Students look for clues in a story to identify attributes for specific characters. Through a series of physical and vocal exercises, students practice the concept of character attributes – how a character looks, moves, and feels. Then, students read a story and use a “Character Map” to list all the attributes mentioned and inferred. The lesson culminates with students blending voice and body for a specific character in the story.
Students explore ways to move approximately an inch, a foot, and a yard. They plan, notate, rehearse, refine, and perform a dance with three sections (e.g. first: inch-sized movements, second: foot-sized movements, third: yard-sized movements). The audience analyzes what measurement length the dancers used in their first, second, and third movements. Finally, students reflect on the use of measurement in math and dance and review study of measurement and ordinal numbers with math curriculum.
Students learn the concepts of character objectives (what a character wants), and actions (what a character does to achieve their objective). Through a series of physical and vocal exercises students practice objectives and actions. Then students work with a partner to create a line of dialogue that conveys the meaning of a powerful verb combined with an objective. To close, students individually write lines of dialogue with actions and objectives. Designed to be taught in a sequence, this is lesson three of three: 1) The Super Expressive Body: Actions and Character, 2) The Emotional Voice, 3) Character Objective and Action.
Students create specific attributes for a main character they will develop in a narrative story. Students make physical and vocal choices for characters to explore the concept of character attributes – how a character looks, moves, feels, and sounds. Then, students capture their main character’s attributes using a writing prompt and a “Character Map.” The lesson culminates with students blending voice and body to act out a specific moment and using that experience to write descriptive sentences for the beginning of a story. This lesson is part 2 of 4 and the other lesson titles are “Modify My Action,” “The Set-Up: Creating Dramatic Introductions,” and “Developing the Beginning, Middle, and End of a Story.”
Students explore dance movements with different energy qualities: smooth, sharp, swoop and shake. They link those changing energy qualities with landforms as the context for a dance. The, they use improvisational movements to depict glaciers moving (smooth), volcanoes exploding (sharp), floods (swoop), and earthquakes (shake). With a small group, students choreograph a dance showing landforms with energy qualities. To conclude, they reflect on how changing the energy quality of movements can demonstrate changes in nature.