Theater Exercise: “JUMPING FROG!” for 7-12th

Theater Exercise: “JUMPING FROG!” for 7-12th

​Grade Level: 7th – 12th grade
 
 
Objective: After students have an awareness of the destruction of nature due to climate change and environmental pollution, based on this enlightenment, they will create a motion expressing frogs as part of a step to internalize environmental problems as their own.
 
Instructional Procedures:
 
The students sit in a circle in front of the teacher. They are all after drawing posters to protect extinct frogs, a kind of environmental campaign called 'Save the frogs!' After looking at the student works, the teacher explains the frog conservation as follows.
 
Background (Teacher explain): Amphibian populations around the world are in danger of mass extinction, and many people are completely unaware of it! We need your help spreading this news. Imagine all nature lovers gathered today like this. And we'll try to take out the frog inside ourselves occasionally. Your frog should internalize and express itself as if you had become a frog.
 
I'm going to show you a demonstration right away.
 

1. Like a monodrama, the teacher imagines that the frog has emotions and shows various actions. When the frog is sad, when it is worried, when it is in crisis, when it is terrified, when it is lonely, it takes various poses.
   
   
2.  Then the teacher presents a situation. "Imagine a pond when the food chain of the ecosystem is collapsed. Express the emotions the frog feels in that pond."
   
   
3. After seeing the students' movements, the teacher explains that the students' internalized play can become a social campaign for protect our nature as a environmentalist. And explain that they can make a poster by taking a picture of their internalized gestures. We will all take pictures. 3.2.1 Picture!!!!

 
This class is designed as an eco-friendly theater exercise class that takes a posture to protect endangered frogs. Students will save frogs by taking free and creative poses based on conservation awareness.
 
Note and Refection: Notes and Comments: I realized that the first chapter of Real Theater Teaching: An Instructor's Guide to Growing a Theater Education Program is the first step towards practical theater education. This book is a useful book that explains and explains in detail the information we need to know in the professional aspects of theater teachers, such as interview response, problem solving, examples of emergency situations, use of surrounding resources, and request for help. When I decided on the motion for this project, I linked it to the drawing project. In other words, the goal of our class is to instill awareness of nature conservation (frogs) in students through a play education class linked to “Save the Frog!”, one of the conversation classes. In that sense, I made it by setting the frog's behavior.
 
And as suggested in the book, like Murphy's Law, there are dangers of accidents and safety everywhere, so you need to consider them. I knew the class I was taking was Educational Theater 7-12, but I expanded my subject by simply looking at the professor's sample(for grade 1-2 as considering various level. Then I realized my mistake and re-targeted the 7-12 grades. I think this experience is something that can happen enough when I have a real class in a real school. In fact, even the textbook Real-World Theater Education has detailed examples of this. With this experience, I think I will react as if I am in the real world in the next chapter.