INTRODUCTION TO IMPROVISATION · Web view2021. 4. 13. · Year 7 Performing Arts Course Program Jessica McGaw. 2021. THE ARTS SCSA. The Arts have the capacity to engage, inspire

Year 7 Performing Arts Course Program Jessica McGaw2021

THE ARTS SCSAThe Arts have the capacity to engage, inspire and enrich all students, exciting the imagination and encouraging them to reach their creative and expressive potential. The term 'creativity' plays a critical role in all arts subjects.

The Arts entertain, inform, challenge, and encourage responses, and enrich our knowledge of self, communities, world cultures and histories. The Arts contribute to the development of confident and creative individuals, nurturing and challenging active and informed citizens. Learning in the Arts is based on cognitive, affective and sensory/kinaesthetic response to arts practices as students revisit increasingly complex content, skills and processes with developing confidence and sophistication through the years of schooling.

YEAR 7 DANCEIn Year 7, Dance students build on their understanding of improvising and experimenting with the elements of dance (BEST) and choreographic devices to create dance that communicates an idea. They continue to improve their dance skills, focusing on developing technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination. They are provided with opportunities to present dance to an audience, developing their performance skills of expression, projection and focus. As they make dance and respond to it, they reflect on the meaning, interpretations and purposes of dance.

Safe dance practices underlie all experiences, as students perform within their own body capabilities and work safely in groups.

Students will be focusing on genres and styles including contemporary, ballet, jazz, hip hop, street dance, tap and cultural dance, for example Spanish, Indian, Bollywood.

YEAR 7 DRAMAIn Year 7, Drama students will be given an opportunity to plan, develop and present drama to peers by safely using processes, techniques and conventions of drama. Drama will be improvised, or taken from appropriate, published script excerpts (e.g. Australian or world drama), using selected drama forms and styles (Note: students will have an opportunity to present a scripted drama and improvisation performance at least once over Year 7 and Year 8). Student work in devised and/or scripted drama is the focus of informal reflective processes using generalised drama terminology and language.

Teachers are required to address knowledge and skills in Drama through one or more of the forms or styles below. Other forms and styles may be used in addition to teach knowledge and skills in Drama.

Drama forms and styles for Year 7: restoration comedy, circus, Kathakali, medieval theatre or ritual theatre.

YEAR 7 DANCE ACHIEVEMENT STANDARDS YEAR 7 DRAMA ACHIEVEMENT STANDARDSAt Standard, students use improvisation skills to explore some new movement ideas and to rearrange known movement. They combine the elements of dance (BEST), use specified choreographic devices and structure, with some purpose, to choreograph dance that communicates an idea. Students execute technical dance skills safely in a particular genre/style, demonstrating some body control and coordination of movement. They perform dance to an audience demonstrating, on occasion, projection, focus, retention and clarity of movement and appropriate expression.

Students use some specific dance terminology and reflective processes to outline how BEST and design concepts are used to create meaning in their own and others’ dance. They identify and outline distinctive features and purposes of dance.

At Standard, students make use of processes, including improvisation and role preparation, and some elements of drama to create devised or scripted drama. They demonstrate, on occasion, awareness in performance of a selected drama performance style and/or spaces of performance to present dramatic meaning.

Students use specified reflective processes to outline links between choices made in performance and dramatic meaning or audience responses. They use generalised drama terminology.

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3/arts-overview2/glossary2/drama

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3/arts-overview2/glossary2/audience

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3/arts-overview2/glossary2/spaces-of-performance

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3/arts-overview2/glossary2/spaces-of-performance



https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3/arts-overview2/glossary2/elements-of-drama

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/drama3/arts-overview2/glossary2/improvisation

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/design-concepts

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/focus

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/projection

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/body

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/genre

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/choreographic-devices

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/elements-of-dance

https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/the-arts/dance2/arts-overview2/glossary2/improvisation

Irene McCormack Catholic CollegeYear 7 Performing Arts Course Scheme of Assessment 2021

Assessment Type Assessment Type Weightings Task Task Description

Responding Drama 15%TASK 1:

Improvisation reflection

Reflective processes on own and others’ work Safe practices in drama

Making Drama 35% TASK 2:Clowning

Voice techniques & Movement techniques

Drama conventions and Drama forms and styles incorporates conventions of Clowning.

The elements of drama (role, character and relationships, situation, time and space)

Integrating design and technologies in performance to for dramatic meaning and audience impact.

Extended improvisation exploring themes

Effective group work processes

Self-Management and group management skills and processes

Making Dance 40%TASK 3:Dance

Choreography

Effective group work practicesCreating a dance that reflects choreographic intent and embodies performance skillsThe elements of dance (body, energy, space and time)Combining choreographic devises (unison, canon and repetition) and structures (narrative) to communicate meaningSafe dance practices

Responding Dance 10%TASK 4:

Choreography Response

Reflecting on choreographic processes and on own and other’s workUsing appropriate dance terminologySafe dance practices.

Year 7 DanceSemester 1 – Term 1/3

Week Lesson/Day Learning Activities Curriculum Alignment Assessments1 Lesson 1:

BodyINTRODUCTION:Welcoming students back and taking attendance

Getting to know students and introducing self Establish Classroom behaviour expectations Recapping what they know about dance This lessons plan and content – Interesting videos of what to expect this term?

Introduction to Course:Introduce students to the dance course and what things they are to expect in the future.

Behaviour ExpectationsDiscuss expectations and explain to students, conditions outlined on the letter.

Scheme of AssessmentExplain all of the assessment requirements for the year. Discuss this terms assessment.

Extra-Curricular Opportunities / Booklet?- Cheerleading- Junior Dance Troup- Competitions/CPAF- Musical Possibilities- Volunteering/Helping out

Student Yearly Plan / PowerpointDiscuss yearly plan for students. This entails when students need to get changed and when their assessments are due. Students are to write in their planners what they need for next lesson and when these terms assessments are due.

Safe Dance PracticesExplain the importance of hydration during class – water bottles. Discuss what some safe dance practices may be. Ask about student injuries and discuss resolutions.

Let’s Talk Dance:

RespondingDance in Context: Distinguishing features and purposes of dance (ACADAR019)

http://www.scootle.edu.au/ec/search?accContentId=ACADAR019

Introduction worksheet to what is dance and why do we do it- What is dance- Who has done dance?- Dance in my eyes

Dance changes with time and is driven by culture. Explain functions of dance/why people dance:

- Entertainment (for enjoyment/wonder/awe). Example- Hip Hop/Musical Theatre- Fitness/fun. Example- Zumba, social dance or dance classes.- To tell a story or reveal ideas. (Contemporary dance does this). - Cultural dance - Ceremonial/ritual purposes - Celebration E.G. (Maypole dancing: May Day Dance in Britain- It is the time of year

when warmer weather begins, and flowers and trees start to blossom. It is said to be a time of love and romance. It is when people celebrate the coming of summer with lots of different customs that are expressions of joy and hope after a long winter. On May Day, people used to cut down young trees and stick them in the ground in the village to mark the arrival of summer. Maypoles were once common all over England and were kept from one year to the next. Schools would practice skipping round the pole for weeks before the final show on the village greens. People danced around the tree poles in celebration of the end of winter and the start of the fine weather that would allow planting to begin.

- Coming of age/initiation ceremonies (Aboriginal culture does this)- To tell stories about culture/pass down knowledge and customs (Example:

Passing down dreamtime stories through dance in Aboriginal culture). - Before war (e.g. haka- New Zealand/Maoris)

- Brainstorm all dance styles students can think of (with prompts). Then distinguish characteristics of each dance and how the styles differ.

Ballet Tap Jazz Acrobatics Contemporary Lyrical/slow modern Song and dance Demi character/character Hip Hop – popping/locking Breakdancing Cultural- Irish/Spanish/haka etc.

Ballroom- waltz/tango etc.

WARM UP:Discuss warm up expectations and safe dance practices:

- Importance of warm up- What it includes.- Why we participate in it. - What a good warm up looks like. - Safe dance practices.

Students are to complete a safe warmup.

Introducing BEST powerpoint The elements of dance are the building blocks for all choreography. The different ways we use our bodies, the space in which we dance and the timing of movement, should always be unique and interesting. The more we use these elements of dance in different ways, the more interesting the dance becomes. The four elements of dance are: BEST (Body, Energy, Space, Time).

Dance Elements Activity:BODY: Is used to make shapes which create interesting movement. To continually change the shape of the body is an important part of choreography. You can make shapes individually or as a group to create interesting effects. Some shapes we use in dance are: symmetrical shape, asymmetrical shape, curved, angular, open and closed (give examples and explain each).

Activity: Students are to stand in the space and make individual shapes: symmetrical shape, asymmetrical shape, curved, angular, open and closed.

Repeat exercise but in pairs. Students need to make these 6 shapes again, but this time they also need to connect to a partner.

One they have created all 6 shapes, they now need to choose 4 of these shapes and create interesting transitions between each shape. Example: so, they could do shape 1 and add in a turn before the next one.

Give students about 5 minutes and then get them to show the class

CONCLUSION:What is required of them for next lesson?Questions?

1 Lesson 2:Energy

INTRODUCTION:Getting changed, greeting students and taking attendance.

- Getting to know students

Making DanceWarm-up and cool down as part of a dance class

- Recapping what they know about dance- This lessons plan and content

Warm Up games:Play ONE warm up game twice to apply their theoretical knowledge of warm up. Options could include:

- Numbers game (students move around the room in a way that you direct: e.g. walk/run/hop/jump/skip/crawl etc. When you call out a number they must get into a group of that number. Last ones to form the group or if there are any ‘extra’ students have to do 5-star jumps.)

- Tepees and Indians. - Octopus- Chain chase. - Simon says- Name ball: students stand in a circle with one in the middle holding a ball. This

student throws the ball in the air and calls a name. That student then must run in and catch it.

WARM UP:Basic Year 7 warm up lead by teacher:

- Head tilts, shoulder rolls, arm swings, single but kicks, grapevine but kicks, turns, squats, lunges

- Stretch

Dance Elements Activity:Energy: Movements can reflect energies and emotions. Energy can be used to describe the way movement is performed. It is important in dance to use different energies to create variety and interesting differences in dances. NOTE- ‘The choreographic element of ‘energy’ is not the amount of energy or level of energy used. Some energy words are: Heavy, light, soft, percussive

Activity: How am I feelingMy name is Miss McGaw and I’m feeling…

- Groovy, happy, cool

Students are to form a circle and go around one by one saying how they are feeling with a movement to match. Choose a few students to repeat their movements and ask how the energies of each example are different.Watching ________ move and knowing how he feels, how would you describe his energy?

(ACADAM015)Extending technical competence control, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving.

Making DanceImprovisation skills to explore new movement ideas (ACADAM013)

Making DanceChoreographic Devices and Elements: Different elements of dance: body, energy, space, time (BEST), explored and combined to develop choreographic intent (ACADAM014)

Making DanceGroup work practices (sharing ideas, problem-solving, giving feedback, listening skills) in dance (ACADAM017)

RespondingDance reflecting and analysing: Reflective processes, using dance terminology, on their own and others’ work, and the use in dance works of the elements of dance and design concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)

How is ________ energy different to _________?

Activity: Students are to get into pairs and create a movement phrase choosing two energies. The piece must be 2 counts of 8, each 8 counts representing one energy state.Students then perform on the spot to themselves their two counts of 8.

Activity Evolvement: Students then choose another pair to join, creating a group of 4. They then must teach each other, their energy counts of 8. Each group should have a total of 32 counts.

Students then perform to the classBefore:What energy states has your group utilised?After:Can anyone tell me where you seem _____________ energy used?

Conclusion:Which energy types are the easiest to use? What energy types do you think would be the most interesting to an audience?Students give themselves a round of applause and I praise them for their efforts. What is required of them for next lesson?Get changedQuestions?

2 Lesson 3:Space


- Getting to know students - Recapping what they know about dance- This lessons plan and content




student throws the ball in the air and calls a name. That student then must run in and

Making DanceWarm-up and cool down as part of a dance class (ACADAM015)Extending technical competence control, coordination, accuracy, alignment, balance, flexibility, strength, endurance and articulation when moving.


Making DanceChoreographic Devices and Elements: Different elements of dance: body, energy, space, time (BEST),

catch it.



- Stretch

Dance Elements Activity:Space: Space can be used to create and manipulate movement:

- Levels, direction, spacing of people.

Activity: All groups must think about how they want to space their dance. (what pattern do they want to stand in? Try and think of something more interesting than one straight line)Using the phrase students created last lesson when manipulating ‘energy,’ each group is to manipulate their phrase as below:

- Manipulate levels- 2 of the steps to be done on the floor. - Change the direction of 1 of the dance moves. - Add in a ‘high level’ move at the end (a jump). - If students have completed this early- extend the task.

Students should perform their phrases for the class.Before:How has your group utilised space?After:Can anyone tell me where you seen space used?

Conclusion:Students give themselves a round of applause and I praise them for their efforts. What is required of them for next lesson?Get changedQuestions?

explored and combined to develop choreographic intent (ACADAM014)



2 Lesson 4:Time, Motif & Cannon




- Numbers game (students move around the room in a way that you direct: e.g.


walk/run/hop/jump/skip/crawl etc. When you call out a number they must get into a group of that number. Last ones to form the group or if there are any ‘extra’ students have to do 5-star jumps.)





- Stretch

Dance Elements Activity:Time: Using time in dance can help the audience understand the story or idea behind the dance and also helps to make the dance more interesting. We use time in dance in the form of tempo (fast, slow and stillness) as well as other ways such as ‘Cannon.’

Activity: In groups of 4, students are to create a 4-movement phrase. Students can use any moves or prompt them from below.

- A symmetrical shape.- An Asymmetrical shape- One high position- One low position

Activity Evolvement: students must then add one count of 8 ‘pause’ to their four-movement phrase.

Activity Evolvement: Students must then repeat their 4-movement phrase and change the tempo of the second repeated version.

Students should perform their phrases for the class.Before:How has your group utilised time?After:Can anyone tell me where you see time being manipulated?





Introducing Choreographic Devices powerpoint Choreographic devises are tools which choreographers use to make dance’s more interesting to their audience.

- Motif- Canon- Repetition

Show video of each device

Cannon: A choreographic device or structure in which movements introduced by one dancer are repeated exactly by subsequent dancers in turn. Once explained the teacher will create and perform a cannon with 3 students as a demonstration.

Motif: A movement or phrase (multiple movements), which can be repeated or manipulated. It usually helps tell the story behind the dance.

Activity: Students get into groups of 4 and choose one motif movement. Students then must get into a formation and perform that motif 2 times (repetition) in the form of a cannon.

Activity option 2: Students create a phrase that includes 4 travelling steps. - 4 walks (Counts 1-4)- 1 or more jumps (Counts 5-8)- Roll or Turn (Counts 1-4)- Slide (5-8)

Students put this into a cannon with each student starting 4 counts after the one before.

Students should perform their phrases for the class.


3 Lesson 5: Dance Structures & Motif



Introduction to Choreographic Intent and Structures powerpoint: Choreographic Intent’- the idea/theme/story behind dance.

RespondingDance reflecting and analysing: Reflective processes, using dance terminology, on their own and others’ work, and the use in dance works of the elements of dance and design

choreographic structure- Narrative Choreographic Structure/Abstract Choreographic Structure.

Activity: Using a worksheet, students will watch videos of dance works and using dance terminology, will discuss the choreographic intent behind the dance and reasons for coming to these conclusions.







- Stretch

Activity: Students get into small groups and are shown a stimulus (series of images within the same theme). They must make up a motif that uses the stimulus as inspiration. The first one should be done as a class. This is repeated for the next three images.

Activity: Students are then to choose one of the images/motifs as inspiration to create a short phrase. They need to manipulate their motif in the following three ways:

- At a low level- Facing a different direction- Whilst jumping

This should mean they have 4 steps.

concepts (lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)





Activity Evolvement: Students then need to travel from movement 1 to movement 2 in a creative way. Then do the same for the transition between moves 2 and 3 and then 3 and 4. They now have a phrase of movement where the motif has been extended/manipulated (changed/edited to make the dance more interesting).

Students should perform their phrases for the class.


3 Lesson 6: Introduce Group Choreography

Motif & Structure focus



Assessment Introduction:Introduction to assessment task 4Read through and discuss the Task 4 outline and marking key. Students will be choreographing their own dance in small groups.

Students are to create a dance in groups of four that displays choreographic intent. They are to use elements of dance as well as motif, cannon, unison and repetition. Students have four lessons to create the dance. The music is already chosen for them.




student throws the ball in the air and calls a name. That student then must run in and





catch it.



- Stretch

PerformanceStudents will perform the dances in front of an audience.Students will reflect on one another’s’ performances specifically, whether the choreographic intent was clear and how choreographic elements and devices were used to make the dance more interesting and display choreographic intent. Students will perform regularly and receive feedback from peers and the teacher.



4 Lesson 7: Group Choreography task

Body & Energy focus










Making DanceSkills and Techniques: Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)



- Stretch

Assessment Task 4:Students are to create a dance in groups of four that displays choreographic intent. They are to use elements of dance as well as motif, cannon, unison and repetition. Students have four lessons to create the dance. The music is already chosen for them.



Making DanceSafe dance practice of style-specific techniques (ACADAM015)

Making DanceRetention of movement (ACADAM017)

Making DancePerformance skills (expression, projection, focus) demonstrated to an audience and appropriate to the dance genre/style (ACADAM017)




Space & Time Focus





- Tepees and Indians. - Octopus




Making Dance


- Chain chase. - Simon says- Name ball: students stand in a circle with one in the middle holding a ball. This




- Stretch




Skills and Techniques: Dance skills that develop technical competence in relation to body control, accuracy, posture/alignment, strength, flexibility, balance and coordination (ACADAM015)







Cannon & Repetition focus




- Numbers game (students move around the room in a way that you direct: e.g.




walk/run/hop/jump/skip/crawl etc. When you call out a number they must get into a group of that number. Last ones to form the group or if there are any ‘extra’ students have to do 5-star jumps.)





- Stretch













- Getting to know students - Recapping what they know about dance



Formations & Patterns Focus

- This lessons plan and content







- Stretch



Conclusion:Students give themselves a round of applause and I praise them for their efforts. What is required of them for next lesson?Get changedQuestions?Dress rehearsal next lesson








RespondingDance reflecting and analysing: Reflective processes, using dance terminology, on their own and others’ work, and the use in dance works of the elements of dance and design concepts


(lighting, music/sound, multimedia, costume, props, sets, staging) (ACADAR018)

6 Lesson 11: Dress rehearsal









- Stretch

Assessment Task 4 Dress rehearsal:Arrange performance timeline and standby list.Students are to create a dance in groups of four that displays choreographic intent. They are to use elements of dance as well as motif, cannon, unison and repetition. Students have four lessons to create the dance. The music is already chosen for them.











Conclusion:Students give themselves a round of applause and I praise them for their efforts. What is required of them for next lesson?Get changedQuestions?Dress rehearsal & assessment due


6 Lesson 12: Group Choreography Assessment

Audience Etiquette and commitment focus

ASSESMENT DUEINTRODUCTION:Getting changed, greeting students and taking attendance.

- Getting to know students - Recapping what they know about dance- This lessons plan and content- Filming required







- Stretch

Assessment Task 4 Due:Students are to create a dance in groups of four that displays choreographic intent. They are to use elements of dance as well as motif, cannon, unison and repetition. Students have four lessons to create the dance. The music is already chosen for them.








Assessment task 4 Due





7 Lesson 13: Aboriginal Dance


- Getting to know students - Recapping what they know about dance- This lessons plan and content- Acknowledge country

Backup Day for Assessment Task 4Students who were unable to perform the previous two lessons perform straight away cat the commencement of this lesson.

Introduction to Aboriginal Dance, Torres Strait Islander Dance and Asian Dance Powerpoint:Possible nearpod lesson and kahoot

- Differentiation/comparison between styles.- Observing and identifying stylistic similarities and differences in both traditional and

contemporary dances- dances from Aboriginal people and Torres Strait Islander people and Asian communities

- Videos shown of different styles.- History and culture discussed. - Investigating the role of dance in transmitting cultural information, such as

advocating change in relation to contemporary issues (for example, land degradation)

Activity: In groups, students are given significant indigenous events. They then must line up in the order they presume these events occurred. Teacher then corrects the groups into the official timeline and discuss how important it is to know these events as it is our history.

Conclusion:



Making DanceMovement retention: Techniques that focus on developing retention of movement (ACADAM017



Students give themselves a round of applause and I praise them for their efforts. What is required of them for next lesson?Get changedQuestions?

7 Lesson 14: Indigenous Events


- Getting to know students - Recapping what they know about dance- This lessons plan and content- Acknowledge country

Aboriginal Dance, Torres Strait Islander Dance and Asian Dance:Students are to develop their understanding of significant indigenous events.







- Stretch

Activity: Students are to get into their groups from last lesson. Each group is to research their significant historical time.

- What happened during this time?- What is the indigenous perspective during this event?

Activity Evolvement: Students then must take this event and use it to influence a small dance phrase.





Students then discuss their historical event and perform their phrase to the class.


8 Lesson 15: Introduction to Hip-hop



Introduction to Hip Hop: PowerPoint - Brief history given/function/role in Aus. and America. - Characteristics- Influence of cultural/social and historical context in development of style.- Watch video examples.







- Stretch





Activity: Travelling combinations down the room to address coordination, improving performance by extending own movement vocabulary and technical competence.

- Kicks, kick step step, other various hip-hop traveling moves

Hip Hop Stunts: PowerPoint Students are to watch various hip hop stunts being performed via videos. Students should also consider safe dance practices when attempting these stunts.

Activity: Students get into small groups and choose one stunt to inspire a movement phrase. The stunt can be placed at the beginning, middle or end.

Students then perform to the class.

Conclusion:Students give themselves a round of applause and I praise them for their efforts. What is required of them for next lesson?Get changedQuestions?Assessment nest lesson!

8 Lesson 16: Written Choreography Test

ASSESSMENT DUEINTRODUCTION:Getting changed, greeting students and taking attendance.


Written Response:Students are to sit an in class written response. They are to be assessed on their understanding of choreographic techniques, dance terminology and safe dance practices. Students have the whole lesson to complete this response.

Conclusion:Students give themselves a round of applause and I praise them for their efforts. Recap the year.Thank students for their efforts.Get changedQuestions?




Assessment task 5 due


Year 7 DramaSemester 1 – Term 2/4

LESSON OBJECTIVE DRAMA RESOURCESW1

To get to know each other as a class unit.

For the students to become aware of the teacher’s expectations of them in this class.

For students to gain an understanding of warm ups in Drama

INTRODUCTION TO IMPROVISATION Class Bonding/ Getting to know each other. Discuss Unit of Work

Teacher to discuss what will take place in Drama rotation (e.g. focus on improvisation, group work etc) the expectations of them and their tasks throughout the unit.

Warm up activity (At teacher discretion) Fruit Salad, Name tag, Ball Tag etc

Objects

Students are to now find a partner. They are to stand opposite each other and without speaking, together create the following objects that I call out.

a knife and fork a cup and saucer egg on toast

Now form a group of four and together create the following objects.

To be introduced to improvisation and explore making and accepting offers.

a vase of flowers a camera a shark a clock a guitar Christmas Tree bicycle

Now form a group of eight. a piano a helicopter a hamburger a computer Motorcycle playground aquarium

Now form as a whole class. The Sydney Harbour Bridge

Lesson two: Discuss what improvisation is: Being spontaneous, unplanned, thinking on your feet. Anyone can improvise…Handout worksheet.

Exercise 1: Demonstrate with a student first then get students to pair up. It’s your birthday:

- In pairs label yourself A or B- A say happy birthday to B and gets them a gift (mimed)- B accepts the gift and tell A what it is.- Do vice versa- See if there is an emotional response- See if you can match that response- Do opposite emotions

Exercise 2:3 ways to do things:

- In pairs label yourself A or B- Teachers says 3 ways to wash a dog- Person A has to improvise and act out 3 way to wash a dog- 3 ways to drive a car

Exercise 3: What are you doing: Students mime out activities given to them and have to improvise the next activity to give out to the next person?

- Students come in and mime the action (can include dialogue)- Think about how you feel about doing the action. what comes before you do the action?

Watch Thank God You’re Here episode and discuss what the conventions of improvisation were used. (Josh Lawson Dogs episode)

Discuss what conventions of improvisation were used. Was this successful? If so why? Hand out improvisation worksheet and get students to complete and become aware of the

terminology (similar questions will be used for improvisation reflection assessment)

Follow the leader (improvising through use of movement)Students sit in a circle and tap on their knees; the leader will change the movement whilst the inspector guesses.

First Lines / Last Lines- Students pair up- Label A / B- Give a student A the first line they need to start their improvisation with and student B needs to end

with the last line.

W2 Students will know how stage positioning can affect the audience’s understanding of a scene

Students gain terminology on vocal techniques

Students extend their skills on improvisation

VOICE & IMPROVISATION- MAKING OFFERS, ACCEPTING AND EXTENDING Lesson one:

Discuss stage geography with warm up activity. Discuss Voice: The 5 P’s: Pitch, Pace, Pause, Projection, Pronunciation. By manipulating our voice, we

can show emotions, thoughts and personality. Vocal warm up: Tongue Twisters Vocal warm up handout. Improvisation Warm up activity (At teacher discretion)

Recap on the techniques of improvisation: Offers, Accept and Extend Students are to play the following games as a class and will then break up into pairs.- What are you doing?- Freeze- Post Cards (in pairs)- Alphabet challenge- First lines (if time)

Lesson two:Improvisation Warm up activity: Working on Extending and Advancing: FreezeSituation - improvisation

Spontaneous improvisation Exercise:Students work with a partner and begin improvising speaking the following lines: A: What are you making?B: Mind your own businessA: That’s amazingB: It’s meant to be a secret.

Get some students to show improvised scenesDiscussion points: Where did your improvisation go?What worked/ what didn’t work?What did you find most challenging?How did you set up a sense of space?Did we see any types of characters?

Improvisation Workshop: Bus stopWorking in groups of 4-5, spontaneously improvise being a character at a busy bus station.

- Think about what type of character you’re- Why you’re there.

Whole class improvisation/ role play: Out of Space- Students are to imagine that they’re about to go out of space. - Think about the movement you will use.

W3 Students will know what a tableau is

Apply elements of a tableau to create exaggerated facial expressions

Identify purpose of movement/ body in Drama

Lesson one:

Improvisation Warm up activity: Working on Extending and Advancing Starter – In Pairs: First Line / Last Line activity students should aim to have a scene that lasts a

minute.

Using movement to convey emotions and characters

Speed Tableaux

Whole class individually stand in a space in the room and create a frozen image based on a title or action that the Teacher will call out. Students will have 5 seconds initially to get into the frozen image and then FREEZE. Teacher will then shorten the countdown to 3 seconds then 2 when the game is nearly finished.Students are out if they do not freeze when FREEZE is shouted or are smiling or giggling. Once out they can be judges to say who else in the room is moving on FREEZE.Use this list as a starting point:

Assess students’ skills in improvisation.

Students will apply their knowledge and skills of improvisation in responding to questions.

TerrorPlease believe meJoyDagger through the heartSuspicionLooking out to seaThe big ideaX factor auditionJLS concertSupermarketQ – What makes an effective frozen image? - tension, body language, facial expressions, levels etc. Teacher to explain actors used precise gestures to represent clear emotions.

Activity One - Exaggeration Experimentation

In groups of 3-4, students to devise a short original scene based on one of the titles given to them.An over the top acting style must be used. Each line of dialogue (and actors must only speak one person at a time) must be accompanied by a posture and facial expression.“Complaint at the chocolate factory”“Argument at breakfast”“Crisis in the X Factor studio”“Robbery at post office”

Perform and evaluate

Q – Why is movement in theatre so important?Q – What movement techniques did you use?Q – What skills can you take from today’s lesson for all drama lessons in the future?

Lesson 2: Improvisation Assessment - respondingMarking Key

W4 Students reflect on their own performances and the performances of their

INTRODUCTION TO CIRCUS & CLOWNING

Lesson one & two:

peers using Drama languages and Terminology

Introduce students to what clowning is and how we can use this in performance.

Introduction to Clowning Unit Moving towards clowning Group task You don’t need to know how to do magic tricks or circus skills- but you do need to know and

demonstrate the fundamentals of clowning.

In groups, brainstorm "What makes us laugh?" (5min)Brainstorm - Groups (Five): Have students discuss; What makes us laugh? They can form a spider-gram on a card or visualise it on the card. After they have gathered enough ideas, have them categorise each idea as either physical, visual or verbal; what is more prominent? Gather stats from the class What is a clown? What are their attributes? Field answers & discuss as class; many different concepts; make class wall chart (5min) Show students’ images of the different types of clowns. (for homework students are to research the different types of clowns)

Warm-up (Whole class) 5- 10min: Red ElbowPlace some large coloured card in various random places around room; call out commands such as ‘yellow foot’; everyone then has to find a yellow object or card and place their foot on it; last one in or someone who falls over and can’t keep strange position is out; vary the commands Activity (Individual): Centring BodyGet students to find their own free space and stand with feet together; go over correct breathing; now ask them to sway without falling, like a bowling pin, a little at first, then gradually increase rate; see if they can reach extremities with lean without falling to front, back and side. Activity (Individual): Character PullStudents imagine they are standing, and a rope is attached to their nose, you pull that imaginary rope and they will gradually move their head forward, but their feet should be the last to move, so have them explore the extreme threshold of being pulled by the nose without losing balance; how did it feel? Have them reset and pull again this time, they need to walk toward you, as you pull the rope; after ask - what kind of character would walk like this? nosey? pushy? pesky? Try also with the torso (proud) and knees (lazy, calm); they should have three comic walks; can they suggest other parts of body? chin; head; hands, hips, feet, bottom? what characters are they? Group (Threes): Party SceneHave students prepare a party scene where one is the host and the others are guests. They should have three characters who walk leading by the nose, torso or knees, who would the nose character be? etc. Students are not using voice, just actions, movements and facial expressions.Prep; present and debriefIf left over time - have them invent a new scenario with different leading points.

W5

Students gain an understanding of how to manipulate voice to create dramatic meaning.

Students experiment with pitch, pace, tone and inflection.

Students use pantomime to create comedy.

Lesson One: Using voice in clowning

Recap on the different types of clowns. . Warm-Up (Pairs): Echo - Have students pair up and face each other; A speaks series of simple sentences, sounds, B echoes; reverse roles; have them move normally around the room and see if they can maintain the echo or vary it according to distance (5-10mins) Discussion: Extreme Voices - what character would have an extreme high-pitched voice? Which a low-pitched voice? Experiment with demos (10mins) Activity - Pairs (A/B): Speaking in One Voice - Have students sit on floor and face each other; A and B try and say alphabet speaking at the same time with no one following; have them then try simple sentences (5-10mins) Activity - Groups (Four): Speaking in One Voice - Join two pairs to make a group of four have one become interviewer and the othersthe one person, interviewer asks questions such as ‘what’s your name’; ‘where are you from?’; ‘what do you like to eat?’; combined students answer with general beginning such as ‘my name is...’, but last word(s) will be technically gibberish as they will be all trying to follow each other; they should ensure they are watching each other’s faces as they speak and keep together as one person;Rotate interviewer around, so all have a chance to speak in one voice. have some groups present their character to the class and the class asks random questions with them answering in one voice. (try to vary with more unusual, extreme voices, varying pitch, pace and inflection) (10mins) Discuss (Whole Class): discuss physicality, if you were being led by the nose, how would you talk? Think about body position, breathing and restriction of lungs, voice box etc. Have students’ demo Activity - Groups (Three): Go back to the original threes for the party scene we did last class - explore this scene again adding unusual voice to your extreme movements. Think you are being led by the hip. You may have a silly or restricted walk. Think of an accompanying voice to match. Prep and present, discuss. Your scene should simply be 3-4 minutes. (20mins) Time permitting:Brainstorm - Groups (Five): Have students re-discuss; What makes us laugh? They can form a spider-gram on a card or visualise it on the card. After they have gathered enough ideas, have them categorise each idea as either physical, visual or verbal; what is more prominent? Students can record this in their notebooks.

Lesson Two: Pantomime and Master & Servants

Engagement with the audience: Clowns live in conversation with the audience. This exercise allows students to perform for each other and teaches them that charm or stage presence is about truly believing that you have gifts to offer.

Students to break the 4th wall and interact with their audience.

Students use their bodies/ movement to embrace the clowning role.

Students learn what status is and how to create status

Clap and cheer Do ‘nothing’ with the chair

Playing with Pantomime: Introduction to Pantomime Use the worksheets- practice the pantomime actions. Choose some students to show their pantomime actions. Discuss how they exaggerated movements

to make it funny.

Master & Servants exercises

Warm-Up (Pairs-10mins): 60 second Master/Servant - A is master, B is servant; master should order servant to do jobs (in the bounds of reason) in their honour; servant should react with melodramatic affection/worship (both physically and vocally); switch roles B is now master, A is servant; how did you feel as character? Activity (Pairs): A as Master, walks around the room as though shopping at markets for a banquet; B follows as servant; every time master faces servant, servant is very loving, doting and admiring but every time master turns away servant becomes cheeky, disrespectful and naughty. If master turns around and discovers servant doing something strange, servant should freeze and then try to give an excuse of why they are in that position. Servants should risk themselves both physically and vocally. Allow this activity to run 2 mins, then switch roles. Performance Activity (Whole Class) – 10 -15mins: "I am the King" - have three chairs set up beside each other; central chair is for the King/Queen (this character remains constant); two chairs on either side for the servants (these characters could be eliminated and will be replaced). King then gives commands to servants and acts in space, they may leave their throne and move around. Servants follow orders but only when King is looking at them; same objectives as previous activity, they should try and play up or disobey King, when he is not looking; if King spots a servant not doing their job or misbehaving, they ask “what are you doing?”, if servants excuse is in appropriate/lame they can decide to eliminate them by saying “Off with your head!” plus striking the servant with the inflatable sword in the torso area (not head). Rest of class should be audience and be numbered to take over from eliminated servant. Servants should be challenged to risk their physicality and vocals behind the King’s back. King may be changed after half the class, use an audience member who has already been a servant; try to create comic characters, even with the King Scene work (Four): Create a scene with a King/Queen and three servants, one clumsy, one sneaky and one very loving. Give them a scenario - kingdom wars; preparing for banquet; marriage of princess etc. Characters should use leading points and comic vocals, plus over exaggerate their attributes e.g. clumsiness etcPrep, present and debrief. How could this become clowning?

Discuss: How was status explored? What attributes did the characters have? How did they manipulate their voice and movement to show their character?

W6

Students use their imagination and energy to perform simple tasks.

Students experiment with props and use them in as many different ways.

Students exaggerate their movements to create humour.

Students experiment with sound and music for their skit. How does this type of

Lesson One & Two:

Introducing your clown.

Curiosity: Clowns believe they can do anything and their desire and curiosity to try new things is limitless.

Break out of the baggage (pg. 3 Modern Clowning) Ta da (pg. 3 Modern Clowning) Circus train- following one another. Ability circle.

Clowns see the extraordinary in the ordinary. Clowns and children see the world with endless possibility.

Making space out of ordinary objects. Props game. Playing with equipment: hula hoops, juggling balls – how can we make our mistakes funny?

Physicalising: Clowns need to exaggerate their emotion to tell their story. They do not hesitate to become physically connected.

Physicalising the clown to tell your story.

1. Show us everything you can do with your costume. 2. How goofy can you be with your skirt? 3. How do you enter and exit a room? 4. How would you be flirtatious? 5. How noisy can you be? 6. What would you do if you wanted to surprise us? 7. You don’t sing, but I heard you were an unusual singer. Sing in that unusual way. 8. Show me the winning photo that you took on “America’s next top model?” 9. I heard you were a jewel thief; show me your mission impossible moves? 10. You invented a dance move that the Russian ballet company is now using in their next production of

“Swan Lake”. Show me that dance move. 11. Show me the instrument that you play. 12. How neutral can you be?13. I heard that you are a great rapper! 14. Let me see your audition for the film called, ‘The end of the world!’

Using music for your skit: What sort of music would you use to perform a short skit?How could you use the following music to perform your skit?

music enhance the mood and atmosphere for your performance?

Students use Lecoq’s methods of mask to create facial expressions.

Warm-Up (Pairs) 10mins: Throw a Face - A and B are neutral faced looking at each other; A sculpts his face into an exaggerated face e.g. extremely happy, grabs his expression and throws it to partner’s (B’s) face, B immediately takes on that expression. This requires extreme observation of B, they have to copy every detail of A’s expression. They should both now, have the same extreme expression. Now A and B wipe their expressions clean and B starts the process.Try this a few times with different extreme expressions, it is better to often move from positive to negative to positive expressions Continue Warm-Up (5mins), this time have class walk randomly around room not colliding or interacting with each other - on the count of 3, they freeze with an extreme expression, have them now find another with the same or similar type of expression and interact. Try this a few times; also try alternative, find another with the opposite expression.Ask: What makes this funny? How does expression show character? Input: Define Mirroring, Mimicry & Morphing - what’s the difference? (10mins) What do the students know? Mirroring - Facing another and copying everything they do, but obviously in opposite; they raise right hand, you raise left hand Mimicry - Copying another, but over exaggerating what they do Morphing - Changing both physical posture and movement from an extreme emotion/state of being/attitude to another 3 Ms important in clowning. Why? We’ll explore now.https://youtu.be/VKTT-sy0aLg

Activity (Class): Mirroring - teacher does basic actions, movements, e.g. waving, pointing; class mirrors teacher’s actions, movementsActivity (New Pairs): Mirroring - A is mirror, B is person; try some basic movements and everyday actions e.g. looking at watch; take your time; detail is important; Switch roles Activity (Four): Basic Copying - Students gather in a line, first person goes through a series of basic movements and everyday actions. Once they complete four actions, number two takes over and the original first student goes to the back of the line. The student should always copy the person in front of them, not the leader of the line (unless they are behind the leader). You can advance this to include walking around the room and copying walks too if you wish. Activity (New Pairs): Mimicking - A is waiting at bus stop; B is copying them from behind, but over exaggerating; when A becomes suspicious at any time they can look around and B freezes. Switch roles; present some to class; debrief - uses in clowning? Activity (New Pairs): Morphing - A and B stand side by side; A is one extreme attitude, B is the opposite extreme, both in posture and gesture; Slowly in ten counts A morphs into B and B morphs into AExamples: Proud <> Humble; Angry <> Afraid; Serious <> Joking; Outgoing <> Shy; Sophisticated <> Rude; Happy <> Unhappy

https://youtu.be/VKTT-sy0aLg

Students explore and experiment with props in different ways.

Present some to class, debrief - uses in clowning?

Lesson 2: Attitude and the hat

Warm-Up (Class) (5min): The Shakes - students stand in circle and one starts with a particular part of the body shaking e.g. leg, they keep shaking it until it erupts and they throw the shake to another student; who in turn shakes that body part, but then transfers it to another part, shakes then erupts that and throws it to another student, and so it goes on, until everyone is shaken out. Recap - mirroring, mimicry and morphing + attitude Activity (Pairs): Linking the Morph - go back to original pairs who attempted the morphing last class; try to develop an action or interaction between the two characters; that may have led to the characters changing their attitude. e.g. Happy character has ice cream and unhappy character doesn’t, happy character drops ice cream and unhappy character laughs at his misfortune. Thus, the morph is complete from happy to unhappy. Try to show this change with the interaction/action in between the two attitudes, ensure there is exaggerated expression, actions, and postures. Present some to class and debrief - how has this changed/extended the morphing? Stolzenberg pp.19-20 Input: The Hat - the clown’s everything, a changeable object/being; their friend, their bowl, their umbrella, their pet; their handkerchief Activity (Class): Hat Morphing - In a seated circle, demo a way of making the hat into something (you could pretend to eat from it as a bowl), then pass the hat around the circle and have each create something with the hat; remember as they pass it on they should acknowledge the previous person’s idea, so if you’re handed it as a bowl, use it as a bowl, then transform it, then pass it on to the next in the circle; try not to copy another person’s idea for your hat morph Stolzenberg pp.15-18 Distribute hats to students, make sure you stress the need for care of the hat; the hat is the clown’s second, their muse, their soul, their partner, you should never destroy the hat or harm it unless it’s in jest,and it comes out positively in the end Activity (Class): With their selected hat, they need to look at it and form a bond; what is its shape, colour, texture etc.? Now try it on, how does it feel, how does it make you want to move? Don’t think, just walk. What are your impulses? Now, act a series of relationships/partnerships. Teacher can call out this (allow them time to improv it): Act with it as a friend, enemy, roof, toy, obstacle, handkerchief, steering wheel, weapon, pacifier, symbol of wealth, symbol of poverty, pillow, costume, pet, cooking pot, symbol of affection Stolzenberg pp.15-18 Scene (Pairs): Meet and Greet with your hat; use your hat as something; no voice, just exaggerated actions,

Students will be working in pairs/ small groups to plan their performances

movementsPrep; present some to class, debrief; Why is the hat imp in clowning?If time show video clips.

https://vimeo.com/36957995


Hand out Assessment task sheet – Extended Improvisation on Clowning Skit

Planning your skit:Space and time: set up the areaSituation: how are you going to create your skit – what is your skit about?Character and role: how are you going to show your clowns personality?

Planning sheet

Designing your clown Costume- design and explanation Clowning make up

Using the clowning make up Take photos.

W7 Students begin rehearsal process

Actively develop effective group work processes (problem-solving, listening skills)

REHEARSAL PROCESSESLesson one:

Recap & Review: Essential Ingredients and Clown Character Warm-up (Class): In circle, say ‘Hello’ and each student has to repeat it but over exaggerate it both physically and vocally as it moves around the circle. Change lines, directions and starting points. Input: Basic Hello! Clown must have a signature hello introduction; e.g. shy, laughing, tip hat, singing, sneezing, waving frantically etc Activity (Pairs): Experiment saying Hello to each other; watch some Input: Basic 3 Part Routine - Entry, Greeting, Exit - has to be reason for entry and exit e.g. swat a bug, escaping from someone, innocent discovery (see Stolzenberg p. 31 for more ideas) Demo one?Remind with routines - everything should be BIG, SIMPLE, EASY!



Students give feedback and apply to their performances.

Activity (Pairs): Practice 3 Part Routine; watch some selected ones

Input: 5 Part Structure - Entry, Greeting, Conflict, Resolution, Exit -Importance of double takes, exaggeration, interaction with audience.Emphasise the seven essential ingredients (see Stolzenberg pp. 122-23 + p.137-8) Activity (Pairs): Experiment with the 5-part routine to show the class.Remember, the routine should not be aggressive or violent - children will watch it. See some selected routines. (this could bleed to a second lesson

REHEARSAL at teacher instruction based on progression. 5 minutes before the end of the lesson students will be instructed to film / record their skits.

Lesson two: Improvisation Warm up activity (At teacher discretion) REAHEARSAL at teacher instruction based on progression At the end of this lesson students will do a short showing to get feedback. Students will record their

skits.

W8

Students do a final dress rehearsal and use checklist to make sure everything has been covered

DRESS REHEARSAL/BACKSTAGE CREWLesson one:

Improvisation Warm up activity (At teacher discretion) FINAL REAHEARSAL – DRESS REHEARSAL

Lesson two: PERFORMANCE

Performance checklist.

Marking key

W9/10

W11

Critically reflect on own work to identify strengths and weaknesses.

Lesson one & Two: Performance reflection

Lesson one & Two:Theatre sports games

Lesson one & Two:Theatre sports games

- Students come up with their own theatre sports games to teach the class

Performance reflection sheet (not weighted)

Documents

INTRODUCTION TO IMPROVISATION · Web view2021. 4. 13. · Year 7 Performing Arts Course Program Jessica McGaw. 2021. THE ARTS SCSA. The Arts have the capacity to engage, inspire