Critical Learning |
Guiding Questions |
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In this lesson, students explore a hero story through a variety of dramatic forms and conventions. Students learn the historical details of Joan of Arc's life and death, and use these facts as a basis for dramatization. Students improvise in role with the teacher in order to understand the ways in which Joan of Arc fulfills the definition of a hero.
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How do significant objects relate to character?
How do these significant objects connect to our concept of the hero? In what ways can Joan of Arc be seen as a hero? In what ways was Joan an unlikely hero? |
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 A2.2 use a variety of conventions to develop character and shape the action in ensemble drama presentations A3.2 use a variety of expressive voice and movement techniques to support the depiction of character B1.2 interpret short drama works and identify and explain their personal response to the works C1.1 identify the drama forms, elements, conventions, and techniques used in their own and others’ drama works, and explain how the various components are used or can be used to achieve specific purposes or effects 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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ReadinessThis lesson builds on students' knowledge of role play, tableaux and scene work from previous lessons. The teacher may wish to connect this lesson to previous study of Joan of Arc in other classes or contexts; alternatively, these activities could be conducted with another hero source, such as a folktale or myth.
TerminologyObjects of Character
Role on the Wall Circular Drama Prepared Roles Spectrum of Difference Anchor Chart For a more in-depth explanation of these dramatic forms, see Structuring Drama Work by Jonothan Neelands and Tony Goode. |
MaterialsSignificant objects related to Joan of Arc (flower, rosary, scissors, women's clothing, a banner, letters written in French, battle armour, etc.)
Chart paper and markers BLM |
Approximately 15 minutes
Minds On |
Pause and Ponder |
Whole Class > Objects of CharacterForm students into two or three small circles and place the objects of character (flower, rosary, letter, banner) in the centre of the circles. Invite students to approach the objects and, without touching them, examine them more closely. Consider letting students in pairs choose an object to examine and discuss together.
Questions for Students to Consider:What are the objects?
To whom might they belong? What do they tell us about the person they belong to? Are any of these objects connected to the concept of the hero we have been discussing? Questions pour les étudiants à considérerQue sont les objets? Whole Class Discussion > Role on the WallAsk students to share their responses with the group. They may or may not bring up the story of Joan of Arc depending on their level of familiarity with the story. Inform students that these objects belong to a real historical figure named Joan of Arc (or Jeanne D'Arc in french). Ask students if they are familiar with this person and what they know about her.
Using chart paper posted to the classroom wall, draw a simple outline of a human figure. As students give details about Joan, record their answers inside the figure. You may also wish to record their comments on the objects and how they might relate to Joan's story. Give students some basic information regarding Joan's life (see BLM#7 Information on Joan of Arc).
Keep the role on the wall sheet posted as an anchor chart for this lesson and the next.
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Assessment for Learning (AfL)Circulate as students rehearse their dramatizations and improvise in role in order to gauge their understanding of the story, and prompt with additional information if necessary. Use the role on the wall as an anchor chart for students to refer to as they build their understanding of Joan of Arc's story.
Assessment as Learning (AaL)The spectrum of difference acts as a reflective tool for students and can be a rich source of discussion related to the views people had of Joan versus modern-day conceptions of her.
Differentiation (DI)Use a variety of grouping strategies, such as numbering off, drawing lots, etc. to form groups and ensure that students have opportunities to work with a variety of people in the classroom.
Quick TipUse outside sources to add additional information to the Joan of Arc story, such as clips from film versions, etc. Hyperlinks in the Lesson |
Approximately 120 minutes
Action! |
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Small Groups > Circular Drama of Joan's Early LifeDivide students into four small groups and assign each group an object or objects and a Scenario Description (see
BLM#5 Objects of Character Scenario Descriptions handout). Students are to create this particular moment in Joan's early life using either tableaux or a short scene. They must use the object of character in their dramatization.
As students rehearse, circulate and assist them in the process. Situate each group in a different area of the space so that they can present their scenes continuously, using the technique of circular drama.
Present dramatizations in chronological order without stopping in between, so that students can see Joan's life as it progresses from one stage to the next.
Whole Class > Debrief Discussion > Role on the WallAfter presentations, reconvene with students and ask them to provide feedback on the presentations. As students provide new information about Joan of Arc, record this information on the role on the wall. If students have questions about her and/or voice the opinions others might have of Joan, record these questions and comments outside the outline of the figure.
Key Questions for Debrief Discussion:What were the significance of the objects in relation to Joan of Arc's life?
What new information did we learn about Joan from these presentations? How did the groups presenting bring this moment to life? What stood out to you about the performance? What new insights did it give you into Joan's life? What questions do you have about Joan of Arc? What would you like to know more about in relation to her story? What might other people who know Joan think of her? Questions clés pour la discussion de débriefingQuelle est la signification des objets par rapport à la vie de Jeanne d’Arc? Whole Class > Prepared Roles > Large Group Role PlayInform students that they will be taking on the roles of people who know or are associated with Joan of Arc in some way. They will receive a prepared role description (see BLM#6 Prepared Role Descriptions handout) and will assume that role using the information on their slip.
Divide students in four groups: villagers, family and friends, church officials, and military officials. Give each group the corresponding description sheet.
Set up the context of the large group role play. These people are meeting in the town square as they have heard that Joan of Arc, a young village girl, will be arriving to announce her intention to fight for the French to the Dauphin. As the people described in their sheets, they have strong opinions about Joan and wish to voice them at the meeting.
As they are waiting for Joan to arrive, they should mingle and gossip with others, expressing their opinions about Joan of Arc. They can use the comments recorded about Joan from the role on the wall sheet to inform their opinions.
As students circulate, assume the teacher in role of Joan of Arc (you may wish to use one of the objects of character to make this obvious, such as the banner). Assign a student or colleague as the Dauphin to sit onstage with other military personnel, who will listen to what Joan has to say (alternatively, you may wish to assign the role of Joan to a student and assume the role of the Dauphin).
Students in role assemble in the town square to hear Joan's charge to the Dauphin. Inform the Dauphin of Joan's intention to fight based on the information she has received from her "voices." Allow students in role to voice their opinions on whether or not Joan should be allowed to fight.
Stop the action before the Dauphin announces his final decision.
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Approximately 10 minutes
Consolidation |
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Whole Group > Discussion > Spectrum of DifferenceAfter the large group improvisation, students share their observations. What opinions were voiced about Joan? Who supported her? Who opposed her? Why are there such divided opinions on Joan?
Ask students to consider, based on the opinions voiced, whether or not they believe Joan should go to battle. You may wish to list the pros and cons together as a class on the blackboard or chart paper.
Designate an invisible line across the classroom space called the spectrum of difference. At one end of the line is the belief that Joan should go to battle; on the other side is the belief that she should not go. Ask students to find a spot along the spectrum that they feel corresponds to what their character would want Joan to do. Invite students to share why they chose the spot they did.
Secondly, ask students to find a spot along the spectrum that corresponds to what they personally feel Joan should do. Again, ask them to share their responses. What was the difference between the two choices?
Inform students of the final decision for Joan to go to battle and let them know that in the next lesson they will learn more about what happened to Joan in battle.
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