[2009]

Lesson Plan/Curriculum for Drama and Social Change

Emily Rence University of Minnesota May 3rd, 2009

Course Description: This course intends to help students to explore the role of theatre in everyday life, current events, and political issues. Real-life issues will be used as a means to explore the theatre and the many uses it can have for todays youth. It will teach students to use theatre as a method of expression and as an outlet for emotional and personal issues that they are facing. The stage will be offered as a safe space where students can feel comfortable sharing their thoughts and ideas with their peers. Students needs will be met in the course through a co-creation of the individual lessons by me and the students. Students will be re uired to maintain a reflection !ournal and collect news clippings and other forms of media that are relevant to topics of interest to them. " general #nowledge of current events will help students to feel more comfortable with the ideas discussed in relation to theatre as a means of political change. Personal Philosophy: I believe that theatre can be a great tool for people to relate to others when there are seemingly no other obvious similarities or shared ideas$ it can be an ice brea#er that allows people to feel safe expressing and vocali%ing their thoughts and ideas. I believe it would be beneficial to everyone involved to use a co-creative method to design the curriculum because it will not only allow the students to have a sense of agency in their participation in the class, but it will also help students who are hesitant to get right on stage to be able to participate at their own comfort level until they have a chance to move outside of that. This co-creative method allows not only the teachers, but the students to relate on another level and to feel more involved in the learning process. That way, the teachers are there to facilitate learning instead of reading off facts and figures without the interest of the students. Students will also feel more comfortable when the material being discussed is something that they have expressed interest in, and it will allow the teacher to get a feel for the culture and lives of the students that they will be teaching. Learning Objectives: The learning ob!ectives for this course are& Students will gain a better appreciation and #nowledge of theatre as a tool for self-expression and of the connection between theatre and current events. They will learn that much of the media and theatre that they see has another, deeper or politically driven message behind it. They will master at a beginning level the ability to use their thoughts, struggles, and ideas as starting points in the process of creating theatre. 'y the end of the course they will also be able to pic# out deeper ideas behind media and stage productions that may have, at one time, escaped them. They will have the opportunity to discuss personal values in an open and inviting environment and in their reflection !ournals. Students will learn how to express themselves by means of the stage and how to share their ideas in a creative and engaging way so that people will listen and change will be inspired. Course Outcomes: 'y the end of this course the student will be able to use theatre as a means to express thoughts, emotions, ideas, and issues facing them. Students will have a better understanding of how the media and stage productions use different images, songs,

sounds, or dialogue to convey certain feelings or ideas. Students will also hopefully be able to find a way to express themselves more easily, whether it be through stage acting, tal#ing to the group, tal#ing to an individual, or writing their ideas down in their reflection !ournals. "t the very least, I hope that students leave the class with a new interest in theatre or the willingness and drive to express their distinct voice in some other creative way that suits their personal needs. Course Materials: This class will re uire each student to have a reflection !ournal and pen(pencil at every class$ I would li#e to supply these things !ust so that we ma#e sure everyone has one at the beginning of class and so that if they forget they can still participate in class. Throughout the teaching of this course the need for mar#ers, glue, scissors, and construction paper will almost definitely come up. I would also li#e to have a large pad of paper for ta#ing notes and group presentation type activities, this way the students can write their groups ideas and present them to the group in a way that allows everyone to participate. )e may also need access to a daily newspaper for current events related classes and discussions. General Rules: Students will be encouraged to voice ideas, thoughts, and opinions on many topics in class but they will be reminded that comments need to be #ept respectful and that everyone needs to give their peers the same respect that they expect from the rest of the class. Since this is a co-creative learning experience, all students need to feel as though they can participate without being attac#ed or ignored so I will pay special attention to whether or not students are being respectful towards their peers and me. Students will be re uired to do reflections in their !ournal at different points during class so that they can have a personal record of what they learned for future reference. *ostly this class is about giving the students an opportunity to learn about things that concern or interest them, so I am there to facilitate that learning in a way that is safe and welcoming to all students involved. Evaluation Plan: Success of the course will be indicated in the following ways& Since students co-create the lessons, final assessment of success will be determined through the use of these criteria. I will wor# with the students to see how they would li#e to go about measuring their progress, whether it be through a performance at the end of the sessions, a written reflection of the course, a presentation to the class about the ways media and theatre can use the stage as a place for social activism, or another student suggested idea. Since comfort with performance is a very hard way to measure success, I will loo# at whether or not the students understand how to use the stage to their benefit. *any students will have a very good understanding of the ideas from class but will still feel uncomfortable on the stage, so doing something along the lines of a reflection will allow them to excel without putting them in situations that they are uncomfortable in. In using theatre as a tool for young people to create change, we must also reali%e that it does have some limits and what wor#s for one young person may not wor# for another.

Wee ly Overvie!: Wee One: The first wee# will be dedicated to helping the students to feel comfortable in the learning space and with their peers and teacher. I plan on having young people participate in some ice brea#er games that are based off the improvisation games that are popular in theatre. I will explain the general idea of this course and the idea of co-creation of the curriculum. This first wee# will also be a planning wee#$ students will wor# with me to create a set of rules and a flexible lesson plan from which we can draw ideas and create expectations for future classes. "lso, the idea of reflection !ournals will be explained in this class. +lass will end with a reflection of the days activities-both in reflection !ournals and as a group. Wee "!o: )ee# two will be focused on learning some basics of acting, stage design, and production of a performance. )e may separate into groups and put on small scale productions(scenes in order to practice for future performances and to help students become comfortable with the idea of performing. *ore acting games will be introduced at this time and students will be as#ed to brea# into two groups and create a list of reasons people go and see plays and other performances. +lass will end with a reflection of the days activities-both in !ournals and as a group. Wee "hree: )ee# three will have a focus on current events$ students will be as#ed to bring in clippings from the paper or internet, a scene or two from a movie, or a photograph that shows an issue that is important to them. )e will then brea# into groups and each group will be as#ed to thin# of ideas of how they would present the issue to an audience. They will be as#ed to figure out what issue is being presented in the pictures and video clips of their peers and then I will open discussion to the group. Wee #our: 'y wee# four I would li#e to have a guest spea#er come in and tal# to the class. I was thin#ing of as#ing one of the directors from my high school theatre to come and tal# to them about theatre as a way to express themselves and as an outlet for creativity. ,therwise, I will loo# to the lesson plan that the students and I have come up with together for ideas about this lesson. Wee #ive: )ee# fives lesson will be determined by the students, I will loo# to our flexible lesson plan in order to plan this wee#s activities. Wee $i%: )ee# six will be our final wee# of class and I will as# each student or group of students to do one of the following activities in order to assess their growth throughout the course& write a --. page personal reflection about their growth throughout the course using specific examples and past reflections, perform a small production in which the students show their views on an issue that is important to them, do a group or individual presentation to the class about an issue or idea discussed in class. /astly, I may as# the student to do an evaluation of me so that I can see where I need to wor# more.

Theatre Activities by Wee

!"ach activity features a mini#descri$tion% some include ideas to modify activities for a variety of class needs& This is in no 'ay an e(haustive list) but rather a fe' suggestions that 'ill 'or 'ell 'ith the class focus&*

Wee One &ctivities: )ee# one activities should be geared towards trust and community building, and should #eep in mind that for many students this will be a first experience with the stage and theatre activities, not to mention close group wor#. These activities can continue to be used in classes further into the course and most are easily modified to suit more experienced actors in need of a challenge via the familiar. 'ntro(uction #ibs: This is a simple activity where students are as#ed to introduce themselves by saying their name and instead of the typical 0interesting fact1, students are as#ed to say one lie about themselves. 2or example, if I was an avid golfer I may introduce myself by saying that I hate to golf. Potential Modifications& share one thing youre passionate about, one issue that is important to you, one 0secret1, etc. 'ntro(uce a $tranger: 2or this activity, as# students to pair up with someone in the class they are unfamiliar with. Then have each pair tal# around simple, non-intrusive prompts 3funny story, best class, worst food experience, etc.4 for a few minutes. Then have partner " introduce partner ' from what they have learned about this person and vice versa. Potential Modifications: as# pairs to share a sad story, an embarrassing moment, tal# about an item that holds personal meaning to them, etc. These prompts as# students to be responsible for someone elses, sometimes deep and personal, stories which is a lot to as# so these modifications would need to come later than the first wee#.4 Wal this Way: This activity is used to familiari%e the students with the entirety of the stage, bac#stage, and house area. Students are as#ed to wal# the space, paying attention to their surroundings and the people in it. )hile students are wal#ing there are a few activities you can have them perform& 5"s# students to find a partner and free%e, loo#ing them in the eyes 5"s# students to !ump when you say 0name1 and say their name when you say 0!ump1 56ave students find a partner uic#ly, the one with bigger shoe si%e 3dar#er hair, blue eyes etc.4 stri#es a pose and the other partner mimics it Re)lection Me(itation: 'efore departing for the day, have students lie down or sit 3whichever they are most comfortable and relaxed doing4 and close their eyes. Then lead them through a meditation, remembering to focus on breathing and strong visual cues. "s# them to picture themselves somewhere or thin# of a place they en!oy, etc. ,nce the meditation is over as# them to reflect on it and the class experience so far via their !ournals, students should feel free to draw, write, or whatever they prefer for this portion.

Wee "!o &ctivities: 6ere are some activities that can easily be modified and used later in final production of the student created show. Watch* Listen + Repeat: 6ave partners tell each other a story 3first crush, embarrassing moment, funny story, etc.4. The partner who is listening to the story should pay close attention to the movements and body language of the story teller, the inflections of his(her voice, the facial expressions, and other cues so that they will be able to 0tell1 the story bac# to their partner with full detail 3visually and verbally4. /et each partner have a chance to do this and then discuss how they felt watching their own behaviors played out in front of them. ,igh #ive Design: 6ave students wal# the stage to music, when the music is stopped tell them to uic#ly find a partner 3this will help to #eep them from gravitating to the same people every time4 and to create a three step 0high five1. "s students get more and more practice as# them to share their creations. 7ou can even modify the prompt and as# them to add words, sounds, other body parts, dance moves, etc. /et them be creative and share what theyve come up with. This is a relatively low ris# chance to wor# the stage which is helpful to those who are new to it. -o(y "ag: 6ave students pic# a partner, this is their partner throughout the game. 8ow have students wal# the stage to music, constantly aware of where their partner may be on the busy stage, when the music stops as#s partners to find each other and touch elbows. The last pair to do so is eliminated. +hange body parts, #eeping in mind the comfort level of the students youre wor#ing with and the amount of time theyve had to build a sense of community and safety. .itty /ee(s a ,ome: *a#e a circle of chairs on stage, each student should have a place to sit except the one in the middle. The student in the middle is trying to find a 0home1 by wal#ing up to students in the circle and saying 09itty needs a home1. The students then say, 0Sorry no room here, as# my neighbor1 and point to their neighbor. )hile this is going on students ma#ing up the circle are switching spots with students across the circle without words, but instead with eye contact. This forces students to pay close attention to their surroundings and to communicate without our strongest source of communication, our words. If the 0#itty1 catches someone switching places he(she can steal the spot, leaving the person who lost it to 0find their home1.

Wee "hree0$i% &ctivities: These activities focus more on the allowing students to open up about issues they care about along with a stronger focus on the act of acting, rather than the art of team(trust building as the previous activities tended to do. These activities should be modified as you go so as to slowly invite students to ta#e bigger ris#s as opposed to throwing them into big, controversial issues and discussions without enough opportunity to feel out how to do so respectfully. $culptures: 6ave students get into pairs 3gradually wor# more people in as students get comfortable4 and have each pair demonstrate an emotion, feeling, idea, etc. via sculpture. 6ave other groups attempt to figure out what is being represented. "s students begin to get comfortable with these simple sculptures as# them to add a sound, a movement, or some lines from a text youre wor#ing with. :iscuss how students chose where to place their sounds or actions, what went into ma#ing that decision. Try having a few pairs wor# on the same emotion and see how they differ(are similar$ discuss what this tells you about emotions and their range between individuals. This activity can also be done in lines, having line " give line ' ideas for issues to represent and then trusting line ' to demonstrate them. )hile line ' is wor#ing, have line " turn around so they see the lines, sculptures, and students fresh. Line $cenes: 6ave students ma#e two lines, with the first person in each line standing face-to-face with the other. The group will then choose a topic to act out, something that gives them a lot of flexibility but is appropriate for age and progress in the course. The first two students will begin to act out a scene and when the student behind them feels li#e the scene is beginning to wane or has hit its climax, they will step in and change the scene and characters. If students arent noticing the points where a scene change is necessary try to facilitate the changes and point out why, this will help them to start feeling out when a scene(actor needs assistance.