Lesson Overview
Estimated Time: 3-4 periods
Subject: Grade 7 & 8
This lesson hopes to solidify the importance of teaching character traits and how in a diverse society, these traits/teachings are the constant road to a better world. Furthermore, students will be given the opportunity to reflect upon diversity and create a short monologue. This monologue will then be integrated with their movement work from the previous lesson.
Curriculum Expectations
Drama
Reflecting, Responding and Analyzing
B3. Connections Beyond the Classroom
B3.1: outline the responsibilities of a variety of leadership and support roles in drama, including the skills and knowledge required, and evaluate their experiences in these roles in different contexts
B3.2: identify skills they have acquired through drama activities and explain how they can contribute to success beyond the classroom
B1. Creating and Presenting
B1.1: engage actively in drama exploration and role play, with a focus on examining multiple perspectives related to current issues, themes, and relationships from a wide variety of sources and diverse communities
B1.2: demonstrate an understanding of the elements of drama by selecting and combining several elements and conventions to create dramatic effects
B1.3: plan and shape the direction of the drama by working with others, both in and out of role, to generate ideas and explore multiple perspectives
B2. Reflecting, Responding and Analysing
B2.1: construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global level
B2.2: evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message
Writing
Voice
2.2: establish a distinctive voice in their writing appropriate to the subject and audience
Media
Making Inferences/ Interpreting Messages
1.2: interpret increasingly complex or difficult media texts, using overt and implied messages as evidence for their interpretations
Point of View
1.5: demonstrate understanding that different media texts reflect different points of view (e.g., compare pictures of the same character and/or event in media texts aimed at different audiences and identify the different perspectives represented)
Learning Goals
At the end of this lesson, students will:
- engage in activities (ie. Corridor of Voices) in order to physically, cognitively and emotionally connect with performance utilizing the lens of differing opinions
- write and perform a monologue
- identify the importance of a ‘Safe Space’ and ways in which to create one
- identify examples of how the media attempts to influence our thoughts and ultimately our behaviours
Instructional Components and Context
Readiness
Students will need to have had experience working with monologues prior to this lesson. Some additional resources for monologues can be found in the “Connections” section of this lesson. Students should understand what diversity is and have experience discussing current events.
Terminology
Monologue
Corridor of Voices
Materials
Projector and Screen/Computer connected with Internet
Lesson Plan
Minds On
Small Group > Discussion
Teacher divides the class into small groups and asks them to share the article/image/cartoon etc. that they brought in with their group members and discuss.
Key Questions for Discussion:
- What issue is being presented in the article/image/cartoon etc.?
- What is diversity?
- How do your issues relate to diversity?
- How does your medium (e.g. article, cartoon etc.) depict the issue?
- How does diversity cause tension?
- How does diversity create richer communities?
Connections
Link back to the Seven Sacred Teachings and the teachings of His Highness the Aga Khan. What values from these teachings are being represented in the various current events? What teachings are missing? If we were to practice these teachings every day, how might this reduce or eliminate some of the negativity or negative conflict in our society?
Assessment for learning
Circulate as students are working and listen in on conversations.
Action!
Whole Class > Corridor of Voices
Explain to students that they will be creating a corridor of voices to explore the ideas from their discussion about diversity. Ensure that students have an understanding of safe space while working in role (e.g. why is a safe space important, what type of language do we use, different between in role and out of role, right to pass, importance of debrief). Arrange students into two lines facing each other and explain to the students they represent voices in society. Select one student to be a member of society who will move through the “corridor”. The other members begin to voice their opinion/concerns/thoughts. The first time the student walks through the Corridor of Voices, ask the students forming “the corridor” to say a word, thought, phrases etc. about how diversity creates tension. The student then walks through “the corridor” a second time. This time the students say something about how diversity creates richer communities. Remind them to draw on their current events and discussion from the Minds On section. Debrief the corridor of voices activity with students.
Key Questions for Discussion
- What did you hear/say?
- Were there one or two things that really stood out for you?
- How did it make you feel?
- Did you hear phrases or themes that were similar to what you were saying?
- How can Corridor of Voices be used to explore thoughts/feeling about a particular topic?
- Why do you think it is important to debrief these types of drama activities out of role?
Whole Class > Monologue
Ask students to create a monologue which encapsulates one or few of the themes discussed over the past few lessons (e.g. His Highness the Aga Khan’s teachings, Seven Sacred Teachings, issues around diversity, history of the astrolabe). Students may wish to use the Ladder of Inference to help organize their thoughts. (See Connections section for further resources on monologue writing). Co-construct criteria for evaluation with students. (See Assessment section below for resources). Give students time to write and rehearse their monologues with able opportunity to give and receive feedback from peers.
Small Group > Monologue and Dance Pieces
Ask students to meet in their choreography groups (from Lesson 2) and rehearse their theme and variation choreography. Invite each group to combine their choreography and a short section from their monologues that the resonates with them. Students rehearse the best way to integrate the text and the movement. (e.g. the speaker may step out of the choreography to speak - the energy of the dancer’s movements should change to a slower and more sustained quality as the focus is now on the words of the speaker; and/or the text may be spoken as the dancers are moving).
Connections
To help guide students through the monologue writing process, you may wish to reference the following resources: Objects of Character Mini Monologue, Making Meaningful Monologues,
Assessment for, as and of learning:
To assist with guiding students through co-creating success criteria for the monologues, you may wish to refer to the following resources: Monologue Performance Rubric, Mini-Monologue Rubric, Rubric for Monologue Presentation.
Students are given ample time for self/peer and teacher feedback prior to the final performance. Final performance evaluated using co-constructed criteria.
Consolidation
Individual > Reflection
Students may complete the following reflection as an exit card or journal reflection.
Key Questions for Discussion
- Is there a teaching from His Highness the Aga Khan or the Seven Sacred Teachings that really resonated with you? Why?
- How did the drama and dance strategies we used help you interpret the ideas from these teachings and communicate an idea?
- How can drama and dance be used to explore, challenge and shift your own and other’s point of view?
Connections
Some students may wish to complete the reflection orally or using talk to text technology such as VoiceThread.
Assessment as learning
Students have the opportunity to reflect on their learning.
