Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade K
Open Court Theme: Shadows
Literature Selection: ÒBear ShadowÓ by Frank Asch
Theatre Focus: Improvisation: Observation/Reaction
OBJECTIVE: To bring the characters from literature to life. The students will understand a characterÕs emotions and objective through the dramatization of an Open Court Story.
Body: Shadow Shapes: Working individually and simultaneously, players form shapes with their bodies such as birds, dogs, ducks, mice, snails, etc., in response to verbal or visual cues from the leader. Shapes may remain as statues or move in various ways as directed, such as walk, slide, climb, sneak, float, twist, etc.
Voice: Echo: Leader makes sounds, ÔtÕ, players echo, ÔtÕ; leader says ÔmÕ, players echo, ÔmÕ. (Like the ÒshadowÓ of a voice.)
Imagination: Mirror: Players find a partner and stand facing the partner with enough space so that they cannot touch. Have them choose an ÔAÕ and a ÔBÕ. You can accomplish this by having the students say to each other, in a very dignified voice, ÒWould you like to be ÔAÕ or would you like to be ÔBÕ?Ó You may choose either ÔAÕ or ÔBÕ to be the leader first. Each will get a chance to be the leader. ÔAÕ begins moving very slowly, hands and arms first. ÔBÕ copies ÔAÕ exactly as if ÔBÕ was a shadow or a mirror image. If the teacher can guess who is leading, the leader is moving too fast. This activity is done without talking. Interest can be added by using slow music. The leader can switch by calling out, ÒSwitch,Ó then ÔBÕ becomes the leader. You can switch as many times as you want.
Then the pairs can play ÔShadowÕ using the same A/B pairing. ÔAÕ becomes the person who is creating the shadow and ÔBÕ becomes the shadow. Demonstrate how shadows work, by using an overhead projector or available light for demonstration purposes. The angle of the light determines the shape and size of the shadow. The teacher may show the shadow lying on the floor while the person is standing. Then let the class work in pairs creating more ways shadows show themselves. Since your unit is on ÔShadowsÕ you can use the pictures in the books and have children recreate the pictures. (This is a little more advanced, so you might want to work with the ÔMirrorÕ exercise first.
Creative Expression:
Guided Improvisations
Individual: Working individually, players pretend they are fishing and discover their shadow. Ask them to show you how the bear felt when he first discovered his shadow. Have players improvise the whole scene: bear goes fishing, sees fish and says, ÒIÕm going to catch that fish!Ó Bear then sees his shadow and gets very annoyed and says, ÒGo away!Ó You may want to model this before you have students improvise the first scene. You may want to have students try it before you model it to see if they can follow your instructions. One student may play out the scene very well and you can use him/her as the model.
Partner (A/B improvisations): ÔAÕ is Bear, ÔBÕ is Shadow, Bear wants Shadow to leave/Shadow wants to stay and play. Tell the Bears their objective is to get the Shadow to leave. The Shadows objective is to stay and play. Have pairs work out improvisation. Switch
Individual: Hide behind am imaginary tree, climb an imaginary cliff, nail shadow to ground, bury it, talk to shadow and make a deal with it.
(Note) You may want to have individuals and pairs show their work. Set up a stage area and explain audience etiquette. Make sure to have the performers bow after each presentation.
Assessment: What ways did Bear try to get rid of his shadow? Name the different ways Bear felt (emotions).
Journal Prompt: Which character did you enjoy playing? Draw a picture of that character.
Theatre Arts
Standards
Development of the
Vocabulary of Theatre
1.1 Use the vocabulary of theatre,
such as actor, character, cooperation, setting, the five senses,
and
audience, to describe a theatrical experiences.
Creation/Invention
in Theatre
2.2
Perform group pantomimes and improvisations to retell familiar stories.
Theatre Arts
Standards (KidÕs Speak)
1.0 I watch the way people and animals act, and I look at things.
I copy people, animals and things.
1.1 I learn and use new words to tell about what I see and do.)
2.0 I pretend that I am different people, animals, and things.
Language Arts Standards
1.0 Listening & Speaking
Strategies (Comprehension)
1.1 Understand and follow one and two-step directions.
2.0 Reading
Comprehension (Comprehension & Analysis of Grade-Level-Appropriate Text)
2.4 Retell Familiar stories.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Look WhoÕs Reading!
Literature Selection: ÒThe House that Jack BuiltÓ (Nursery Rhyme)
Theatre Focus: Character
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Character Statues: Working individually and simultaneously, players become statues of characters from story. Leader directs them by holding up word cards and players respond.
Voice: Character Voices: Working in a circle, each player makes up a voice for the various characters from the story.
Imagination: Go/Stop: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions from the book that players follow using characters and verbs from story both vocally and with word cards.
Word Cards: Character Cards: house, Jack, malt, rat, cat, dog, cow, maiden, man, priest, cock
Action Cards: built, lay, ate, killed, worried, tossed, milked, kissed, married, woke, crowed.
Creative Expression:
Entire
Group
Concentrating on character, design movements for each phrase of the story.
Place all players into groups for each phrase, rehearse, and perform movements as
leader reads story. Players are frozen except when their phrase is read. May also be done with music and no reading. Pick a student to be leader.
Journal Prompt: Pick a character and tell what part character played in the story.
Assessment: List the characters in the story. List the events in order.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade K
Open Court Theme: Stick to It
Literature Selection: ÒLiang and the Magic PaintbrushÓ by Demi (resource book)
Theatre Focus: Improvisation: plot (problem-solving)
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Living Statues: Working individually and simultaneously, players become statues of deer, fish, ball and bird. On leaderÕs signal statues come to life and move through acting area to solve a problem: deer wants to sharpen antlers, fish wants to float quietly, ball wants to get more air, bird wants to build a nest.
Voice: Tongue Twister: It is a magic paintbrush. (Use projection and practice phrase using different vocal qualities.)
Imagination: Transformations: Players work individually, simultaneously and slowly. They transform from tree to snake, gold to rocks, flower to spider, butterfly to leaf, river to stick. Music may be helpful.
Creative Expression:
Partner Improvisation (A/B Method)
Liang wants to paint gentle images/Emperor wants him to paint powerful images
Small
Groups
Become pictures Liang and the Emperor created. (Tableau)
Entire
Group
Become the boat and wind; figure out how to solve the problem created in the story.
Journal Prompt: Draw a picture with your magic crayon.
Assessment/Reflection:
What do you want to learn how to do? What should you do if you have a problem?
Theatre Arts
Standards (KidÕs Speak)
1.0 I watch the way people and animals act, and I look at things.
I copy people, animals and things.
1.1 I learn and use new words to talk about what I see and do.)
2.0 I pretend that I am different people, animals, and things.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade K
Open Court Theme: Wind
Literature Selection: ÒWind Says Good NightÓ by Katy Rydell
Theatre Focus: Character and Plot (sequence)
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Character Statues: Working individually and simultaneously, players become statues of bird, cricket, frog, moth, moon, cloud
Voice: Sound Effects: Working as a group, make sounds of bird singing, cricket playing a tune, frog strumming, wind blowing, rain falling
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions from the book that players follow such as child trying to sleep, moth dancing, moon shining, cricket playing fiddle, frog playing bass, cloud floating with wind
Creative Expression:
Entire Group Assign parts, casting all players. Enact the story using a move and freeze method. Since the story repeats, all players will be involved frequently.
Journal Prompt: Draw a picture of your favorite from the story.
Assessment/Reflection: What keeps you awake at night? Can you illustrate it with acting?
Theatre Arts
Standards (KidÕs Speak)
1.0 I watch the way people and animals act, and I look at things.
I copy people, animals and things.
1.1 I learn and use new words to tell about what I see and do.)
2.0 I pretend that I am different people, animals, and things.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Kindness
Literature Selection: ÒMushrooms in the RainÓ by Mirra Ginsburg
Theatre Focus: Objective/Cooperation/Conflict
OBJECTIVE: To express themselves through improvisation, verbally and non-verbally.
To set up conflict/objective/resolution improvisational situations.
Body: Comparative and Superlative: Working individually and simultaneously, players illustrate three degrees of selected words such as large, larger, largest; sad, sadder, saddest; strong, stronger, strongest, etc. This may also be done in groups of three with players making choices nonverbally.
Voice: Tongue Twisters: The big blue bird bit the bouncy blue balloon. Round and round the rugged rock, the ragged rascal ran. Explore how the weather affects the voice. How do you talk when you are very hot, very cold, chilled, sweating, etc.
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions from the book that players follow such as ant marching, butterfly flitting, mouse scurrying, bird flying, scared rabbit, suspicious fox.
Creative Expression:
Partner Improvisation: A/B method
1 Ð small mushroom wants to be helpful/ant wants a place to keep dry
2 Ð ant wants to keep dry/butterfly wants to get out of the rain
3 Ð fox wants the rabbit/ant wants to protect the rabbit
Small Groups
Place 7-9 players in a group, have them cast, rehearse, and share a performance of the story.
Journal Prompt: Pick a character from the story and describe the character using adjectives.
Assessment/Reflection:
What was the main conflict (problem)? How was it solved?
Theatre Arts Standards (Kidspeak)
1.0 Artistic Perception Ð I talk about characters and stories and I use my body, voice, and imagination to act them out.
4.0 Aesthetic Valuing Ð I can behave when I watch a play. I talk about the meaning of a play and how an actor creates a character.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Sharing Stories
Literature Selection: ÒTomas and the Library LadyÓ by Pat Mora
Theatre Focus: Storytelling/Plot
OBJECTIVE: Students will practice using improvisation to dramatize a story both verbally and non-verbally.
Body and Voice: Story Improv: Working in pairs, one player tells part of a familiar story while the other enacts it without talking; switch.
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions from the book that players follow such as man riding a horse through the forest, a long-necked dinosaur looking for food, a large tiger walking through the jungle, building a fire at an Indian camp, etc.
Review: setting, character, plot
Creative Expression:
Small Groups
Have a student tell an original story (make up a story) while the others in the group dramatize it. Stories must have setting, characters and a plot with a beginning, middle (conflict) and ending. Rehearse and share stories with the entire group. Or Leader can show each cooperative group a picture and from the picture the group creates a story. The groups acts out their stories for each other. Can be done verbally or non-verbally.
Journal Prompt: Write
a short story that can be dramatized.
Assessment/Reflection: What moment from one of the original stories did you enjoy most? Why?
Theatre Arts Standards (Kidspeak)
1.0 Artistic Perception Ð I talk about characters and stories and I use my body, voice, and imagination to act them out.
4.0 Aesthetic Valuing Ð I can behave when I watch a play. I talk about the meaning of a play and how an actor creates a character.
5.0 Connections, Relationships, Applications Ð I work with a group to make decisions and solve problems when we act out plays about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Folktales
Literature Selection: ÒThe Bossy GallitoÓ by Lucia M. Gonzalez; ÒThe Rooster Who Went to His UncleÕs WeddingÓ by Alma Flor Ada
Theatre Focus: Improvisation (objective) and Plot
OBJECTIVE: Students will dramatize a story with awareness of Who, What, Where, When, Why and How using improvisation techniques.
Body: Character Statues: Working individually and simultaneously, players become statues of rooster, blade of grass, lamb, dog, stick, fire, water, sun
Voice: Character Voices: Working as a group, repeat the statements: ÒNo, I wonÕt. Why should I?Ó using character voices listed above. This may also be done individually but takes quite a bit of time.
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions from the book that players follow such as blades of grass dancing, lamb picking fruit, dog catching butterflies, stick resting under a tree while playing the guitar
Creative Expression:
Small
Groups
Place all students in groups for each section of the story. Give groups about one minute to decide how they will portray their activity. Place groups throughout acting area. Leader reads/tells story allowing time for each group to improvise. Players become an audience when not Òperforming.Ó
Groups: 1- grass
2 Ð lamb(s)
3 Ð dog(s)
4 Ð stick(s)
5 Ð fire
6 Ð water
7 - sun
Assessment/Reflection:
What was the roosterÕs objective? List the steps he went through to get it.
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include
plot, theme, character development, dialogue, sound, and visual aspects; write
or record the dialogue and situations.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Fossils
Literature Selection: ÒTime TrainÓ by Paul Fleischman (bibliography)
Theatre Focus: Setting: reality/fantasy
OBJECTIVE: Students
will use the five senses to create and experience various settings.
Body: Activity Exaggeration: Working individually and simultaneously, players perform suggested activities, exaggerate them when signaled by the leader, and then move them into fantasy. Suggestions: eating, eating the best meal ever, eating a sundae as large as a car; playing with a ball, ball bounces more than normal, ball changes size and weight by itself; walking, walking on a narrow wire, walking in outer space
Voice: Conversations: Working in pairs, players converse with their partners across the room as they would with a friend on the other side of a camping area. (Projection)
Imagination: Group Objects: Working in groups of 4-5, players work without speaking or directing others in any way to become a tableau of a train, a dinosaur, a forest and a beach.
Creative Expression:
Small
Groups
Working in small groups, assign a page of the book to each group. Give them three minutes to design a tableau that comes to life based on the page. Share the scenes in order.
Journal Prompt: Which part of the story did you like best? Why? What did the actors do to make the story exciting?
Assessment/Reflection:
A/B Improvisation: Child wants to tell parent about the camp experience/Parent wants the child to be truthful. Which parts of the story could be real? Which parts are fantasy?
Theatre Arts Standards (Kidspeak)
1.0 Artistic Perception Ð I talk about characters and stories and I use my body, voice, and imagination to act them out.
4.0 Aesthetic Valuing Ð I can behave when I watch a play. I talk about the meaning of a play and how an actor creates a character.
5.0 Connections, Relationships, Applications Ð I work with a group to make decisions and solve problems when we act out plays about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Look Again
Literature Selection: ÒHow the Guinea Fowl Got Her SpotsÓ by Barbara Knutson
Theatre Focus: Setting
OBJECTIVE: Students
will use the five senses to create and experience various settings.
Body: Setting Statues: Working individually and simultaneously, players become objects in a setting i.e. shells on beach, long grass in meadow, water in pond, stagnant water in pond. Leader can also call out a setting like a park, beach, castle, and players can turn into different parts of the setting. (Each player can be something different.)
Voice: Sounds of Setting: Working as a group, players make sounds of African jungle, sand storm, whirlwind over land, whirlwind over water
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions from the book that players follow such as grass enjoying the hillside, sand blowing in a storm, whirlwind moving over land, whirlwind moving over water. Leader may also place conditions on the actions i.e., lazy grass, sleepy grass, nasty grass, etc.
Creative Expression:
Small
Groups
Working in small groups of 4 or 5, use body, sound and movement to dramatize the following:
1- pleasant hillside with Cow eating delicious grass
2- Bird causing sand storm and Lion canÕt see
3- Whirlwind caused by Bird over land, moving to water and getting Lion wet
Players develop, rehearse scenes and share scenes in sequence.
Connections: History/Social Science Ð Camouflage, Habitat
Journal Prompt: How
did the setting affect how Guinea Fowl acted?
Assessment/Reflection: What was the lionÕs objective? What was the conflict?
Theatre Arts Standards (Kidspeak)
1.0 Artistic Perception Ð I talk about characters and stories and I use my body, voice, and imagination to act them out.
4.0 Aesthetic Valuing Ð I can behave when I watch a play. I talk about the meaning of a play and how an actor creates a character.
5.0 Connections, Relationships, Applications Ð I work with a group to make decisions and solve problems when we act out plays about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Sharing Stories
Literature Selection: ÒCome Back, Jack!Ó by Catherine & Laurence Anholt
Theatre Focus: Tableau & Storytelling
OBJECTIVE: Students
will explore various ways of using tableaux to define a concept, a word, or to
tell a story.
Body: Statue Transformations: Working individually and simultaneously, players become statues and then move slowly and creatively into a new statue. Suggestions are: statues of: heroes, giants, ogres, queens, dragons, elves, etc. and movement transitions can be adverbs such as: smoothly, gently, quickly, sharply, wiggly, etc.
Voice: Add-a-Word, Add-A-Sentence, Add-A-Phrase: With players seated in a circle, one begins a story and each player adds a word, sentence, or phrase until the story is completed.
Imagination: Group Objects: Working in groups of 3-5, players form objects without talking to one another. Use objects from story such as: book, well, crooked house, clouds, etc.
Creative Expression: (This assumes players have already read the story.)
Small
Groups
Working in small groups of 4 or 5, form tableaux of a nursery rhyme or story from the book. Design a creative movement pattern to move (one player at a time) into a second tableau of the same selection. Rehearse and share. Music may be used for transitions. Option: Give each member of the tableau an objective and create a scene improvisationally.
Journal Prompt:
Create a story and draw a comic
strip to illustrate the story. Or
create a story and break the story into the beginning, the middle, and the
end. Write down the characterÕs
objectives and the conflict in the story.
Assessment/Reflection:
What would a tableau of one of your favorite stories look like?
Connections: In cooperative groups establish the beginning, middle, and end of an Open Court Story and create a tableau for each part.
Theatre Arts Standards (Kidspeak)
1.0 Artistic Perception Ð I talk about characters and stories and I use my body, voice, and imagination to act them out.
4.0 Aesthetic Valuing Ð I can behave when I watch a play. I talk about the meaning of a play and how an actor creates a character.
5.0 Connections, Relationships, Applications Ð I work with a group to make decisions and solve problems when we act out plays about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade K
Open Court Theme: School
Literature Selection: ÒBoomer Goes to SchoolÓ by Constance W. McGeorge
Theatre Focus: Improvisation & Character
OBJECTIVE: Students will express themselves through improvisation, verbally and non-verbally. Students will set up conflict/objective/resolution improvisational situations
Body: Character Switch: Working individually and simultaneously, players become statues of a child, then a dog; switch back and forth several times
Voice: Dog Sounds & Commands: Working as a group, make sounds a dog would make if it meant: yes, no, maybe, IÕm hungry, etc. Also, have players state commands one would normally make to a dog such as sit, roll over, etc. Make a list; even though they may not be reading, you will need the information.
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions that players follow. Using the list from voice, players become dogs doing the activities.
Creative Expression:
Set up room for Òsharing time.Ó Have players work in pairs; one is the child and one is the dog. Pairs take turns doing demonstrations for the rest of the class.
Assessment/Reflection:
What are some of the dogÕs activities that you remember?
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include
plot, theme, character development, dialogue, sound, and visual aspects; write
or record the dialogue and situations.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Folktales
Literature Selection: ÒAnansi and the Talking MelonÓ retold by Eric A. Kimmel
Theatre Focus: Story Dramatization
OBJECTIVE: Students demonstrate the ability to work cooperatively while creating story dramatizations and to apply knowledge of theatre techniques in choosing ways to present a story.
Body: Character Walkabouts: Working individually and simultaneously, players become: elephant, spider, melon, hippo, warthog, turtle, rhino, ostrich, ape, bananas and walkabout.
Voice: Character Voices: Working as a group, make realistic sounds of and then develop voice for: elephant, spider, spider inside a melon, hippo, warthog, turtle, rhino, ostrich, ape.
Imagination: Group Object Transformation: Working in groups of four, players discover ways to become a melon with a spider inside; the spider becomes too large to get out.
Creative Expression:
Partner Improvisation: (A/B method)
1 Ð Anansi wants to trick Elephant into thinking the melon can talk/ Elephant wants to eat a melon
2 Ð Elephant wants Hippo to believe melon can talk/Hippo wants to read his book
3 Ð Hippo wants Warthog to believe the melon can talk/Warthog wants to finish gardening
4 Ð Elephant wants the King to honor him for finding the talking melon/King wants to hear the melon speak
The lesson can end at this point or all parts may be cast, and the entire story may be dramatized.
Journal Prompt: Did you learn a lesson from the story? What lesson did you learn?
Assessment/Reflection:
Why do you think someone got the idea to write a story about talking food?
1.0 Artistic Perception Ð I use new words to talk about the stories and characters I see and hear.
3.0 Historical and Cultural Context Ð I discover how theatre started from storytelling all over the world.
4.0 Aesthetic Valuing Ð I talk about the stories I see and hear and what makes them important to me.
5.0 I act out stories with my friends about subjects we study in class.
Los Angeles Unified School District
Art Education Branch
Theatre Lesson
Grade K
Open Court Theme: Stick to It
Literature Selection: ÒThe Gigantic TurnipÓ by Aleksei Tolstoy
Theatre Focus: Cooperation
OBJECTIVE: To act out a story to understand the importance of cooperation.
Body: Seed Growing: Working individually and simultaneously, players become seeds and grow into a turnips and then get larger and larger until they become enormous, and then get stuck in the ground. Ask players to improvise what it might look like to be stuck.
Character Walks: Players walk like the following characters: old man,
old woman, young girl, dog, cat, and mouse.
Voice: Projection: A/B pairings. Working with a partner, place all ÔAÕs on one side of the room and their partners ÔBÕs on the other side. Ask ÔAÕs to call across the room to the ÔBÕs. ÔAÕ is old man calling to ÔBÕ old woman: ÔAÕ says: Ò_______ I/we need you.Ó ÔBÕ says: ÒOkay, IÕm coming!Ó or Okay, IÕll be right there.Ó Repeat with rest of characters in the story i.e., old woman to granddaughter, granddaughter to dog, dog to cat, cat to mouse. You then may switch characters so that the ÔBÕs get to ask for help.
Imagination: Tug of War: Players work with partner. They pull on an imaginary rope. Make sure partners make eye contact so that there is a give and take. Model a tug of war showing both partners pulling and no one giving in. Ask if it looks real. Explain if someone is pulling you, you have to give way and let your partner pull you. Players can switch winning and losing the game of tug of war.
Creative Expression:
Story
Dramatization:
Enact the portion of the story beginning with when the old man decides to harvest the turnip through to the end. Talk about the FarmerÕs objective. You can connect the vocabulary of objective/goal and conflict/problem to the earlier theatre lesson Ð Lesson Three. Objective and conflict are terms that are used often in drama. Cast parts, and allow players to improvise. If they canÕt remember the words, you make act as a narrator. Players should pull on the turnip without touching one another or they can grab hold of each otherÕs waists and use slow motion. Some students may be cast as the turnip and use their arms as the top of the turnip. When turnip is finally pulled out of the ground use slow motion so no one gets hurt, otherwise you may want to improvise how you can pull on something without touching it like the tug of war exercise.
Vocabulary: cooperation, improvisation
Assessment/Reflection:
How did everyone move the turnip? What did they use? Is there something you need help doing? What is it?
Journal Prompt: Draw
a picture of the turnip.
Theatre Arts
Standards
1.0 ARTISTIC PERCEPTION
Development of the
Vocabulary of Theatre
1.1 Use
the vocabulary of theatre, such as actor, character, cooperation, setting, the
five senses,
and
audience, to describe a theatrical experiences.
2.0 CREATIVE EXPRESSION
Creation/Invention
in Theatre
2.2
Perform group pantomimes and improvisations to retell familiar stories.
4.0
AESTHETIC VALUING
Critical Assessment
of Theatre
4.1 Respond appropriately to a theatrical
experience as an audience member.
Theatre Standards (KidÕs
Speak)
1.0 I watch the way people and animals act, and I look at things.
I copy people, animals and things.
2.0 I use my imagination and pretend that I am different people, animals, and things.
4.0 I watch other people act out stories and I pay attention.
English - Language Arts Content Standards
1.18 Describe common objects and events in both general and specific language.
2.0 Comprehension and Analysis of Grade-Level-Appropriate
Text
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Keep Trying
Literature Selection: ÒThe KiteÓ from Days with Frog and Toad by Arnold Lobel
Theatre Focus: Improvisation
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Grow Into Statues: Working individually and simultaneously, players grow into a frog/toad, robin, kite
Voice: Animal Voices: Working in a group, make realistic bird, frog/toad and wind sounds. Using a simple sentence, speak like each character would.
Imagination: Object Movement: Working individually and simultaneously, players move like kites. Then working with a partner, one is a person flying a kite; the other is a kite. They move together. Switch parts. Use music.
Creative Expression:
Partner Improvisations: (A/B Method)
1 - Toad wants kite to fly/kite wants to stay down and read
a book
2 Ð Robin wants to tell frog how to build a kite/Frog wants to do it himself
Story Dramatization:
Using the entire group, have one kite, one toad, a large group of robins and a smaller group of frogs. Storytell/act the story with leader as narrator.
Assessment/Reflection:
List the methods toad used to fly the kite. What other ways could one try?
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include
plot, theme, character development, dialogue, sound, and visual aspects; write
or record the dialogue and situations.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Keep Trying
Literature Selection: ÒThe Fox and the GrapesÓ by Aesop
Theatre Focus: Improvisation: Objective
OBJECTIVE: Students
will express themselves through
improvisation, verbally and non verbally.
Body: Grow Into Statues: Working individually and simultaneously, players grow into a fox, tree, a bunch of grapes
Voice: Character Voices: Working in a group, develop voices for fox, grapes, tree.
Imagination: Problem-solving: Working individually and simultaneously, players discover how many different ways one can try to reach something that is too far away.
Creative Expression:
Partner Improvisations: (A/B Method)
1 - Fox wants grapes/grapes want to stay on their vine
2 Ð Fox wants to cover up disappointment/tree wants fox to admit defeat
Switch partners several times so they experience various ways of dealing with the objectives.
Journal Prompt: Did
the fox get its objective? Why or why not?
Assessment/Reflection:
What were some convincing reasons you heard or used to get the objectives?
1.0 Artistic Perception Ð I use new words to talk about the stories and characters I see and hear.
3.0 Historical and Cultural Context Ð I discover how theatre started from storytelling all over the world.
4.0 Aesthetic Valuing Ð I talk about the stories I see and hear and what makes them important to me.
5.0 I act out stories with my friends about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Keep Trying
Literature Selection: ÒThe Little Red HenÓ by Paul Goldone
Theatre Focus: Character
OBJECTIVE: Students
will learn to develop
various characters through body, voice, imagination, movement and situation.
Body: Grow Into Statues: Working individually and simultaneously, players grow into a hard-working hen, mean cat, lazy dog, shy mouse
Voice: Animal Voices: Working in a group and using the story line ÒNot I,Ó develop voices for mean cat, lazy dog, shy mouse. And or all sit in circle and pantomime the steps to making dough and baking bread. As bread ÒbakesÓ each person tells the group what she/he will put on the bread. Then, put on whatever was chosen and eat it.
Imagination: Walkabout: Players
spread out in space provided. There are two rules: no sounds, no touching. When
leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze.
Leader gives pantomime/action suggestions that players follow. Suggestions are:
cat sleeping and dreaming, dog sleeping on porch, mouse sleeping by fireplace;
cat, dog and mouse each walking lazily; hen cooking, cleaning, planting,
cutting wheat, taking wheat to mill, making a cake, eating a cake. While
moving, develop gestures for each character.
Vocabulary
review:
setting, character, plot, improvisation, mime
Creative Expression:
Story
Dramatization:
Leader tell/reads story. Discuss the characters as a whole group: make a list of adjectives to describe each animal. Break class into cooperative groups of four. Working in cooperative groups, cast each player as a character, rehearse story, all groups working simultaneously. Each group shares story with the rest of the class. Class guesses characters.
Journal Prompt:
Why do you think the
other animals didnÕt help the hen?
Assessment/Reflection:
How did the Little Red Hen get what she wanted?
1.0 Artistic Perception Ð I use new words to talk about the stories and characters I see and hear.
4.0 Aesthetic Valuing Ð I talk about the stories I see and hear and what makes them important to me.
5.0 I act out stories with my friends about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Being Afraid
Literature Selection: ÒStrange BumpsÓ from Owl at Home by Arnold Lobel
Theatre Focus: Improvisation
OBJECTIVE: To connect theatre skills to literature being studied.
Materials: 5 blankets or sheets, 5 large boxes
Body: Shape Statues: Working individually and simultaneously, players become various shapes when signaled by the leader. Suggestions: round, crooked, long, pointed, twisted, curved, straight, etc.
Voice: Tongue Twister: ÒWhat can those strange bumps be?Ó
Imagination: Walkabout: Players
spread out in space provided. There are two rules: no sounds, no touching. When
leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze.
Leader gives pantomime/action suggestions that players follow. Suggestions are:
trying to sleep (encourage them to try several different ways), walking
downstairs, sleeping in a chair
Creative Expression:
Scene
Dramatization:
Working individually and simultaneously, have five players at a time ÒperformÓ the upstairs sequence using a blanket and a box that ÒbreaksÓ for each player. Music would be a good addition.
Assessment/Reflection:
What do you do when you have trouble sleeping?
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include plot,
theme, character development, dialogue, sound, and visual aspects; write or
record the dialogue and situations.
Los Angeles Unified School District
Visual and Performing Arts Unit
Theatre Lesson
Grade One
Open Court Theme: Folktales
Literature Selection: ÒThe Three Billy Goats GruffÓ by Christine Crocker
Theatre Focus: Character
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Character Walkabouts: Working individually and simultaneously, players become small billy goat, medium billy goat, large billy goat, and troll.
Voice: Character Walkabouts: Add sound to above may use phrases from story, i.e. ÒWhose that trip tramping on my bridge?Ó or It is I Little Billy Goat Gruff.Ó
Imagination: Connect sound of trip tramp to each character and then walk as if.
Creative Expression:
Partner Improvisation: A/B Method
1- small billy goat wants to cross the bridge/troll wants to eat him
2 - medium billy goat wants to cross the bridge/troll wants to eat him
3 Ð big billy goat send troll into next county. Show ways of butting without touching. Practice falling in slow motion. Switch
Entire Group:
Share a few of the improvisations if the characters look and sound convincing.
Journal Prompt: Describe the troll.
Assessment/Reflection:
How do you become a character?
1.0 Artistic Perception Ð I use new words to talk about the stories and characters I see and hear.
4.0 Aesthetic Valuing Ð I talk about the stories I see and hear and what makes them important to me.
5.0 I act out stories with my friends about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Courage
Literature Selection: ÒDragons and GiantsÓ from Frog and Toad Together by Arnold Lobel
Theatre Focus: Tableau
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Character Statues: Working individually and simultaneously, players become character statues of toad/frog, rocks, cave, snake, hawk, closet, bed. Working with a partner, create statues of rocks, cave, closet, bed.
Voice: Tongue Twister: ÒThey fight dragons and giants, and they are never afraid.Ó
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives pantomime/action suggestions for each character that players follow. Suggestions: reading a book about dragons and giants, leaping over rocks, moving slowly away from snake, avalanche, hawk flying, hiding Òbravely.Ó
Creative Expression:
Small
Groups:
Each group of 4 to 6 is assigned a different situation from the story; they design a first tableau illustrating the situation, add sounds, and create a second tableau that moves the story forward.
Situations:
1 Ð frog and toad reading about dragons and giants
2 Ð frog and toad climbing a mountain
3 Ð snake coming out of a cave with frog and toad trying to escape
4 Ð avalanche
5 Ð top of the mountain with the hawk
6 Ð frog and toad hiding in bed and closet being ÒbraveÓ
Entire
Group:
Groups share with entire group. Have audience members close eyes while players change to second tableau.
Assessment/Reflection: (after each group)
How did the tableau change? What do you think happened in their story?
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include
plot, theme, character development, dialogue, sound, and visual aspects; write
or record the dialogue and situations.
Los Angeles Unified School District
Visual and Performing Arts Unit
Theatre Lesson
Grade One
Open Court Theme: Keep Trying
Literature Selection: ÒThe GardenÓ from Frog and Toad Together by Arnold Lobel
Theatre Focus: Improvisation
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Seeds Growing: Working individually and simultaneously, players grow from seeds into various plants such as: tree, grass, prickly bush, flower, weed; and they can grow various ways such as: quickly, with fear, slowly, sadly, boldly, shyly, etc.
Voice: Tongue Twister: ÒNow seeds, start growing.Ó
Imagination: Walkabout: Players
spread out in space provided. There are two rules: no sounds, no touching. When
leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze.
Leader gives pantomime/action suggestions for each character that players
follow. Suggestions are: planting seeds, reading story to seeds by candlelight,
singing songs to seeds, reading poems to seeds, playing music for seeds.
Creative Expression:
Partner Improvisation: A/B Method
1 Ð toad wants a garden/seed doesnÕt want to grow
2 Ð toad wants to read a story to seed by candlelight so it will grow/seed wants the darkness and warmth of the dirt
3 Ð toad wants to sing and/or recite poem to seed so it will grow/seed wants quiet
Entire Group:
Share some of the improvisations.
Assessment/Reflection:
Which method of making the seeds grow did you enjoy most?
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include
plot, theme, character development, dialogue, sound, and visual aspects; write
or record the dialogue and situations.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Kindness
Literature Selection: ÒThe Elves and the ShoemakerÓ by Freya Littledale
Theatre Focus: Character
OBJECTIVE: To develop various characters through body, voice, imagination, movement, improvisation, and situation.
Body: Mr. Electricity: One person gets a jolt of electricity in one part of the body, then sends it to another who ÒcatchesÓ it in another part of the body. Continue around the circle.
Voice: Tongue Twister: Red leather; yellow leather.
Imagination: Pantomime: Working individually and simultaneously, make a mime shoe out of whatever you want. Then players either sit in circle and share descriptions with everyone, or pair up and each player describes his shoe to his partner.
Vocabulary: setting, plot, character, improvisation, mime, pantomime.
Creative Expression:
1.
Walkabouts: working
individually and simultaneously, grow into: elves/leprechauns in the
forest.
2. Paired improvs: Choose a partner and
pick an ÒAÓ and a ÒBÓ. Show of
hands as to who is A and who is B.
A tries to sell a shoe to B; switch parts.
3. Read Story
4. A/B paired improvs of the major scenes
in the story: i.e. shoemaker and
elf/leprechaun; shoemaker and customer; shoemaker and elf/leprechaun as they
don their new clothes and dance into the forest. Do each one twice, switching roles
5. Shared story: Dividing into groups of 6-7, the students pick parts:
shoemaker and wife (or sibling); 2 customers, 2-3 elves. They then practice story and show to
rest of class
Journal Prompt:
Why
do you think the elves (leprechauns) never returned to the shoemakerÕs workshop
after they received the clothes that were left for them?
Assessment/Reflection:
What worked in each group?
Theatre Arts Standards (Kidspeak)
1.0 Artistic Perception Ð I talk about characters and stories and I use my body, voice, and imagination to act them out.
4.0 Aesthetic Valuing Ð I can behave when I watch a play. I talk about the meaning of a play and how an actor creates a character.
5.0 Connections, Relationships, Applications Ð I work with a group to make decisions and solve problems when we act out plays about subjects we study in class.
.
Los Angeles Unified School
District
Arts Education Branch
Theatre Lesson
Grade One
Open Court Theme: Homes
Literature Selection: ÒThe Three Little PigsÓ by Margot Zemach
Theatre Focus: Plot: sequence of events
OBJECTIVE: To understand plot: beginning, middle and end.
Body: Statues: Working individually and simultaneously, players become statues of pig, wolf, straw house, stick house, brick house. Students show a scream, laughter, fear, pants on fire without sound and without movement.
Character Voices: Working as a group, develop character voices for the following. Practice simultaneously; share some of them. Wolf voice: Little pig, little pig, let me come in. Pig voice: Not by the hair of my chinny, chin, chin.
Imagination: Walkabouts: Working individually and simultaneously, players begin when leader says ÒGo,Ó and freeze when leader says ÒStop.Ó Suggestions are: build a house of sticks, build a house of bricks, sneak like a quiet wolf, blow a house down without actually using air from the mouth, climb down a chimney.
Creative Expression:
Small Groups:
1 Ð Leader reads first part of ÒThree Little Pigs.Ó In A/B pairs, the entire class enacts the first scene. (first pig and wolf); switch parts.
2 Ð Leader reads middle of story. In threes, the entire class enacts the middle scene (second pig, first pig and wolf).
3 Ð Leader reads end of story. In fours, the entire class enacts the ending. (three pigs and wolf).
Entire Group:
Share ending scenes.
Journal Prompt:
Which house was the strongest? Why?
Assessment/Reflection:
What was the beginning, middle and ending of the story? Who were the characters? What was the setting?
1.0 Artistic Perception Ð I use new words to talk about the stories and characters I see and hear.
4.0 Aesthetic Valuing Ð I talk about the stories I see and hear and what makes them important to me.
5.0 I act out stories with my friends about subjects we study in class.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade Two
Open Court Theme: Kindness
Literature Selection: ÒCinderellaÓ by Fabio Coen
Theatre Focus: Character: fantasy
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Statues: Working individually and simultaneously, players become statues of Fairy Godmother (or wizard, magical type character), pumpkin, carriage, glass slipper, clock; encourage expression and human attitudes.
Voice: Character Voices: Using any tongue twister, players develop voices for characters above. Share some.
Imagination: Character Activities: Working individually and simultaneously, players begin when leader says ÒGo,Ó and freeze when leader says ÒStop.Ó Suggestions are: magical character casting a spell, pumpkin transforming into a carriage, carriage rolling through town, glass slipper being tried on many feet, clock striking midnight to signal end of magic.
Creative Expression:
Small
Groups:
Divide players into groups of 5-7. They cast, dramatize and rehearse selected moments from the story. Encourage personification of the object characters.
Suggested Moments:
1 Ð transformation of pumpkin into carriage
2 Ð clock striking midnight and reversal of the magic
3 Ð glass slipper being tried on various characters
Entire Group:
Share scene moments.
Assessment/Reflection:
What are the differences between portraying realistic and fantasy characters?
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include
plot, theme, character development, dialogue, sound, and visual aspects; write
or record the dialogue and situations.
Los Angeles Unified School District
Visual and Performing Arts Unit
Theatre Lesson
Grade Two
Open Court Theme: Kindness
Literature Selection: ÒCorduroyÓ by Don Freeman
Theatre Focus: Improvisation: objective
OBJECTIVE: To connect theatre skills to literature being studied.
Body: Statues: Working individually and simultaneously, players become statues of Lisa, Corduroy, mother, night watchman.
Voice: Character Voices: Using any tongue twister, players develop voices for characters above. Share some.
Imagination: Walkabouts: Working individually and simultaneously, players begin when leader says ÒGo,Ó and freeze when leader says ÒStop.Ó Suggestions are: teddy bear on a shelf trying to be noticed, girl looking for a toy she wants, mother shopping for clothing, night watchman searching for the cause of a noise.
Creative Expression:
Partner Improvisations: (A/B method)
1 Ð Lisa wants a toy/Corduroy wants her to choose him
2 Ð Lisa wants to buy Corduroy/Mother doesnÕt agree
3 Ð Corduroy wants a button/night watchman wants Corduroy to stay in the toy department
Story extension:
4 Ð Lisa & Corduroy after she sews on the button Ð what do they do? The objective of each is to have fun and get to know one another.
Entire Group:
Share some of the improvisations.
Assessment/Reflection:
Why is having an objective important in acting?
STANDARD #36 Identify connections between the elements of theatre
and other content areas, and between the arts and lifelong learning skills.
STANDARD # 42 Create improvisational dramatizations that include
plot, theme, character development, dialogue, sound, and visual aspects; write
or record the dialogue and situations.
Los Angeles Unified School District
Arts Education Branch
Theatre Lesson
Grade K
Open Court Theme: Friends
Literature Selection: ÒThe Lonely PrinceÓ by Max Bolliger
Theatre Focus: Objective/Conflict
OBJECTIVE: To
connect theatre skills to literature being studied.
Body: Emotion Statues: Working individually and simultaneously, players walk around the room, no sound, no touching and walk as if they are: happy, sad, worried. Then add sound to the movements and ask them to show you how they would walk and what sounds they would make if they were happy, sad, and worried.
Voice: Express Objective: With players seated in a circle, each player tells what he/she wants that would make him/her happy.
Imagination: Walkabout: Players spread out in space provided. There are two rules: no sounds, no touching. When leader says, ÒGo,Ó players move; when the leader says, ÒStop,Ó players freeze. Leader gives suggestions from the book that players follow such as: playing with toys but you are bored, thinking about what you Mom and Dad can buy you to make you happy, teasing and tickling a lion with a stick, becoming a lion in a cage playing with a ball, become a soldier marching. Prince ordering soldiers to march, run, fight, ride your horses.
Creative Expression:
Partner Improvisation (A/B method)
ÔAÕ is Prince who wants gardenerÕs boyÕs rabbit/ÕBÕ is boy who doesnÕt want to give up the rabbit; play out the scene where Prince tells boy all the things he will give him if he can have his rabbit, up to the Prince crying and becoming friends. Switch.
ÔAÕ Prince ordering soldier to march, fight, ride horse fast and slow. ÔBÕ is soldier following orders. Tell ÔAÕsÕ to command the soldiers. Switch. (No touching)
Vocabulary: Improvisation, emotions, objective, conflict, pretend,
Assessment/Reflection:
What things did Prince William want? What finally made him happy?
Theatre Standards: (KidÕs Speak)
1.0 I watch the way people and animals act, and I look at
things.
I copy people, animals and things.
2.0 I use my imagination and pretend that I am different
people, animals, and things.
3.0 I
make believe I am an imaginary person, animal, or thing from a different time
and place.
4.0 I
watch other people act out stories and I pay attention.
Los Angeles Unified School District
Visual and Performing Arts Unit
Theatre Lesson
Grade Two
Open Court Theme: Kindness
Literature Selection: ÒThe Paper CraneÓ by Molly Bang
Theatre Focus: Contrast
OBJECTIVE: To
connect theatre skills to literature being studied.
Body: Opposite Character Statues: Working individually and simultaneously, players become statues of opposite characters such as: happy person, sad person; paper bird, real bird; person with many people around, person alone
Voice: Contrasting Sounds: Working as a group, players make the sounds of places and characters such as: restaurant full of people, empty restaurant, stranger playing the flute, bird singing
Imagination: Opposite Game: Players choose a partner. Rules: no sound, no telling or showing your partner what to do. Leader says pair of opposites, and players illustrate them physically. Leader may ask players for suggestions of opposites as activity progresses.
Creative Expression:
Divide the players into two groups. Give each group half of the acting area in which to work. When one group is improvising, the other is a tableau. Switch back and forth.
Contrasting scenes:
1 busy restaurant/empty restaurant
2 friends eating in restaurant/kind stranger eating in restaurant
3 paper crane/live crane
4 crane dancing for an audience/crane dancing while stranger plays flute
Assessment/Reflection:
What were some of the changes the crane caused?
STANDARD #36 Identify
connections between the elements of theatre and other content areas, and
between the arts and lifelong learning skills.
STANDARD #42 Create
improvisational dramatizations that include plot, theme, character development,
dialogue, sound, and visual aspects; write or record the dialogue and
situations.
Los Angeles Unified School District
Visual and Performing Arts Unit
Theatre Lesson
Grade Three
Open Court Theme: Storytelling
Literature Selection: ÒA Story, a StoryÓ by Gail E. Haley
Theatre Focus: Character
OBJECTIVE: To
connect theatre skills to literature being studied.
Body: Character Activity: Working individually and simultaneously, players become statue of spider character; character unfreezes and spins a web to the sky, climbs up and back down.
Voice: Story Sounds: Working as a group, players make the sounds in the story: laughing Ð Twe, twe, twe; running Ð Yiridi, yiridi, yiridi; creeping Ð Sora, sora, sora; captured Ð Fom!; slap Ð Pa!; shouting Ð Eeeee, eeeee, eeeee.
Imagination: Character Statues into Pantomime: Working individually and simultaneously, players become a character statue and remain in character while performing an activity. Rules: no sound, no touching. Confused neighbor Ð studying the ÒwebÓ; Sky God Ð laughing and enjoying his box of stories; Leopard Ð trying to get untied; Hornet Ð flying inside the dark calabash
Discussion: Why do people like stories?
Creative Expression:
Read/storytell story, having students produce the sounds from Voice (above) on cue.
Partners Ð A/B Improvisation
1) Ananse wants to make a web to the sky to get the stories/Neighbor wants to know whatÕs going on
2) Sky God wants to keep the stories/Ananse wants to share the stories with the world
Entire Group
Cast parts, establish settings and enact story.
Assessment/Reflection:
Which character did you find most interesting? Least interesting?
STANDARD #36 Identify
connections between the elements of theatre and other content areas, and
between the arts and lifelong learning skills.
STANDARD #42 Create
improvisational dramatizations that include plot, theme, character development,
dialogue, sound, and visual aspects; write or record the dialogue and
situations.