Critical Learning

Guiding Questions

Students will summarize their understanding of home by analyzing an individual character and using dramatic forms such as inner and outer circle and tableau to pinpoint an emotion connected to home and homelessness.

What advice can you give to those without a home?
What would you do in the situation presented?
Who can the characters turn to in this situation?
How do you empathize with the situation?
How do we rebuild a home?

Curriculum Expectations

Learning Goals

A1.1 develop interpretations of issues from contemporary or historical sources as a basis for drama

A1.2 select and use appropriate forms to present identified issues from a variety of perspectives.

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

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 creation of character or atmosphere.

B1.2 analyse a variety of drama works to compare and assess how they explore universal themes and issues.

B2.2 explain how dramatic exploration helps develop awareness of different roles and identities people have in society

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:

  • work cooperatively in small and large groups to create a synthesized performance use tableaux and role play to understand and empathize with others articulate with one word emotions associated with home

Instructional Components

Readiness

The final lesson builds on all of the learning of the previous lessons.  Students should be familiar with tableaux, thought tracking and inner and outer circle, as well as positive collaborative skills when working in a group setting.
In this lesson, students revisit the characters from one Leaving Home Presentation. The teacher may choose this scene, a group could volunteer or the teacher may wish to ask the class to vote on one scene they would like to revisit in this lesson.
This unit explores issues that resonate personally with students, and so caution and sensitivity on the part of the teacher is of great importance.  Depending on the individual backgrounds of students, teachers may wish to reorder or re-emphasize certain lessons in order for students to feel comfortable and safe when discussing issues of home in their personal lives.  Issues of trust, safety and sensitivity should be addressed prior to this unit of study and throughout the duration of the unit (e.g. giving students the right to pass, mutual respect, etc.)

Terminology

Inner and Outer Circle
Tableaux
Thought Tracking
Wish for the Future

Materials

TV and equipment for play back if viewing recorded performances
Drawing of large paper house cut into pieces
Chart Paper
Markers

 

Approximately 10 minutes

Minds On

Pause and Ponder

Whole Class > Viewing and Discussion

Once a Leaving Home presentation has been chosen for the class to revisit, review the situation with the class or, if video taped, play back the scene.  Consider asking students in that scene to read excerpts from their writing in role reflections.  
Write two columns on a large sheet of chart paper: one labelled "Before" and one "After." In the "Before" column, brainstorm and list all the possible people connected to the protagonist of the scene before he or she left home (e.g. parents, teachers, friends). In the "After" column, list all the potential people the life of the protagonist after he or she has left home (e.g. new friends, co-workers).
Assessment for Learning (AfL)

Circulate as students rehearse creating their tableaux and side coach  with additional information if necessary. Use the home on the wall  for student reference as a reminder of the incident that caused this protagonist to leave home. Use the wish for the future exercise to gauge the emotional learning and provide closure for students.

Assessment as Learning (AaL)

The inner and outer circle can provide students with an opportunity to gain deeper understanding and empathy for the protagonist's situation. 

Differentiation (DI)
Students who cannot think of phrases or sounds for the inner and outer circle exercise can be given partially formulated phrases to complete or suggested words.
Students who have difficulty working on their own in the wish for the future can work with a partner when presenting their pieces to the character or can simply state the emotion. 
Quick Tip
Model for students appropriate words or phrases for the activities using the examples provided.
When choosing roles for the inner and outer circle, you may wish to list roles on slips of paper and have students choose randomly.
Displaying the house pieced together at the end of the unit will help to solidify learning. Rather than cutting up a large house drawing, use cue cards and display them in the shape of a house on the classroom wall.
Link and Layer

Depending on the protagonist's situation, consider drawing upon learned facts in the unit, or from from personal experiences, created scenes or current events to enable students to create their character roles and develop their phrases.

This lesson could be extended by following the life of the protagonist 5 years, 10 years or even 20 years into the future using a variety of drama forms and conventions.
Approximately 45 minutes

Action!

Whole Class >  Inner and Outer Circle

Divide the class into two groups: one Before and one After.  Instruct each member of the group to select a role in the life of the protagonist from the brainstormed list.  Then, instruct each group member to think of a line of dialogue that that person might have said or might say to the protagonist when he or she left home or arrived at a new home.

For example:
Before: Mother to son who left home - "I will miss you, but I know you have to go."
After: Community worker to son - "This is your bedroom. I'll help you get settled."
Create an inner and outer circle by having one group stand in a circle and the other group encircling them in a larger outer circle.  Students walk in opposite directions. Cue the Before characters to repeat their lines of dialogue one by one, then together at the same time. Reverse the process with the After characters voicing their lines of dialogue.
Variations:
Depending on the incident that caused the protagonist to leave home, students could also create a sound or one word to represents the incident.  Students in the inner and outer circle could take turns stating these sounds or words. One circle could voice their dialogue lines while the other voices their words or sounds.

Consider placing a student volunteer in the centre of the circle to represent the protagonist.
Have the students sit in a full circle and discuss the experience.
Key Questions for Discussion:
How did  this activity make you feel?
How did you feel  in new life of the character?
How did you feel in the old life of the character?
What are some of the emotions you felt hearing the phrases?
What phrase or sounds stand out to you and why?

Small Group > Tableaux with Thought Tracking

Using the chosen scenario and protagonist as a focus, divide students into small groups and instruct each group to create two tableaux. One image symbolizes the protagonist before he or she left home; the other is after he or she left home. Inform students playing the protagonists that they should be prepared to be thought tracked by the teacher and should be ready to express two emotions they feel before and after they leave home.
Allow students to rehearse briefly and perform the tableaux where they have rehearsed while others sit in their rehearsal/performance space. Tap each protagonist on the shoulder or cue with a snap so that they can express their feelings in role.
When all the groups have performed, distribute the pieces of the cut up house drawing to each student. Instruct students to write down one of the emotions they have heard expressed in the thought tracking onto their pieces.  
Approximately 15 minutes

Consolidation

Whole Class > A Wish for the Future

Ask students to form a circle and ask a student volunteer to stand in the middle to represent the protagonist who has left home. Collect the pieces of the home drawing and place them on the floor around the protagonist. 

Each student, one by one, takes a piece of the home drawing and reads the word written on it.  After they state the emotion, they express a wish for the future for the protagonist based on the word and give the protagonist the piece of paper.   
For example:
Pain - "I wish for you to be free of the pain of your past and move on."
Hope - "I wish for you to remain hopeful despite the difficult circumstances."
 
After students have concluded the exercise, discuss the experience with the students standing in as the protagonist and the class as a whole.
Key Questions for Discussion:
How did it make you feel when you received the gift?
How did it make you feel when you gave the gift?
Why is it important for us to let go of the past?
In what ways must we learn from the past to go into the future?
How can we apply this character's experience to or own lives?