Theatre/Drama class: Expression emotions through Tableaux.
Central Focus: The central focus of the learning segment is to introduce the students on how to express their feeling through Tableaux. During this segment, they will learn the following techniques to understand the tableaux technique.
- Select a situation from the story, and express the character's actions at that time through tableaux.
- Express it with appropriate dialogue in the tableaux.
- Examine the character's mind through tableaux and dialogue.
Grade Level: 11th Grade
Time: 45 minutes
CONTENT STANDARDS AND OBJECTIVES
NATIONAL CORE ARTS STANDARDS
Creating: Conceiving/Developing: HS Advanced: TH:Cr2.1.HSIII
- Develop and synthesize original ideas in a drama or theater work, utilizing critical analysis, historical and cultural context, research, and global theater traditions.
Performing: Interpretation/Presentation: HS Advanced TH:Pr4.1.HSIII
- Apply reliable theatrical research of director’s styles to form unique choices for a directorial concept.
Responding: Understanding and evaluating: HS Advanced TH:Re8.1.HSIII
- Use detailed supporting evidence and appropriate criteria to revise personal work and interpret the work of others.
Students will be able to acquire the meaning and feeling of language by expressing words or sentences with gestures as a Tableaux ; through this, they will be able to understand the emotions of others and express their own.
(Perform, identify, interpretation, presentation)-use a tableau)
PROCEDURES AND TIMELINE
RELAXATION FOR PRE-PERFORMANCE: 5 minutes
First, the class will begin with light breathing guided by the teacher. Deep breathing induces meditation, relieves stress, and relaxes the body and mind.
MOTIVATIONAL HOOK: 10 mInutes
The lesson begins with questions that review prior knowledge about tableau. To do this, the teacher will show the students a picture card and explain the situation. The teacher will demonstrate to students how to represent this situation in a tableau.
Training Procedure: 25 minutes
1. Students receive a ‘storyboard’ sheet, form three groups of two, and sit in their seats.
2. Students receive situation cards handed out by the teacher.
3. Students create 5-6 pictures per scene on the storyboard that match the content written on the situation card.
4. Students circle each scene to identify which are Tableau and which are Action with line.
5. Students add lines to each storyboard picture.
6. Students practice stop motion(Tableau) and action scenes.
7. Students can think of sentences by looking at still scenes and complete sentences by looking at moving scenes.
Clousure: 5 minutes
The teacher will have each group of students sit in a circle around the teacher and check whether the scenes are depicted appropriately on the storyboards submitted by the students. Also, check again whether the lines per picture are reasonable and whether enough practice has been done accordingly. At this time, the teacher can not only check the understanding of the entire class and areas that need help, but also provide individualized support as needed for each student.
Voice support: For students with low vision or vision problems, the teacher will prepare a computer with voice support needed to create storyboards.
Assistance program support: For students who have difficulty drawing or imagining scenes, teacher helps them express the scenes they want through drawings through A.I.
Grammarly software: In case students have difficulty with vocabulary or grammar because English is a second language, teacher allow the use of programs such as Grammarly to create lines.
Additional references: Prepare a reference book containing examples of tableau for students who do not understand tableau.
Use of resources: Create an open atmosphere where students can discuss with each other as they draw or create lines.
Check understanding: Create a separate space on the storyboard to write down questions or requests. Students can write their requests on additional sheets if they have any questions.
Make space: Help students in wheelchairs do their homework at a separate table.
Formative (informal assessment): I will hand out storyboards to create a play that expresses emotions on a tableau, and students will complete the scene with pictures and dialogue and create a play about the content.
Voice support: Do you have a computer with voice support needed to create storyboards for students with low vision or vision problems?
Assistive program support: Have you recommended software that supports A.I. for students who have difficulty drawing or imagining scenes?
Grammarly software: Did you provide Grammarly, which is needed to create lines, in case some students have difficulty with vocabulary or grammar because English is not their native language?
Additional references: Do you provide a reference book with tableau examples for students who do not understand the tableau?
Utilization of resources: Have you created an atmosphere where students can discuss with each other as they draw pictures or create lines?
Check for understanding: When students had questions, were they able to write down their requests on additional sheets?
Make space: Have you helped students in wheelchairs complete their assignments at a separate table?
How did you prepare to differentiate between students with no experience in theater and students with a lot of experience?
Informal evaluation: We will check whether students have drawn appropriate pictures and written appropriate lines on the storyboards provided.
- Ask whether students have a sufficient understanding of tableau.
- We visit each group and look at the storyboard to check whether the students have created a scene that fits the situation.
- Provide time for students to ask questions and get answers to anything they do not understand.
Resources and Materials
Handouts: Creating storyboards for tableau, understanding tableau, creating storyboards
Note: Tableau is essentially a freeze-frame of a scene. Instead of the characters moving, each actor is frozen in a specific position, and together they create a picture of what is happening in one particular moment.
Myungja Anna Koh