Lesson 2 - Moving Through the Space and Exploring Emotions

Drama

B1.1 Creating and Presenting: engage actively in drama exploration and role play, with a focus on exploring drama structures, key ideas and pivotal moments in their own stories and stories from diverse communities, times, and places

Drama

•  I can use tableau to communicate different ideas and emotions.

Dance 

A1.2 Creating and Presenting: use dance as a language to explore and communicate ideas derived from a variety of literature sources

 Dance

• I can use movement to communicate different ideas and emotions.

Language

1.5 Reading: make inferences about texts using stated and implied ideas from the text as evidence

1.6 Reading : extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts and to the world around them

1.6 Writing: determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessary

 Language

• I can read (the letter from KC) and understand what the character is feeling and thinking even though the character is not directly saying it.
• I can make connections to what I read (personal/text to text and world).

Silhouette of head/shoulders on chart paper
Cue cards with tableau prompts
Tambourine or other instrument to cue movement warm up
BLM #2: Second Letter from KC
BLM #3: Creating an Individual Tableau
BLM #4: Creating an Individual Tableau Teacher Checklist
Appendix #1: The Elements of Dance (enlarge as an anchor chart to post for student reference) 

Whole Group > Movement Exploration

Coach students to use the elements of dance by using prompts:

"How can you use your whole body to show that you are sad/happy etc?" "How can you try to show that feeling at a different level?"

^CL"How can you change the tempo to exaggerate that feeling?" "What other body parts can you use to portray that feeling?" 

Consider using a musical instrument such as a tambourine during the movement and instruct students to freeze when you stop playing.

Share observations and specific feedback to students as they are  moving. Refer to the elements of dance anchor chart.

Movement cues: 

Move through the space as if....
you are searching for your pet
you are being chased by a mysterious creature
you have misplaced your favourite possession 
you see your best friend that you haven't seen in months
you just found out that your dog ate your project that is due today
(add or alter scenarios appropriate to your students)

Whole Group > Discussion

Review the letter the class wrote to KC (read-aloud). Inform students that you have received a letter back from KC (BLM #2: Second Letter from KC) and that you have copied the letter for them to read. Students may glue these letters in their journal. Read the letter with the class (either as a read-aloud or shared reading experience).

Whole Group > Role on the Wall ^CL

Create a large silhouette of a head/shoulders on chart paper and instruct students to brainstorm what they know about KC so far (on the inside of the silhouette) and what they want to know about him/questions they still have about KC (on the outside of the silhouette). Record their ideas directly on and around the silhouette, or have students record their own ideas on sticky notes, and attach them to the silhouette, (Once we learn more about KC later on in the unit, students can move sticky notes from the outside to the inside).

Whole Group > Discussion

Prompt students to identify the different emotions KC expressed in his letter. Prompts: What is KC feeling? How do you know this? ^CL What evidence from the text makes you think this? Chart their responses on chart paper/white board  (e.g.,  KC might have been feeling lonely when he moved to a new neighbourhood. He might have been feeling very angry or frustrated when he found out that his favourite park was being developed). Ask students to consider how they might show each of the various emotions using their body. Prompt: If KC is angry when he sees the "NEW DEVELOPMENT" sign, ^CL how might he be standing? Would his hands be open or closed in a fist? etc. Review the drama form of tableau and discuss some of the features of a tableau (character, space, gesture, facial expressions and levels). Emphasize that a tableau communicates a message and meaning. Post BLM #3: Creating an Individual Tableau in the class.

Individual > Tableaux

Inform students that they will be working by themselves to create three "frozen statues" (tableaux) that will represent how KC is feeling at the following three moments: 
1. when  KC is told the family is moving again.
2. when KC discovers the natural park.
3. when KC sees the "NEW DEVELOPMENT" sign.  
Cue students to spread around the room and find their own personal space.
Give students the first moment to depict (when KC learns he is moving) and allow students time to experiment and practise. Suggest to students that they experiment with several different ways to show that moment. Prompt: Can you try showing that feeling a different way? Can you try using your whole body? Can you try showing that feeling at a low level? After a few explorations, invite students to choose their favourite "frozen picture" that they created and remember it. Repeat for the second and third moment. Invite students to choose one frozen picture for each of the moments. Every student should now have three tableaux created.

Whole Group > Modelling Transitions 

Assemble the class together and ask for a volunteer to help model the next step, which involves transitioning between the tableaux. Choose one student who has three strong and distinct tableaux and invite the student to demonstrate these. Ask the class to make suggestions for how this student could move from one tableau to the next in a meaningful way. Highlight that the movements should make sense and should flow from one movement to the next.

Individual > Tableaux With Transitions

Instruct students to now find a way to connect their own three tableaux using transitions. Ask students to consider the following when creating their transitions. Prompt: How can you use the work we did in our warm-up to create your transitions? 
Allow for practice, then layer in some music at the very end when students are ready to share.

Whole Group > Share

•  Divide the class into 3 groups and have each group take a turn to share their work (about 10 students sharing at a time). 

Photocopy BLM #2: Second Letter from KC for the students.

Assessment as Learning(AaL)

Side-coaching:Ask students many questions while they are creating their tableaux, to help them internalize the elements of effective tableaux. Prompts: Do you think you should be at a low level or a medium level? How can you show your relationships to each other? Where is the character looking? Is the body tense or relaxed? How can you use your eyes to convey emotion?

Assessment for/as Learning (AfL/AaL)

Assessment of Learning (AoL)

Tableau/Frozen Picture

Extension: Thought Tracking

Circulate around the room (while students are frozen in a tableau). Ask students to consider what KC may be thinking at this moment in time and give students a minute or two to think. Tap students on the shoulder to indicate they are to share these inner thoughts and feelings of  KC in that moment. If you haven't used this strategy before you many want to model it for the class. This thought tracking extension should happen after the groups have had an opportunity to share their tableaux while they are presenting.

Individual > Writing/Drawing Response

1. Describe and or draw one of the tableaux you created in class today. 

2. Describe the emotion you were trying to convey and how you used your body to do this.

Assessment for Learning

(AfL)