La sculpture
Critical Learning |
Guiding Questions |
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In this lesson, students apply their learning about heroes and their stories to the contemporary world. Students discuss how heroes are represented in current events, popular culture and sports and identify the impact of personal heroes in their own lives. Students dramatize scenes of modern day heroes as an initial brainstorming for their final summative task of creating an original contemporary hero tale.
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Do heroes exist today?
Where do we find heroes in everyday life? How has the concept of the hero changed over time? How can we use the concept of the hero and the hero's journey to create drama? How do we adapt traditional hero stories into a contemporary context? |
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 A2.1 use the elements of drama to suit an identified purpose and form in drama presentations 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 B1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes B2.1 identify and explain the various purposes that drama serves or has served in diverse communities and cultures from the past and present C1.1 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 C2.2 describe ways in which contemporary dramas show the influence of social trends C3.1 identify and follow safe and ethical practices in drama activities C3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works |
At the end of this lesson, students will be able to:
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Instructional Components |
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ReadinessThis final lesson builds on all of the learning of the previous lessons. Students should be familiar with using improvisation in order to create original drama work as well as positive collaborative skills when working in a group setting. TerminologyMind Map / Carte heuristique
Sculpture / La sculpture The Hero Journey or Monomyth / Le voyage du héros ou le monomythe Choice Board / Le tableau des choix For more information on the mind map strategy see Think Literacy
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MaterialsWriting materials
Technologies tools for performance: lighting, music, set and costume pieces BLMs |
Approximately 20 minutes
Minds On |
Pause and Ponder |
Whole Class Discussion > Mind MapBuilding on our discussion of heroes, students brainstorm examples of heroes from contemporary life. Record their answers on a mind map on the blackboard or chart paper.
Key Questions for Discussion:Who are considered to be heroes today?
In which areas of society to we see heroes? Current events? Sports? Media? What similarities exist between modern day heroes in comparison to heroes of old? What differences exist between these examples? Has our definition of a hero changed over time? Why might this be? Questions clés pour discussionQui sont les héros d’aujourd'hui? Create a posted list of qualities many heroes share, such as the quest/journey, a sense of purpose or mission, obstacles and guides along the way, attainment of a goal, etc. Consult he handout BLM#9 The Hero's Journey to explain the various stages of the hero's journey. These criteria will be used as the basis for the final summative evaluation. Pairs > Human SculpturesStudents form pairs and select a particular example of a modern day hero from the mind map, such as a sports hero or someone from popular media. Assign one partner to be A and one to be B. Person A then "sculpts" Person B into a frozen representation of that hero. The sculpture could be literal, showing the person engaging in a heroic action, or could be abstract, representing an emotion or quality in that hero. Have students switch roles and try again with a different example.
Individual > Written ReflectionAsk students to reflect on a hero in their own personal lives. This could be a family member, a friend, or someone that they admire but perhaps have never met. In writing, they should describe why they feel this person is a hero.
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Assessment of Learning (AoL)The final summative evaluation is designed to evaluate learning throughout the unit, both process, product, and post-performance reflection.
Assessment as Learning (AaL)The final written reflection is a metacognitive tool for students to use to reflect on the learning gained in this unit.
Differentiation (DI)Allowing flexibility in grouping and which forms to use allows students of all learning styles to contribute.
The final summative task provides four options for students to choose from for their final hero story performances. This choice board approach to an assignment allows students to pursue their own interests and build on their own individual strengths.
Quick TipConsider giving students more information on the hero's journey or monomyth to aid them in their creation of the stories. Use the Hero's Journey or Monomyth handout and an example of a story that follows the monomyth structure, such as Odysseus or the Lord of the Rings to demontrate they various stages.
Consider asking students to provide a list of names of people they would like to work with on a paper ballot to the teacher. The allows both student and teacher input into the group making process.
Link and LayerUse the criteria generated during the mind map to create a criteria of the elements that make up heroes and hero stories for students to use in their brainstorming.
Hyperlinks in the LessonBLMs
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Approximately 60 minutes
Action! |
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Small Group > Discussion > Scene CreationAsk pairs to join another pair and form a group of four. Invite them to share their written reflections with the small group, and to choose one example from their writings whose story they feel would be interesting to dramatize.
Ask students to create a short 2-3 minute scene about their chosen personal hero. The scene should show an act that would be considered heroic, and may include other aspects of the hero's journey, such as obstacles, guides, etc.
Circulate as students rehearse and offer feedback. Consider pairing groups and having one act as audience and provide feedback to another.
Share the presentations with the class and discuss them. What kinds of heroes did they represent? In what ways do these heroes fulfill the criteria set during the Minds On activity? / Quels types de héros ont-ils représentés? Est-ce que ces héros remplissent les critères de l’activité Minds On?
Small Group > Introduction of Summative EvaluationIntroduce the final activity students will be engaging in for this unit using the BLM#10 Final Summative Task handout.
Divide students into groups (see Quick Tips for grouping strategies) and review the elements of the hero criteria and the hero's journey discussed in previous lessons. Allow groups to choose the form of hero story they will tell from the four options given. Delete or add choices from the assignment depending on students' needs.
Small Group > Creative ProcessFacilitate students as they work through the creative process and provide feedback as needed. Consider posting the Creative Process Chart (see Ministry document) in the classroom for students to reference as they rehearse, and use the BLM#12 Teacher Observation Checklist to record data for evaluation.
In the early stages of rehearsal, instruct students to use BLM#11 What is a Hero? Planning Checklist to ensure their performance fulfills the criteria of the assignment. Before the final dress rehearsal, instruct groups to complete the
BLM#13 Rehearsal Exit Card to gather information about their creative process and problem solve as needed.
Whole Class > What is a Hero? PresentationsStudents share their hero story presentations with the class. Facilitate discussion and student feedback after each performance.
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Consolidation |
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Individual > Written ReflectionWhen presentations have concluded, assign students any combination of the reflection questions from BLM#15 Post-Performance Reflection handout. You may wish to review these questions before final presentations and ask students to take written notes during performances to use as the basis for their written reflections.
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