Les tableaux
Critical Learning |
Guiding Questions |
| In this lesson students learn about various types of heroes (such as tragic hero, superhero, folk hero) and explain the role of the hero throughout history. Students use role play and tableau to dramatize the stories of heroes from various time periods and cultures and examine reasons why audiences are drawn to hero stories in theatre and other art forms.
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What is a a hero?
What are the different types of heroes? What makes a hero? What is the role of the hero? Where do we see heroes represented in history? Theatre? Popular culture? What examples exist of heroes in different cultures and time periods? Why are we drawn to hero stories? Why do people from various cultures tell hero stories in theatre and other forms of art? |
Curriculum Expectations |
Learning Goals |
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A1.1 use a variety of print and non-print global sources to generate and focus ideas for drama activities and presentations A1.3 use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works A2.1 use the elements of drama to suit an identified purpose and form in drama presentations A3.2 use a variety of expressive voice and movement techniques to support the depiction of character B2.1 identify and explain the various purposes that drama serves or has served in diverse communities and cultures from the past and present C1.2 use correct terminology to refer to the forms, elements, conventions, and techniques of drama |
At the end of this lesson, students will be able to
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Instructional Components |
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ReadinessStudents should have some familiarity with role playing, hot-seating and tableau work. Students should be familiar with class norms such as trust, mutual respect, discussion etiquette and proper audience behaviour.
TerminologyHero/Heroine / Le héros/l’héroïne
Types of Heroes / Les différents types de héros (see BLM for full list) Tableaux / Les tableaux Frozen Statues / Les statues gelées Word Wall / Le mur des mots Hot-Seating / Mettre un personnage sur la sellette Thought-Tracking / Le dégel |
MaterialsChart paper and markers
Sticky Notes Pictures of Statues and Monuments of Heroes from history (e.g. National War Memorial, Vimy Ridge, etc.) Library/Research Facilities Hero Crest Graphic Organizer BLMS: |
Approximately 20 minutes
Minds On |
Pause and Ponder |
Whole Class > Individual > Frozen Statues > Thought-TrackingPost pictures or photographs around the classroom of a variety of statues and monuments depicting heroes from history. Students walk around the room examining the pictures. Instruct students to approach one picture that appeals to them.
Instruct students to assume the physical pose of the person in the picture. They should consider body posture and facial expression when creating their own frozen statues. Remind them to focus on concentration and give a cue such as a clap to signal when they should freeze.
Students consider the personality and qualities of the person they are assuming. What is he or she like? How does he or she speak or think? What does this person think of him or herself?
Walk around the classroom and thought-track the statues by tapping them on the shoulder or snapping your fingers. When cued, students should speak one of the thoughts of this character, telling us something about that person.
Whole Class > DiscussionAfter they have left their frozen statues, students discuss the activity. You may wish to have one or two volunteers re-create their poses for the class to look at and discuss in detail.
Key Questions for Discussion:Who are the people depicted in these pictures? What do they have in common?
How would you define the term hero? What makes someone heroic? Why do we honour heroes in monuments, ceremonies, etc?
What qualities of the hero are depicted in these pictures? How were these qualities reflected in your frozen statues? How were these qualities reflected in what you said during the thought-tracking exercise?
Questions clés pour discussionQui sont les personnes représentées dans ces images? Qu'est-ce qu'ils ont en commun? Comment définiriez-vous un héros? Qu'est-ce qui rend une personne héroïque? Pourquoi honorons-nous les héros dans les monuments, les cérémonies, etc? Quelles sont les qualités du héros représentées dans ces images? Comment ces qualités ont-elles été représentées dans vos statues gelées? Comment ces qualités ont-elles été représentées pendant le dégel ?
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Assessment for Learning (AfL)Use the discussion about heroes and the mind map activity to access students' prior knowledge of heroes and hero stories.
Assessment as Learning (AaL)By using BLM#3 Hero Crest Graphic Organizer students can solidify and track their learning about heroes for reference in future lessons. Collect crests and give formative feedback to students on their observations and research findings.
Differentiation (DI)Use a variety of grouping strategies (numbering off, pulling names out of a hat) to ensure students get to work with a variety of people. Consider partnering students if needed. In the frozen statue exercise, you may wish to invite students to close their eyes while forming their statues to make them feel more comfortable.
Quick TipAs an alternative to library or online research, collect and assemble research materials on a few pre-selected hero examples and distribute materials to students for their research.
Link and LayerConsider incorporating theatre history links in to this lesson. You may wish to give further information on depictions of heroes from a variety of theatre styles, such as Greek Theatre, Restoration Comedy, Shakespeare, etc.
Be sure to provide hero examples that represent a range of cultures and traditions, such as the Trickster-Hero in First Nations stories. Encourage students to share examples of heroes from their own specific cultures and traditions.
Hyperlinks in the LessonBLMS:
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| Approximately 60 minutes (or more if research is conducted in class) Action! |
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Whole Class > Mind MapDistribute different coloured sticky notes to the class so each student has one sticky note of each colour. Write the word hero on the blackboard or on a sticky note posted on the wall. Ask students to brainstorm different aspects of heroes on their sticky notes and post to the wall to form a mind map. You may wish to distribute the handout BLM#1 Types of Heroes and discuss this with students first, or present them after they have brainstormed their words.
For Example:Blue Sticky Notes: Qualities of the Hero
Green Sticky Notes: Types of Heroes
Yellow Sticky Notes: Examples of Heroes
When students have finished posting their sticky notes, debrief the information generated. Make connections to previous hero stories discussed in class or to theatre history links such as Commedia Dell"arte, Greek Theatre or Shakespeare (e.g. the tragic hero in Oedipus Rex or Macbeth).
Small Group > TableauxForm students into small groups of 4-5. Each group approaches the mind map and selects a specific hero with whom they are familiar (e.g. Superman, Malala Yousafzai, Terry Fox, Harriet Tubman, Nelson Mandela). Ask them to dramatize what they know about the story of this hero in 3-4 tableaux for the rest of the class and give them time to rehearse their presentations. You may wish to keep research information on hand regarding some well-known heroes to help students with their dramatizations.
Present tableaux presentations to the rest of the class. Students comment on the stories they depicted and explain how the character depicted in the story could be considered heroic using the qualities brainstormed in the mind map exercise.
Whole Class > Individual > Research a HeroGive students a list of well-known heroes from a variety of time periods, genres, and cultures (see BLM #2 Examples of Heroes List).
Inform students that they will be conducting research on one of these heroes and will present their own frozen statue of their hero in a Museum of Heroes presentation next class. Their frozen statue should come alive and tell us four key pieces of information about the hero taken from their research. During the Museum of Heroes, the teacher and classmates will hot-seat the hero and ask him or her questions and the hero will respond in role.
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Approximately 20 minutes
Consolidation |
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Individual > Creation of Hero CrestUsing information from the Mind Map exercise and their individual research on their chosen heroes, students complete BLM#3 - Hero Crest Graphic Organizer based on the lesson. They can use this Crest to record their research information on their chosen heroes in preparation for their Museum of Heroes presentation.
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