Forming: Individual Practical: Student-devised movement sequence based on music (2 mins) Due week 4 Presenting: Group- student devised: choose a myth/legend to perform using Asian/physical theatre techniques mins per actor) Due week 7 Responding: Individual Written: Peer critique of student devised performance (400 – 600 words) Due week 10 Possible Learning Experiences – Unpacked Based on 4 x 50 minute lessons a week Week 1 Introductory activities – warm-ups: Sending the energy around the circle “cha” “zap” etc. Chay-chuk-ulay: Chant/movement game Basic physical warm-up: Stretch/yoga, use music to focus the group Movement patterns: Students in a circle. Person 1 stands in the middle of the circle, begins a movement. Person 2 enters the circle, faces the person 1, and mirrors their movement. When person 1 is satisfied person 2 has the movement perfected, they leave and resume their place in the circle. Person 2 develops/changes the original movement into something new. Another person enters the circle and the process repeats. Eventually challenge students to think about using their whole bodies, levels, different pace etc. Activities – other: Postcards: Students select a location and as a whole group create a 3D postcard – each person becoming a person or object etc. Allow the postcard to come alive for 10 seconds and encourage movement and sound in this time. Object Competition: Students work as a group to create a shape or object using their combined bodies. Split the class into 3 groups. 2 groups compete and 1 group is judge. The judging group, who works with the teacher, decides on an object they would like the 2 competing groups to make. They call it and then all count down, aloud, from 10. The judging group then chooses the work they think is most effective by pointing at it. The competing group with the most ‘votes’ wins, the other becomes the new judging group.
activity can add a lot of focus. Develop this activity so that a pair then becomes a group of 4 with 3 sticks; a group of 8 with 7 sticks. Ritual Group Performances: (Activity from Dramactive: Book 2) Share the story of ‘Nightfall’ with students. Discuss considerations for performing this ritual (characters, points of action, how to express feeling). Students create a performance based on this story. Musical Instruments: Use drums, triangles, maracas, voice etc to underscore the ‘Nightfall’ ritual. Chinese Ghosts: Using the Chinese legend, create a performance using symbolic movement, gesture, ensemble work, props and musical instruments. If possible record these for student reflection Reflective Activity based on Chinese Ghosts: Set an informal Responding task based on these performances, evaluating the groups’ use of conventions and specified elements of drama. Students work on their group Presenting tasks. Week 6 Revisit any week 1 warm-ups and activities as necessary. Students work in groups to rehearse their Presenting tasks. Week 7 Presenting tasks: if the group desire an audience other than classmates, find a class from a younger grade who may be exploring Asia / Japan within their curriculum. Debrief Presenting tasks/rehearsal process through class discussion, informal written response. Presenting tasks due Week 8 Hand out Responding tasks and deconstruct. Scaffolding and model response(s) may be appropriate. Watch performances, students take notes. Week 9 Student drafting time / teacher consultation. Week 10 Student drafting time. Unit reflection. Responding tasks due