DRAMA IN HISTORICAL SOCIETIES
for 6th through 9th Grades
CONTENTS
unit one: The Use of Pantomime by Prehistoric
People
first lesson
unit two: Ritual Drama in Egypt and the
Near East
unit three: Greek Drama
unit four: Roman Comedy
unit five: Medieval Drama
a unit five lesson plan
Final Unit--Performance
Evaluation
Unintended Learning Outcomes
RATIONALE
Drama has been with us since the earliest times. It has been used in
all its various forms--whether that be pantomime, storytelling, spectacle,
or typical theatrical, artistic expression--to create solidarity within
a society. This can be seen in the earliest tribes of humanity and their
use of pantomime to establish and share the thrill of the hunt, or the
danger of the storm, or the awe of childbirth. This can also be witnessed
in the violent spectacle of a fifteenth century Punch and Judy puppet show
and how it provided an emotional release for the children of that time
period. It can be explored from the oral tradition of campfire stories
and the way they brought the campers together, bonded them in fear.
Drama is a way to explore the values of a society. Each community’s
values--whether it be the local Presbyterian church, or the movie industry,
or even the classroom--can be defined by the their use of Drama: the church
has an established ritual of storytelling, musical performance, and key
phrases to which the audience responds vocally, and it is all to extol
the glory of the Divine; the movie industry has its spectacle of the Oscars,
and the intimate storytelling performances referred to as “pitching” that
occurs when someone is trying to sell a movie that pushes the value of
conspicuous consumption, wealth, and greed.
In addition there is the actual Art of the Theater itself and how that
is used by societies, both historical and contemporary.
The study of the dramatic arts is also key to the students development
of self-confidence in public speaking and performance situations and how
to work to create in a cooperative environment.
Through a mix of straight drama coaching that explores and develops
the art of performance in the physical and vocal sense, and explorations
of historical societies studied in the students’ Social Studies, the class
will create a modern example of each particular society’s use of theater
and share it with others.
INTRODUCTION
This course is a drama course originally designed for sixth grade students
in a district on the North Shore of Chicago.
The majority of the fifth and sixth grade students attending here are
very well provided for--they want for nothing. At this age there is only
a slight stress on fashionable attire, pop music, BMX bikes, and good computers.
Divisions that occur are based less on race and class than on abilities--physical
and cognitive--sense of humor, and each student’s individual social intelligence.
Most of the students maintain very active schedules outside of school,
being involved in a variety of sports--hockey, figure-skating, tennis,
horseback riding. This extra-curriculum may negatively impact on their
studies.
The community consists largely of middle to upper-middle income families.
The majority own their homes rather than renting. There are some two-income
families, but primarily only the fathers work, commuting into the city
every morning and normally coming home after six p.m. Crime is low. A recent
concern which had taken up a great deal of editorial space over many weeks
in the local paper dealt with the allowance of dogs in the local parks.
Most families have two or more vehicles. Most children have their own televisions
and telephones. Businesses are mostly independently-run restaurants, professional
services, and grocery stores. Parents stress college to their children.
Many are supportive of the teachers and their roles and maintain a high-profile
with the teachers at the elementary and middle school level.
All students have had a course in drama at the fifth grade level. They
know how to be a proper audience member; they know how to sustain a believable
character through movement; they can demonstrate an understanding of the
stage areas; and they know how to communicate through facial expression,
body language, gestures, and movement.
This course is designed to take place over a nine-week period. Each
sixth grade class takes Drama for one quarter of the school year. The material
is delivered chronologically, mirroring their Social Studies but encapsulated
within the time allotted. The Social Studies is a survey of world history,
beginning with the prehistoric, and then going on to early Middle Eastern
Civilization, the foundation of Western ideas in ancient Israel and ancient
Greece, the societies of Medieval times. Each unit will be covered in six
to eight class periods.
The drama exercises are designed to be examples of the way some aspect
of drama was performed in each particular society studied. Each unit closes
with in-class performances wherein the students will demonstrate their
mastery in the performance technique studied and in the expression of the
value that drama extols within the historical community under question.
It is important that each unit begins with a high-impact experience
that reflects the culture under study and how it uses drama to reinforce
its own values. This would be followed by active learning experiences from
which the students can establish how to most effectively convey the dramatic
techniques and tools most oft used by each particular community.
Of critical
importance is that the students understand this:
the impact
the theater artist wants to have on the audience
will decide
the choices made.
This understanding
can be utilized in any performance situation:
from a sales
pitch
to
a seven-hour
Robert Wilson production.
The lessons are to be product-based, not process-based. Each unit culminates
in a mini-performance in the classroom, and the course finishes with all
the classes performing vignettes from each culture for an outside audience.
PRIMARY ILOs
1. Develop the use of the primary tools (body, mind and voice)
to convey an idea through acting, and through development of a drama or
theatre activity.
2. Compare and contrast how the performing arts function in ceremony,
politics, communication, and entertainment both in contemporary and historical
society.
SECONDARY ILOs
1. Work cooperatively in group situations.
2. Critique artistic endeavors objectively and constructively.
Course Outline
I. The Use of Pantomime by Prehistoric Peoples
A. What was most important to prehistoric tribes--Survival
1) the things on which their survival depended
2) what the students have done to survive as a member of this class
B. The means by which they reinforced this value--drama through pantomime
1) value is extolled through what the individual did for the survival of the group
C. How you perform a pantomime
1) establish the sense of object interaction with one’s body
2) emphasis of emotion through gesture and facial expressions
3) create a simple story of conflict and resolution
D. Performance
1) personal story of conflict/resolution told through pantomime that establishes one’s importance to the group
II. Ritual Drama in Egypt and the Near East
A. What was of value to Egypt--death and rebirth
1) Rituals concerned with the seasonal patterns of birth, maturity, death, and rebirth
2) what specific patterns the students see in the culture of the school
B. The development of a ritual drama of the student’s passage through middle school
1) precisely defined formal movement
2) carefully designed group dialogue
C. Performance of ritual drama
1) parallels of birth, maturity, death, and rebirth
III. Greek Drama
A. What was of value to Athenian Greeks--ethics
1) what is considered right conduct in the school
B. Central character goes through a major crisis that results in understanding that there is a higher law than the self
C. Group development of a script extolling these virtues
1) improvisation work
2) establishment of main character; conflict; resolution
D. Character development
1) physical
2) vocal
E. Performance
IV. Roman Comedy
A. What was of value to the Romans--escapism
1) Seneca’s use of violence and preoccupation with magic and the supernatural
2) The Coliseum’s spectacles
3) Plaatus’ and Terrence’s farcical plays
B. What forms of escapism prevalent in American culture
C. Understanding of Objective, Obstacle, Action
1) “Get the Banana”
D. Development of short comic scenes in small groups or individually
1) slapstick
2) the double-entendre
3) mismatched characters
E. Performance
V. Medieval Drama
A. What was of value to Europe in the Middle Ages--dealing with the domination of the Church
B. Development of the oral tradition and folktales--the jongleurs
1) the oral tradition--gossip--among students
C. Storytelling
1) hearing a tale
2) practicing and embellishing
D. Performance of folktales
VI. FINAL PERFORMANCE
UNIT ONE--The
Use of Pantomime by Prehistoric Peoples
INTENDED LEARNINGS
-
Students will demonstrate a recognizable story of conflict/resolution through
pantomime
-
Students will understand the most important goals of early humans
-
Students will be able to compare/contrast their personal community with
that of early man’s.
INSTRUCTIONAL FOCI
1. group discussion of comparison/contrast
2. role-playing
3. rehearsal as a development tool
GENERAL TEACHING STRATEGY
The approach here is to immediately set up the experience of being part
of a community. As a class they already are. What needs to be explored
right from the outset is what each individual brings to the group. How
this is done is to give them a high-impact experience at the beginning
of the unit so that they can understand on an emotional level the core
of what is being learned.
An example would be to have the first lesson begin in darkness. They
will be instructed to find a space in the room that is their own. They
will then be instructed that they cannot vocalize in any way and that they
must find some means of connecting/communicating without moving. Once that
connection happens, they must come together and form some sort of creature.
They are each needed to complete the creature. The creature cannot survive
without all of them adding themselves to it.
The idea is to keep the feel of the environment comparative to that
of the ancient tribes.
Environmental shaping early in the course will be key to the impact
of the course and to create the bonding of the class into a strong ensemble.
Most of this first unit’s lessons should begin and end with no overhead
lighting: use should be made of flashlights and low-wattage indirect lamps.
A simple ritual greeting and farewell should be created.
Obviously, one would need to have some light to teach the pantomime
section of the unit.
The pantomime lessons should begin with interactions with object placement
and consistency; indications, reactions, and the “lock-on”, “lock-off”
with the objects. Emphasis should be placed on object resistance, as well
as facial expressions.
The story element of the students’ pantomimes should be simple and should
be true. It needs to indicate how the student feels he/she is vital to
the class: whether in their strength, their bravery, their smarts, their
humor, or their leadership.
UNIT TWO--Ritual
Drama in Egypt and the Near East
INTENDED LEARNINGS
-
Students will be able to express their knowledge of the what the ancient
Egyptians valued.
-
Students will be able to relate these values with the possible values of
the school environment.
-
Students will work cooperatively to write and perform a small playlet that
expresses these values.
-
Students will construct carefully defined gestures that express recognizable,
symbolic meanings (i.e., the sign of the cross).
INSTRUCTIONAL FOCI
1. Modeling
2. Class Discussions
3. Copies of the Abydos Ritual Drama
4. jigsaw learning--examples of the different aspects of ritual
drama
5. play development process
GENERAL TEACHING STRATEGY
The teacher should open by demonstrating a small ritual utilizing specific
and broad gestures and short dialogue (think: communion) at the opening
of the unit, perhaps of his teaching of each individual student who is
here now.
Lecture briefly about the ancient Egyptians and their obsession with
the patterns of existence: birth, maturity, death, and rebirth. Pass out
and go over the Abydos Ritual Drama.
Lead them in a discussion on things that continue the same. Ask for
examples. Possible examples being: The seasons. Spring, Summer, Fall, Winter,
and then Spring again. The rising and setting and rising again of the sun.
The class schedule.
Ask them about middle school. Ask them about what they experienced specifically
when they first arrived here back in fifth grade that was different than
elementary. Ask them about how they’ve changed since that first day. Ask
them about how they felt coming into sixth grade at the beginning of the
year and how it was different. Ask them about how they feel about leaving
at the end of sixth grade and moving on to junior high next year. Ask them
how they feel about the fact that when they leave they will be replaced
by a group of new fifth grade students who will experience this school
much the same that they did.
Talk about rituals. Ask for examples. What sort of impact does the people
involved in leading the ritual want to make? What sort of feeling is the
audience involved supposed to have? How does ritual create this?
Take a class period to have them individually create a small, personal
ritualized movement and phrase. We’re after specificity and broadness of
gesture here. The phrase needs to be something that can be repeated back.
Guide them in development of a ritual drama of a student moving through
the middle school. Develop the points of the story that need to be worked
up. Divide them up into groups and have them develop a small part of the
drama. Stress simplicity and broadness of gesture and the need for a generalized
phrase that explains and works with the gestures. A few days should be
spent on this. In each group, one needs to be the speaker, and the others
need to be the performers. If its possible and if the students are up to
it, it might also be worthwhile to establish some of the phrases as a call-and-response,
with the speaker stating a phrase to the entire class that is repeated
back.
Once this is done, each group needs to then teach their sections to
the rest of the class.
This will culminate in a final unit performance of each ritual drama.
Following this, each student will privately write out the contributions
made by each individual in their group and this will be turned in to the
instructor.
UNIT THREE--Greek
Drama
INTENDED LEARNINGS
-
Students will understand what was of value to the Greeks.
-
Students will be able to relate that value to similar values in the school
environment and the American culture.
-
Students will be able to create character through physicality and vocality.
-
Students will be able to work cooperatively to design, rehearse, and perform
a playlet.
INSTRUCTIONAL FOCI
1. Improvisation
2. Discussion of compare/contrast.
3. Play development process: improv, scripting, rehearsal.
4. group-focus worksheets
5. Performance and critique.
GENERAL TEACHING STRATEGY
The class should begin with an improvisation of a student-council president
who is faced with a dilemma of a locker that appears to have been--in essence--stolen.
The school is beginning to fall into ruin, all because of this, and will
continue to do so if the one responsible is not found out. The president’s
objective is to punish the individual responsible. Eventually, the teacher
sends in a messenger to state that the stolen locker was actually stolen--perhaps
inadvertently--by the president of the student council.
This will lead into a discussion of Greek ethics as a body of social
obligations and duties. Offer leading questions about the sort of obligations
expected of the students at school. Talk about Aristotle’s four Cardinal
Virtues: Courage; Wisdom; Temperance; Prudence.
Discuss and hand out worksheets, similar to Creaney’s Reading Reporter,
that will help both in the student’s focus on their individual work and
to assist in seeing what each person is bringing to the group: actors understanding
of character; playwright’s sense of the Aristotelian Curve; a director’s
sense of pace and blocking.
Then divide the class into four groups. Each group will explore and
develop a piece based on one of the four cardinal virtues. Primary things
to coach here as they develop are: clarity of each character’s objective;
recognizable theme. Secondary things: pacing; blocking; the arc of the
piece.
This will also be the first time that lessons on critiquing will come
into play. This is basic: the students when critiquing talk only in terms
of performance and not “what you did” or “what you maybe should have done
here”. And that the ratio of positive to negative is six-to-one. There
needs to be six specific comments that are positive to every one specific
suggestion.
Following this, each student will privately write out the contributions
made by each individual in their group and this will be turned in to the
instructor.
UNIT FOUR--Roman
Comedy
INTENDED LEARNINGS
-
Students will understand what was of value to the Romans.
-
Students will be able to relate these values to similar values recognized
in the American culture.
-
Students will comprehend the structure of farce elements.
-
Students will work cooperatively to rehearse and perform a comic playlet.
INSTRUCTIONAL FOCI
1. Worksheets will assist in evaluating what each person is bringing
to the group (e.g., actors’ understanding of their characters, playwright’s
sense of the Aristotelian Curve, a director’s sense of pace and blocking)
2. Discussion compare/contrast
3. Examples of farce: Charley’s Aunt, The Foreigner, or some
of Seneca’s work.
4. Video of sitcom clips and pro-sports clips.
5. Performance and critique.
GENERAL TEACHING STRATEGY
Begin with a brief lecture on Roman entertainment. The Romans enjoyed
material that did not challenge them with higher concepts. They worked
hard and built amazing structures. They wanted to kick back and relax when
they weren’t working.
Then show a short video of clips taken from popular TV sitcoms and a
pro sports event.
Invite comparisons between what they learned in the lecture and what
they saw in the video. What are the similarities? The differences? What
feeling or mood are the artists involved trying to create for the audience?
Discuss the elements of farce: the mistaken identity; the double-entendre;
the use of doors. Examine these closer first through a script--The Foreigner
or Charley’s Aunt--and then bring in a clip of a popular sitcom
that utilizes farce--Seinfeld, for example. Make a point of rewinding
the video and going over each element carefully so that the students clearly
understand.
Pass out short, farcical scenes. Freedom reigns supreme at this point.
The students may either chose to develop--in a group--one of the scenes
provided for performance, or they can work individually writing out their
own short farce using the handouts as a guide. The performance groups will
be randomly selected after they have decided individually what they wish
to do.
Once the groups have been established then its imperative to hand out
the group-focus sheets and a director steps forth.
While sidecoaching within the groups remember: the thrust with the actors
are the clarity of the character’s objective, and also the physical manifestation
of the character. With the director the assist is on pacing, blocking,
and the arc of the piece.
The playwrights in the group, if they are having difficulties, can be
encouraged to borrow heavily from ideas found in the sitcoms and handouts,
as long as they do not outright plagiarize the material. The focus is on
the Application level of Bloom’s taxonomy here.
The unit should close with the performance and the critiques. In addition,
the playwrights should have an opportunity to have a rehearsal reading
and a final reading. Again, the critiques should be as established: six
specific comments that are positive to every on specific suggestion.
Following this, each student will privately write out the contributions
made by each individual in their group and this will be turned in to the
instructor.
UNIT FIVE--Middle
Ages and the Jongleurs
INTENDED LEARNINGS
-
Students will understand the significance of oral tradition in medieval
times.
-
Students will compare medieval oral tradition with a modern and local equivalent.
-
Students will effectively paraphrase and re-tell a story.
-
Students will develop a highly physical presentation that draws from the
jongleurs.
INSTRUCTIONAL FOCI
1. Discussion.
2. Storytelling workshops.
3. Copies of fables.
GENERAL TEACHING STRATEGY
Start off with an example: whatever performance thing the instructor
can do-- singing, dancing, juggling, bear-leading, whatever--should be
done and then a little story should be told.
This should segue into a brief lecture on the Middle Ages, particularly
the death of the theater at the hands of the Church, the spread of illiteracy
and superstition, and the rise of the jongleurs--the travelling entertainers.
Lead a discussion on why these travelers were important to the culture
of the time. They were travelers and so brought news and entertainment.
The entertainment was designed for people who worked hard, could not read
or write, and whose biggest social gathering was at the church once a week.
What sort of entertainment might they most appreciate? Are there any modern
equivalents of this?
Included here is the Summarizing with Folktales lesson. This should
be utilized at this point of the unit. Short performances and critiques.
From here concentrate on the physical aspects. The instructor needs to
take a strong hand here and develop a series of small jongleur shows replete
with singing, tumbling, and stories. The unit would culminate in a brief
tour to the other sixth grade classrooms where the performers would perform
its show, gather and share some classroom gossip, and then move on to the
next classroom.
FINAL UNIT--Performance
The final performance is set up to show off all that’s been learned.
Each class will perform material from one unit of the course. All aspects
of theater are pulled in here. First is the decision on what specific material
will be selected. Selection should be done as a class. Which of the material
developed best captures the sense of theater in each particular time period?
Decisions should be based on the effectiveness of the material rather than
personal popularity of the players.
Once that’s decided, the class will divide up the chores of marketing:
studying professional posters and then designing posters. Studying professional
playbills and designing the same.
Also, the performers need to begin rehearsing in the space that will
be used for the production. The instructor becomes, essentially, the director,
and the thrust is to put on a strong show for the audience. The idea is
to get the students to know what it is like to be part of a production.
For those not involved in performing, backstage and front-of-house roles
need to be filled: props-run crew; set crew; ushers. If its possible to
introduce interested students in lighting and the lightboard, this is the
time.
Jobs will need to be divided once the material has been selected. This
will take a great deal of patience and timing in order to make sure all
needs are addressed, particularly if the instructor has no teaching assistant.
EVALUATION
Evidence of Primary Learning Outcomes
1. Develop the use of the primary tools (body, mind and voice)
to convey an idea through acting, and through development of a drama or
theatre activity.
-
The student can be effectively heard and understood from a distance of
fifty feet.
-
The student can develop a physically recognizable character that remains
consistent during a five-to-ten minute scene or playlet.
-
The student can express in written or oral format, a dramatic construction
utilizing the basic concepts of Objective, Obstacle, and Action.
2. Compare and contrast how the performing arts function
in ceremony, politics, communication, and entertainment both in contemporary
and historical society.
-
The student can verbally make a comparison between a modern theatrical
event and the historical equivalent.
-
The student can, either written or orally, express the differences between
theatrical events of history and modern theatrical events.
-
The student can examine a modern theatrical event and state what impact
the artist wanted to have on the audience.
Evidence of Secondary Learning Outcomes
1. Work cooperatively in group situations.
-
The student can create a playlet with a group of fellow students.
-
The worth of a student’s contribution to the group will be positively expressed
by other members of the group in writing.
2. Critique artistic endeavors objectively and constructively.
-
The student can express, in written comments or verbally, six specific
points of a performance that he/she saw as effective.
-
The student can offer a comment that he/she thinks would strengthen the
performance witnessed.
UNINTENDED LEARNING OUTCOMES
It is possible that the student may become confused by the parallels
drawn between the historical and the immediate and “freeze up” at the prospect
of creating a modern equivalent of the historical point under scrutiny.
This can be countered by having the student focus on the skills being learned
and not concentrating on the historical aspects. A recap of what was done
after the end of each unit, of the parallels the teacher saw between the
performance and the historical points, may make more sense to the student
once he/she has created something effective.
Self-consciousness will play a factor. This may manifest itself in inappropriate
giggling or a performance that relies on gags more than substance. Effective
monitoring and one-on-one coaching can off-set this. Get the student to
focus on the learning objective. What needs to be stressed here is the
impact the performers wish to have on the audience and the preparation
to be taken to create that impact.
This self-consciousness may also be expressed through a too-quiet voice,
and even tears. Again, close monitoring during the students’ rehearsal
process, and some proper coaching can change this.
Students with IEPs need to be known about before the beginning of the
course. A unit outline needs to be provided to the student support teacher
so effective modifications can be created so the course will benefit the
student.
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