Learning Through Faith and Vision

Learning through Faith and Vision

ARTs Years 3 & 4 TERM

Subject

/ DANCE / DRAMA / MEDIA / MUSIC / VISUAL ARTS

Unit Title:

/ Fables
Achievement Standard / By the end of this unit, students use relationships, tension, time and place and narrative structure when improvising and performing devised and scripted drama. They collaborate to plan, make and perform drama that communicates ideas.

Content Descriptions

/

Elaborations

4.1 - Explore ideas and narrative structures through roles and situations and use empathy in their own improvisations and devised drama / ●  exploring and experiencing a range of roles and situations that they initiate and develop
●  making improvisations that explore issues and ideas using empathy
●  using elements of drama and the principles of stories to shape improvisations to communicate their intentions as drama makers, for example, establishing time and place and the roles and characters in the drama
●  experimenting with tension, and creating dramatic meaning to sustain improvisations and process dramas
●  Considering viewpoints – forms and elements: For example – How did the drama begin? Develop? Conclude? How did the performers vary their voices, movement and gestures to create and share believable characters? How are elements of drama such as role, situation, time and place part of the action? How is the dramatic tension developed in the drama?
4.2 - Use voice, body, movement and language to sustain role and relationships and create dramatic action with a sense of time and place / ●  experimenting with the loudness/softness, pace and pitch of their voices to create roles and situations, time and place
●  varying their facial expressions and movements to create roles and situations
●  exploring roles and situations by trialling the use of language, such as choice of words, expressions and tone
●  developing sensory and spatial awareness when creating dramatic action
●  experimenting with body language and gesture from different cultures and times
4.3 - Shape and perform dramatic action using narrative structures and tension in devised and scripted drama, including exploration of Aboriginal and Torres Strait Islander drama / ●  applying story structures in their drama, including roles and events linked through cause and effect and dramatic tension
●  Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) in the drama you watch and listen to?
●  performing their improvised sections of process drama and play building
●  sharing with others dramatic action that is structured through dramatic tension, in real or virtual spaces
●  performing short scripted drama with a sense of role, situation and dramatic tension
●  Considering viewpoints – evaluations: For example – How well did you collaborate to make drama? What worked best in the drama?
●  planning and rehearsing their drama for a live or virtual performance
●  exploring Aboriginal and Torres Strait Islander stories and how they are dramatically portrayed as a reference for shaping their own drama
●  exploring dramatic traditions and practices from one or more Asian societies in their drama
4.4 - Identify intended purposes and meaning of drama, starting with Australian drama, including drama of Aboriginal and Torres Strait Islander Peoples, using the elements of drama to make comparisons / ●  identifying meaning and describing purposes in drama from different social, cultural or historical contexts
●  Considering viewpoints – societies and cultures: For example – What features and ideas in the drama come from other cultures, times and places? How have you used these ideas and features in your own drama? Why do you think people from all different cultures make and respond to drama?
●  comparing the expectations and requirements of performers and audience in different cultural settings and applying learning in their own performances
●  examining drama in their community and comparing it to other drama of different people, times and cultures
●  Considering viewpoints – meanings and interpretations: For example – What are the stories and the ideas in the drama you watch and listen to? Which of the characters do you identify with? What relationships and situations do you recognise (or not recognise) in the drama you watch and listen to?
●  writing about and discussing with others the meaning and intended purposes of their own drama using drama terminology
Learning Framework / Community Contributor
Leader and Collaborator / Active Investigator
Effective Communicator / Designer and Creator
Quality Producer
Cross Curricular Priorities / Catholic Ethos
Aboriginal and Torres Strait Islander Histories and Cultures / Social Emotional Learning
Asia and Australia’s Engagement with Asia / Inclusive Education
Sustainability Education
General Capabilities / Literacy
Critical and Creative Thinking / Numeracy
Ethical Behaviour / Information and Communication Technology
Personal and Social Competence
Links to other LA’s / English, Health and Physical Education

Learning and Teaching Experiences and Strategies

WK / Content / Learning and Teaching / Resources / Assessment
11 / 4.1
4.2 / Before the Lesson: Familiarise yourself with the terms used in Drama.
For example:
FOCUS - The frame that directs attention to what is most significant and intensifies the dramatic meaning.
TENSION - The force that engages the performers and audience in the dramatic action.
For more help with understanding these terms and activities associated with each element use the link provided on the right.
Warm Up: A-Litter-ation
Ask your class to sit in a circle. Tell students to imagine they have been picking up litter around the school, and that each student has returned with a piece of litter which uses the same letter as their given name. Have students take turns to state their name and the piece of litter they have collected e.g. ‘I’m Robby and I picked up a rotten apple.’ Extension: Instead of litter use adjectives, colours, food, sports, countries or animals.
Activity:
1.  Read the fable “The Fox and the Goat” by Aesop. Try not to focus on voice projection and tone. Have students identify what they liked about how you read the story and what could have been done better. Inform students that in drama, the way we project our voices is very important. Reread the story, this time using as much vocal projection and tone as possible. Ask students which version of the story they liked better and why. Stories are more captivating to an audience when read the second way.

2.  Teach students how to use stage voices. Show students the following you-tube clip (Boom Chicka Boom - The Learning Station: http://www.youtube.com/watch?v=F2XVfTzel8E) or alternatively, the teacher can facilitate. Students repeat a line in the same way as the teacher has called out each line (call and response). The lines are as follows:

●  “I said a Boom”
●  “I said a Boom Chicka Boom”
●  “I said a Boom Chicka Rocka Chicka Rocka Chika Boom”
●  “Uh huh”
●  “Oh yeah”
●  “One more time”
3.  Allow students to be the facilitator and choose the call out tone, while others respond.
In groups of 3-4, give each child a simple phrase eg “Anthony, come here” or “Open the door.” Each student has to say their line in a different tone of voice to convey different meanings / The elements of drama: http://www.curriculumsupport.education.nsw.gov.au/secondary/creativearts/assets/drama/pdf/dramaelements.pdf
© Blake Education—Fun and Easy Drama Activities: Drama Warm-Ups
http://monkeybaa.com.au/wp-content/uploads/2013/02/Warm-up-Activities.pdf
Aesop’s Fables Interactive book - http://read.gov/aesop/001.html
Boom Chicka Boom - The Learning Station: http://www.youtube.com/watch?v=F2XVfTzel8E / Formative - observations
Personal Reflections
2 / 4.1
4.2 / Warm Up: Life Saving
Children pretend to be a team of doctors, firemen, paramedics etc. fighting to save a life.
Activity:
1.  Read the Aesop’s fable “The fox and the stork”
2.  Ask students how they would portray the fox and stork using their own bodies.
3.  Discuss that in drama, it is important to use your body to communicate the characters feelings and attitudes about something. An audience or viewer can watch it to pick up on someone's age, emotions, status, or health.
For example, a student being told off by a teacher in a drama can easily tell the audience that she's not feeling sorry for what she's done by:
●  curling her lip
●  showing a bored look in her eyes
●  having her head slightly lowered
●  putting a hand on her hip
●  having her hip stuck out, with her weight on one leg. (show an example by looking up images of body language)
4.  In pairs students are to retell the story of “the Fox and the Stork” by using three still images, made using their bodies, to create a beginning, middle and end to the story. Share with the class.
5.  Students reflect on who used their bodies the best to portray the different animals and why. / © Blake Education—Fun and Easy Drama Activities: Drama Warm-Ups
http://monkeybaa.com.au/wp-content/uploads/2013/02/Warm-up-Activities.pdf
BBC - Body Language example: http://www.bbc.co.uk/schools/gcsebitesize/drama/responding/bodylanguagerev1.shtml
Aesop’s Fables: http://read.gov/aesop/001.html / Formative - observations
Personal Reflections
3 / 4.1
4.2 / Warm Up: Ship Ahoy
The teacher first explains that we are about to go on a ship and as crew there are lots of jobs that we need to do. Students start by forming a line (one behind the other) directly in front of the teacher to enter ship. The teacher then shouts a command and the children have to perform the activity associated with that command and go to various areas of the ‘ship’.
Commands include:
●  Captains coming – salute and stand still for inspection
●  Boom crossing – students duck
●  Scrub the deck – students all scrub the floor
●  Climb the rigging – all pretend to climb up sail
●  Port – go left and load the cannons
●  Starboard – go right and look out
●  Bow - go to the front and all walk the plank
●  Stern - go to the back and all pull in the anchor
Activity:
1.  Read the Aesop’s fable “The Fox and the Grapes” focusing on the body and movement of the fox in the story.
2.  Discuss with student how the use of space (movement) implies clearly communicating to the audience where the action is taking place. (http://www.thedramateacher.com/dramatic-elements/#sthash.MW08m2Xd.dpuf)
3.  Ask a volunteer to demonstrate how the fox may have moved during the story (walking in, jumping and reaching up high, scuttering away).
4.  Discuss the different stage areas in a given performance:
Stage Right: The area of the stage to the actor's right, when facing downstage (i.e. towards the audience).
Stage Left: The area of the stage to the actor's left, when facing downstage (i.e. when facing the audience).
Downstage: This is the area of the stage that is closest to the audience.
Upstage: This is the area of the stage that is furthest away from the audience.
Centre Stage: The centre of the playing (performance) area.
Onstage: This is the part of the playing area that is visible to the audience.
Offstage: The area surrounding the playing area which is not visible to the audience (such as the wings and crossover).
Show students what this looks like (http://www.bbc.co.uk/education/guides/z26bjxs/revision/3)
5.  Students are to select an animal and think about both its body and movement to share with the class. Some animals move slowly,or in a pattern. Share different improvisations with the class. / Drama Toolkit: http://www.dramatoolkit.co.uk/drama-games/item/energy/ship-ahoy
The Drama Teacher - Drama Elements: http://www.thedramateacher.com/dramatic-elements/#sthash.MW08m2Xd.dpuf
Aesop’s Fables: http://read.gov/aesop/001.html / Formative - observations
Personal Reflections
4 / 4.1
4.2 / Warm Up: Button Up
Ask students to sit in a circle. Show students a button (or another prop). Tell students it’s not really a button; it’s really a dot that’s fallen off an enormous die. Pass the button to a student. Explain to students that they are meant to think of a different purpose for the prop. Instruct the first student to say ‘No, it isn’t a dot off an enormous die, it’s really...’, and they add their own idea, such as ‘a secret agent’s hidden microphone.’ Continue passing the button around the circle, with each student disclaiming the previous student’s idea and stating their own.
Activity:
1.  Begin this week by (incorrectly) reading the script ‘The Ant and the Grasshopper’ (this means reading parts that are not supposed to be read). Ask students whether the story makes sense and why, in fact, it doesn’t.
2.  Discuss that when reading a script, as opposed to a story, it has parts that are not supposed to be read. Bolded words tell you who is speaking and words in brackets can suggest things such as movement or voice elements that the actor/actress needs to be doing.
Using an A3 version of the script ‘The Ant and the Grasshopper,’ go through the script and highlight the different parts of the script. Ask volunteers to read a character role that you have chosen for them. / © Blake Education—Fun and Easy Drama Activities: Drama Warm-Ups
http://monkeybaa.com.au/wp-content/uploads/2013/02/Warm-up-Activities.pdf
1 x Button
Play scripts and Songs for Children: http://www.play-script-and-song.com/play-script-fables.html#!fables/c1cwo
5 / 4.1;
4.2; 4.3; 4.4 / Warm Up: Whose Turn
Tell students to stand in a tight circle, shoulders touching. Ask them to look down at the floor and avoid eye contact. Tell students they are going to count from one to 30 (whatever is the number of students in your class). Explain that each student can only call one number, but that there is no order in which students should call— any student may say the next number. Choose a student to start and call ‘one’. Continue until the target number is reached and all students have called a number.
Activity (Requires Indigenous liaison support):
1.  Introduce the story ‘Rainbow Bird’ by Eric Maddern and discuss the
2.  As you read through the story, students examine the characters in the story focusing on their movements. Ask: What is the story about? Who are the characters? Who is telling the story? Why?
Explore what a Dreaming story is (found on website in resources); relate to stories from other cultures. Discuss how Aboriginal people pass on their culture e.g. dance, music, art. Ask students if they know of any other stories.