Download Arts Alive Drama Kindergarten – Grade 3 Kindergarten

Arts Alive
Drama
Kindergarten – Grade 3
Kindergarten - Grade 3 with age appropriate material
OVERVIEW:
Students will learn to work as a team working towards performance. Storytelling will be used to develop
students' imagination and creativity, gain vocal projection and a clearly articulated vocal tone. Games are
part of every class to teach specific life skills such as focus, picking up verbal cues, and gaining
confidence to speak in public. Verse speaking as a group will be taught as well as scripts from diverse
cultures. Character development will be taught through puppets, improvisation and pantomime, in order
to develop physical and vocal skills. Performances are given throughout the school year. Students will
learn to analyze their performances and help each other improve through constructive criticism.
Over 3 8-week Sessions, each student should be introduced to How to develop beginning, middle, and ends of a story with varying endings
Speech work - How to ask questions, when to ask questions using pace, tone, inflection, pause
and pitch
Using the correct voice on stage and focus for an audience through games
Developing characters through puppets, mask and physicality
Devising stories from pantomime (one form each week), tableau, improvisation or using props
games that develop the imagination and use different objects to create watchable scenes
Working as a team and controlling the body and voice in all performances
Learning to be a good audience member with constructive feedback skills to other performers
Some musical theatre songs to develop ways to tell a story via music and script
Activities
Weekly Activity 1: Establish the students outside
voice, stage voice with simple tongue twisters,
breathing & vocal exercises. Practice the tongue
twister once (written on board) break it down
into smaller parts. Improvise the tongue twisters
or exercise with different endings. Teach good
posture and ask to go back to that if student are
squirmy. Students should be taught to stand on
two feet with good breathing habits and
corrected every week.
Weekly Activity 2: Students develop characters
physically through pantomime, puppets, using
masks and vocal changes. Often props such as
hats are brought to evolve the creation of
characters.
Standards
Grade 2
Comprehension and Analysis of the Elements of
Theatre
1.2 Use body and voice to improvise
alternative endings to a story.
Grade 1
2.1 Demonstrate skills in pantomime, tableau,
and improvisation.
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015
Storytelling: Story telling is told in three ways:
Round circle with each student giving a
phrase to add to the story
Taking a fantasy or fairy tale story and
adding new endings (what if?)
Over three lessons take story points and
focus on that area through a familiar
story i.e. Red Riding Hood
Physical Activity leading to vocal and acting
exercises: Students act out a letter of the
alphabet as pairs or individuals: have them make
either horizontally or on the floor. Spelling the
word DRAMA with their bodies continue as pairs
for difficult letters to encourage team work.
Choose other easy words (ACTORS) and have
them decipher which word it is. This should lead
to that student saying the word in their inside and
outside voice. When the group has the full word –
have them repeat in different tones. Finally ask
which is most effective and why?
Group speaking is developed to help younger
students to pick up cues and listen to each other.
A wide range of literature should be used- poems,
prose and their own creation. Group Speaking
helps shyer students gain confidence with solo
speaking.
Within the group speaking the creation of mood
is taught so students can make choices on the
words to change the mood upon.
Performance: The teacher reads the first
line/verse of poem and has the students repeat
(copies are not given out to younger nonreaders).
The students act it out, repeat poem standing
still. Ask "Which sounds better?" "Can we move
and speak clearly?" Continue until you have four
lines. Send home a copy.
Theatre Vocabulary: Students learn how to move
around a stage learning the stage areas with stage
area game. They learn about action and the role
of an audience. Teachers highlight how
performers must not pull focus from others
speaking.
Acting Musical Theatre scenes are introduced
where students are vocally able and the teacher
can teach character through movement, and
correct breathing for singing. Scenes start or
Grade 2
2.2 Retell familiar stories, sequencing story points
and identifying character, setting, and conflict.
Creation/Invention in Theatre
2.2 Dramatize or improvise familiar simple stories
from classroom literature or life experiences,
incorporating plot (beginning, middle, and end)
and using a tableau or a pantomime.
Development of Theatrical Skills
2.1 Perform in group improvisational theatrical
games that develop cooperative skills and
concentration.
Critical Assessment of Theatre
4.1 Critique an actor's performance as to the use
of voice, gesture, facial expression, and
movement to create character.
History of Theatre
3.2 Identify universal characters in stories and
plays from different periods and places.
Grade 2
2.1 Perform in group improvisational theatrical
games that develop cooperative skills and
concentration
Grade 3
1.1 Use the vocabulary of theatre, such as
character, setting, conflict, audience, motivation,
props, stage areas, and blocking, to describe
theatrical experiences.
Grade 3
Careers and Career-Related Skills
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015
finish with dialogue and will be edited to make
short performance tableau. Example Soldier,
Soldier will you Marry Me? For the youngest
students. The students are involved in simple
costuming, props and staging of a group
collaboration
5.2 Develop problem-solving and communication
skills by participating collaboratively in theatrical
experiences.
Poems for Group Speaking:
Spaghetti by Jack Prelutsky
Going on a Treasure Hunt/Easter Egg Hunt
Island of Lost Socks
My Robot by Gareth Lancaster
The Eleven Skeletons Jack Prelutsky
The Dark, Dark House (Halloween)
Age 9 and Under:
The Rabbit with No Tail
Cloud School
Fish School
The Hare and the Tortoise
Duck on a Scooter
Scenes from How to Eat Like a Child
Stories to Choose from:
Jack and the Beanstalk
Hickory Dickory Dock
Man in the Moon
Aladdan and his Lamp
Frozen – Sister scenes
Little Red Riding Hood
Musicals:
Annie (adapted) with Hard Knock Life
Oh Soldier, Soldier Will you Marry Me?
Bye, Bye Birdie (“Kids” acted as parents)
Part of Your World, Little Mermaid
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015
Drama Voice Exercises
This is a suggested list to be taught over an 8 week period session. Some exercises will be repeated
during the year as new children join. Repeat favorable exercises with experienced students teaching
their peers as a strategy.
Beginners: Breathing
Posture - Correct all students every week until they learn “the actor position” – feet planted slightly
apart and shoulders over feet.
1. Sumo wrestler - Students should be able to bend knees and not fall over; breathe deeply (test by
patting on the back if they move, they are not strongly breathing)
2. Monkey can be used for students who do not know “Sumo” - a la Alexander technique (bring
pictures or have on computer)
I am
I am a snow
I am a snowman melting
I am a snowman melting away (melting and sustained breathing to each phrase until
they can say it in one breath). Teacher should check correct diaphragmatic breathing
shoulders should not move (change to pumpkin at Halloween)
3. Mummy made me mash my M & Ms - ascending and descending scale
4. Ng Ah (breathing and soft palate together). Nin- jah works well too!
CREATIVE VOWELS (This exercise helps teach inflection and emotional responses)
HH ooo (something good to eat)
HH Oh! (surprised)
HH aw! (a kitten or a puppy)
HH ay (someone has borrowed something without asking or taken your last slice of pie)
HH ee (excited – can’t wait for……….) have students fill in the event
FRICATIVES (change out with P the second week)
BAH Boo (Halloween)
BAH Boh (balloon pops)
BAH Baw (oh no I broke it)
BAH Bay (Looking in the distance)
Try Jazz chants book for teaching how to use intonation, pitch and inflection. Poems also good for acting
out (Older students – 8-14):
My organs of articulation
Were a definite vexation
Until I said this silly rhyme
Three times through!
RESONATORS
1. Start with a song the students know like chorus of "Firework" by Katy Perry, "Let it Go" from
Frozen (Hum the song). Follow by echoing to different parts of the room talk into cases make
them aware of how sound travels – as an actor they must know this.
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015
2. If students know the words implement the lyrics and have them identify changes in voice.
Students should sit and lay on the floor singing.
3. Teach the inner smile for activating nasal and head resonance.
Arts Alive
Performance Acting (Drama)
Grade 4 – Grade 8
OVERVIEW:
After a basic grounding in voice work the students will work on group speaking to improve their
intonation and projection. Students will learn to block scenes with the correct theatre language and
mark up a script with mood and motivations to create believable characters. Students will perform
historical and modern drama scripts and sometimes musical theatre scenes. Collaboration is encouraged
for all students both writing and directing their own and published scenes. All students should be able to
enter high school ready to audition for a part in a production.
CA Visual and Performing Art Standards
Grade 4
1.2 Identify a character's objectives and motivations to explain that character's behavior.
1.3 Demonstrate how voice (diction, pace, and volume) may be used to explore multiple possibilities for
a live reading.
Grade 5
2.2 Demonstrate the use of blocking (stage areas, levels, and actor's position, such as full front, quarter,
profile, and full back) in dramatizations.
Creation/Invention in Theatre
2.3 Collaborate as an actor, director, scriptwriter, or technical artist in creating formal or informal
theatrical performances.
Grade 6
Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as action/reaction, vocal projection, subtext, theme, mood,
design, production values, and stage crew, to describe theatrical experiences.
Grade 7 History of Theatre
3.2 Compare and contrast various theatre styles throughout history, such as those of Ancient Greece,
Elizabethan theatre, Kabuki theatre, Kathakali dance theatre, and commedia dell'arte.
Objectives of the 8-Week Course Curriculum
Grades 4-8 with age appropriate material
Each student should be introduced and develop skills in:
Ability through warm up voice exercises related to the work to use the voice in different
intonation, inflection, accents and vocal projection for theatre work
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015
Learn to use reactions, subtext, mood and have their characters develop motivation, setting of a
scene, etc. for each script developed
Study the manners and style of acting Shakespeare, Greek , Musical Theatre or commedia
dell’arte theatre
Use improvisation and games to create believable theatrical performances
Collaborate together to create formal performances for their school community and festivals
with strong blocking and believable characters
Ability to develop strong character work in monologues or duets
Learn to block well written scripts and direct other short scenes for their peers
As students advanced scripts can be written from different cultural themes and performed. Every 16
weeks a performance should be included within the course.
Lesson strategies taught
Through warm up voice exercises related to the
scripts the students learn to use the voice in
different intonation, inflection, accents and vocal
projection for theatre work.
Ability to develop strong character work in
monologues or duets. Students rehearse play
reading, which is regularly attempted for student
audiences.
Students collaborate to create formal
performances for their school community and
festivals with strong blocking and believable
characters.
Students learn to use reactions, subtext, mood
and have their characters develop motivation,
setting of a scene, etc. for each script developed.
Use improvisation and games to create believable
theatrical performances.
Study of the manners and style of acting
Shakespeare, Greek, Musical Theatre or
commedia dell’arte theatre.
Students act and direct with their peers and the
more experienced students can direct
monologues and duets with others. If students
have the writing skills they are also asked to script
works for their peers to act.
CA Standards
Grade 6
Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as
action/reaction, vocal projection, subtext,
theme, mood, design, production values, and
stage crew, to describe theatrical
experiences.
Creation/Invention in Theatre
2.2 Use effective vocal expression, gesture, facial
expression, and timing to create character.
Grade 5
2.2 Demonstrate the use of blocking (stage areas,
levels, and actor's position, such as full front,
quarter, profile, and full back) in dramatizations.
Grade 4
1.2 Identify a character's objectives and
motivations to explain that character's behavior
Development of the Vocabulary of Theatre
1.1 Use the vocabulary of theatre, such as
action/reaction, vocal projection, subtext, theme,
mood, design, production values, and stage crew,
to describe theatrical experiences.
Grade 7 History of Theatre
3.2 Compare and contrast various theatre styles
throughout history, such as those of Ancient
Greece, Elizabethan theatre, Kabuki theatre,
Kathakali dance theatre, and commedia dell'arte.
Grade 6 Creation/Invention in Theatre
2.3 Collaborate as an actor, director, scriptwriter,
or technical artist in creating formal or informal
theatrical performances.
Grade 8
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015
2.2 Perform character-based improvisations,
pantomimes, or monologues, using voice,
blocking, and gesture to enhance meaning.
Suggested scenes that may be used:
Little Women, Slappy – a Moral tale of a sign painter, Universe Communicate, Scenes from How to Eat
Like a Child, Tom Sawyer, Greek plays The Birds, Helen of Troy, Witches by Roald Dahl, Three Witches
from Shakespeare, All the World’s a Stage from As You Like It, Servant of Two Masters
Adapted Stories for Grade 5 and Up:
Alice and Wonderland
7 (#) Chinese Sisters
3 Straight Lines
The Queen and the Wise Men
Emperor’s New Clothes
The Crayon Box that Talked
Musical Theatre: The Boyfriend, My Fair Lady
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015
King and Clowns, Inc. 501(c)3
Upd. 3/24/2015