What is the power of Risk in the Dramatic Arts?

Class: Drama 20 Date:

Title: Generating Risk in Scene work Lesson Number 3 of 5 mini-unit

Objective of Lesson: Students will work collaboratively to examine interplay in scene work.
Students will demonstrate their capacities for generating and reacting to risk and will
understand and articulate their responsibility to challenge and protect their scene partner.

Learner Outcomes (Program of Studies) Plan for Diversity

Goal 1: To acquire knowledge of self and others Inclusion of choice of scene work
through participation in and reflection on Ability to witness first
dramatic experiences. Small group work and larger group
Goal 2: To develop competency in discussion
communication skills through participation in
Students are invited to share
and exploration of various dramatic disciplines
reflections with group but may write
reflection
Targeted outcomes:
Speech:
15.Demonstrateexpressivereadingofliterature. Materials
16.Communicatemoodandemotionthroughvoice. Blackboard/Whiteboard and chalk
18.Demonstratethatspokeninterpretationis A/B open scene
affectedbycharacterization. Chair or object
Acting: Student workbooks
4.Demonstrateunderstandingthatacharacters
behaviourismotivatedbypast,presentand
anticipatedfutureexperiences.
9.Demonstratetheabilitytopickupcues
effectively.
10.Critiquetheworkofselfandothersthrough
observationofspecificdetails.

Time Teaching Strategy Student Assessment

Introduction
(Link to previous learning,
introduction of new
concepts)
Activity
10 Gather the team remind them Shout out! Student
min of previous discussion of taking participation in
a risk in theatre have students both activities.
shout out their ideas of what this
means. Write these down on one
half of the board.
Think pair
Discuss acting scenes with share - shout
students and what constitutes a out
good scene. Write these on the Can students
other side of the board. make
Invite students to physically connections
draw connecting lines between and reason
 the two concepts. those
connections
(formative)
Activity 25 Strategies: Guided and Students in Can students
Sequence min independent practice small groups. perform both
Perform scenes Neutral and
May involve Presentation,
Explanation, Guided Small group examples and large in Neutral. emotive
Practice, Independent group discussion Discuss/ suggest scenes? Do
Practice
where is the risk they utilize
OR Today we are going to explore in the scene and voice, body
Approaching, taking effective risks in our perform the and
Encountering, scene work. We are going to scene with that colleagues?
Noticing
Internalizing examine two scenes in small generated risk
Applying, groups. You will help each other Is the
Refining
Personalizing, to move the scene from neutral progression of
Transforming, to one where the actors and these scenes
Assessing
audience have an understanding viewable by
of the relationship between audience?
characters and what is at stake. (formative,
You must continually come back potentially
to the elements of risk that you noted)
have identified and consider if
you can perform them within Can they
your scene. Once we have provide
explored, you will have the feedback that
opportunity to perform your advances the
scene for the larger group. scenes
Closure 10 Invite group discussion Group sharing Students apply
(Summary of learning,
min regarding discoveries and circle activity and
link to upcoming learning) explanations. Shared and Reflection in propose next
different experiences. Successes workbooks steps for
and difficulties. Exit slip scripted scene
Students reflect in journals work
Exit slip how does risk affect
your scripted scene work?

Reflection

Adapted from Alberta Education, Canada, 2008

A and B open scene

A: Hi

B: Hello

A: How are you?

B: Fine, how are you

A: Im good. Did you get my message

B: I did

A: And?

B: Not now

A: okay, take your time. Bye

B: Thanks, bye

The Chair/Object open scene

Non-verbal. A and B enter. They both want the chair/object.