roles on rehearsal day?
Myungja Anna Koh