Critical Learning

Guiding Questions

Students will demonstrate an appreciation and respect for their original production ideas while working in small and large groups.

Students will develop and expand their mind mapping strategies and abilities. Students will present their story concepts through planned improvisation.  

What makes you interested in buying a product?

What criteria do you have when you are trying to select what stage play or movie you choose to go watch?

How does a title of a movie or stage production affect what you initially think about a show?

What character relationships are of interest to you when watching a production?

What are the important elements that must exist in any effective story (setting, plot, characters, conflict, conclusion etc).

Curriculum Expectations

Learning Goals

ADB3M

B1.1 use the critical analysis process before and during drama projects to assign roles within the group, monitor the group process, and modify the roles and process as needed
B2.1 demonstrate an understanding of how drama questions social and cultural conditions.
C3.1 identify and follow safe and ethical practices in all drama activities

ATU3M

A1.1 use the elements of dance to create and perform increasingly complex dance phrases inspired by a theme
A1.2 create and perform increasingly complex phrases that combine and manipulate the elements of dance in a variety of ways
A1.3 use the elements of dance to generate and perform increasingly complex dance vocabularly through improvisation and experimentation with a partner or in a group
A4.1 revise, refine, and polish movement execution and choreography with increased attention to detail
A4.3 apply an understanding of the artistic and expressive intent of a work when rehearsing and performing
C3.1 demonstrate responsible, constructive behaviour in interactions with others during the creation and production processes
C3.3 identify and follow safe and ethical practices in dance activities in both classroom and performance settings

At the end of this lesson, students will be able to:

  • Demonstrate an understanding of the management side of theatre e.g. manager, editor, writer, artistic director etc.
  • Work effectively in small groups
  • Use the critical analysis process as they create their final projects
  • Identify how the creative process is used as an effective tool to develop their projects and provide opportunities for productive reflection and revision
  • Present a brief synopsis and presentation of their original works
  • Explain and demonstrate the importance of effective marketing when pitching an original show idea

Instructional Components

Readiness

Student prior knowledge may include, but is not limited to: 

  • Exploration and presentation of singing, dancing, acting and auditioning in the lead up to this unit 
  • Performing in local community and high school musical theatre productions
  • Independent vocal lessons 
  • Instrumental music experience 
  • Music theory 
  • Dramatic arts training in vocal production
  • Improvisational experience

Effective group work will be a key factor to the success of this lesson and this unit.  It will be important to prompt questions and keep students on task. 

You may want to have groups already made for the culminating assignment - divide students into groups of 6 to 8 so that dancers, singers, actors, artists, musicians, etc. are dispersed equally.

Terminology 

Story Boards
Marketing
Producer
Artistic Director 

Materials 

Colour cards with topics to improvise
List of topics for musicals
Keyboard or similar instrument
CD and DVD players
IPOD
Various musical selections of sheet music and/or CD’s
DVD’s
Story board samples 
BLM #11 Project Outline
BLM #12 Brainstorming - copies
BLM #13 Reflection - copies

 

Approximately 15 minutes

Minds On

Pause and Ponder

Small Groups > One Sentence Stories

As the students enter the room, give each one a coloured card with a topic to improvise e.g. exchange student trying to fit in, mad scientist makes a fascinating discovery, Elvis lives, etc.

Instruct students to assemble in groups according to their coloured cards.

Give groups a five minutes to do a one sentence story circle about their topic (each student takes a turn adding to the story using one sentence at a time). 

Encourage students to develop a story thread even if it doesn't make a lot of  sense!

Have one person from each group sum up their story and share it with the class.

Assessment for Learning (AfL)

Encourage verbal feedback during small group work. Listen to questions for understanding when going over the assignment. Observe student interaction within the group process.

 
Assessment as Learning (AaL)

Circulate through the groups and ask questions regarding the group process and ideas for their final product. Co-construct criteria for the final evaluation - this process will help students understand what they need to do to achieve success in this assignment (see Appendix #4 for a template).

Differentiation (DI)

Story ideas could be presented in diagram form instead of written form (storyboard). 

Rehearsal time will depend on students' needs.  

Quick Tip

Have books available for students to use to help stimulate topic ideas in case they are struggling with coming up with something original e.g. Jack and the Beanstalk, Charles Dickens story. Encourage students to find inspiration in other songs, poems, photos, etc.

Link and Layer  

This lesson will bring together all of the technical skills that the students have been working on throughout the course.  

Hyperlinks 
Who's Line Is It Anyway (clips on youtube) can provide starting points or bouncing off points for ideas and ways to get things moving.

 


 

 

Approximately 50 minutes

Action!

Whole Class > Introducing the culminating activity 

Distribute the assignment handout and evaluation form and discuss with students. See BLM #11 for an outline of the project.

Provide students with a list of topics they could explore for their musical. Possibilities may include:

  • Change the world
  • Being different
  • Life after High School
  • Jungle Life

Brainstorm with students other topics that may provide a basis for their stories.  Avoid topics that are predictable or follow a formula similar to High School Musical or teen only topics.

Allow groups time to choose a topic and explore further. Teacher Prompts: What types of characters might exist in this kind of story? Where would it take place? What would drive the story? Where's the tension? Where might the songs fit in?

Small Groups > Brainstorming

Hand out BLM #12, one copy per group. Direct students to use this to help organize their thoughts.  

Instruct students to share their strengths in order to determine roles e.g. choreographer, writer, director, etc.

Encourage students to get on their feet to use improvisation to help generate scenes.  Have students follow an outline based on BLM #11 to further guide them in this assignment.

Approximately 10 minutes

Consolidation

Individual > Reflection

Hand out BLM #13 Reflection sheets to students and go over it with them. Encourage students to fill them out asap either in class or for homework.

Assure students that they will have ample time in upcoming classes to complete this assignment.