Unit Overview

Context:

This unit explores the archetypal character of the hero and the importance of hero stories in various cultures and time periods. Hero stories are used as the vehicle for creating dramatic work and for discussing the role of the hero in history, current events, and art forms such as theatre.  This unit would be appropriate at the mid-point of the course, after students have gained some familiarity with dramatic elements and conventions and are moving in to original scene work. This unit would could be a springboard for a more in-depth exploration of theatre history, such as Greek Theatre.

This resource contains French prompts and BLMs, labelled 'FR' in the resources list.

Summary:

In this unit, students learn the role of the hero by telling the stories of heroes from various cultures and time periods using dramatic conventions such as tableau, role play and scene work.  Students  explore the story of the historical hero Joan of Arc using a variety of dramatic conventions such as objects of character, improvised simulations and writing in role. Finally, students synthesize their learning about heroes through the final summative task, a presentation of an original hero story. 

Expectations

A1. The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works;

A2. Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of global sources;

A3. Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

B1. Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ drama works and activities;

B2. Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities;

C1. Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions, and techniques, including the correct terminology for the various components;

C2. Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies;

C3. Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.

Unit Guiding Questions

What is a hero?
Why are hero stories told in various art forms, such as theatre?
What are hero stories important to people from various cultures and time periods?
How has our concept of the hero changed over time?
Are certain types of heroes privileged in society, while others are ignored or devalued?
Do heroes exist today?
What can we learn from hero stories?

Lesson Guiding Questions

Lesson 1 - Heroes in History
What makes a hero? What is the role of the hero?
Why do people from various cultures and time periods tell hero stories in theatre and other forms of art?
Lesson 2 - Museum of Heroes
What examples of heroes are there in history, literature, theatre and other art forms?
Whose hero stories are lesser known?  Why are these stories sometimes ignored?
Lesson 3 – The Story of Joan of Arc: Warrior, Heroine, Martyr
In what ways can Joan of Arc be seen as a hero?
In what ways was Joan an unlikely hero?
Lesson 4 – The Fate of Joan of Arc
How has history treated Joan of Arc?
Does Joan fit the definition of a hero? What type of hero is she? 
Lesson 5 - Final Summative Evaluation: What is a Hero?
Where do we find heroes in everyday life?
How can we use the concept of the hero to create drama?

 

Assessment and Evaluation: How will students demonstrate their learning?

Assessment of learning

Culminating Performance Activity

  1. Students will be evaluated during the rehearsal process using the Teacher Observation Checklist 
  2. Students will be evaluated for their performance work using the Final Summative Task Rubric
  3. Students will be evaluated for their final Post-Performance Reflection
  4. (optional) Students may be evaluated for their writing in role as Joan of Arc in Lesson 4
Assessment for Learning

Check Point #1/Lesson 1

Hero Crest Graphic Organizer

Check Point #2/Lesson 2

Museum of Heroes Exit Card
Writing in Role

Check Point #3/Lesson 3

Spectrum of Difference reflection activity

Check Point #4/Lesson 4

Class Discussion/Debrief
Written Reflection 

 

Unit Lessons: How will assessment and instruction be organized for learning?

Approx. Duration 1 class= 75 minutes
Lesson 1

Heroes in History

 2 classes
Lesson 2

Museum of Heroes

 1 class
Lesson 3

The Story of Joan of Arc: Warrior, Heroine, Martyr

 2 classes
Lesson 4

The Fate of Joan of Arc

 2 classes
Lesson 5

Final Summative Evaluation: What is a Hero?

 3-5 classes