Standards-Based Planned Instruction Template |
Name: J. Llewellyn Miller
School District: Pocono Mountain School District
School Building: Senior High School
Piloted with Students in Grade: 11/12
Planned Instruction Title. Using Internet research to develop character profiles in preparation for performance of a theatrical scene from "A Midsummer Night’s Dream," by William Shakespeare
Grade Level (Check one):
Primary
Intermediate
Middle
X High School
Other
PA ARTS and HUMANITIES STANDARDS CATEGORY:
X 9.1 Production, Performance and Exhibition
9.2 Historical and Cultural Contexts
9.3 Critical Response
9.4 Aesthetic Response
Standard Statement:) 97.1.12.J. Know and use traditional and contemporary technologies for production, performing and exhibiting works in the arts or the works of others. *Know and use traditional technologies * Know and use contemporary technologies. 9.1.12.K Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities
Lesson Topic/Theme: To use Shakespeare to learn about vocal and body rhythms, pacing, character development and performance techniques in a research, practice and performance setting. Oral presentations from journal observations about the process.
Overview: The students will use contemporary technology to conduct performance history research on Shakespeare’s "A Midsummer Night’s Dream", examine streaming video clips of live performances, listen to sound recordings of various actors performing Shakespeare to examine and evaluate articulation, speech rhythm and vocal production and prepare a character profile and prepare a five-minute scene with one or more partners, develop blocking and use some suggestive elements of costume and/or props. They are to memorize the scene and present them to the class in the theater. Write a description of the information-gathering process, websites contacted, and include a narrative explaining artistic choices and aesthetic criteria used to determine character profile attributes, attitude, movement and motivation.
Keywords: Artistic choices, Aesthetic criteria, Contemporary technology
Learning Objective(s): (What will students do to demonstrate they have reached the standard?)
The student, using a World Wide Web scavenger hunt, will find and analyze examples of the performance history of "A Midsummer Night’s Dream", video or other graphics and sound samples of the play in performance to prepare a character profile.
The students, in pairs, will plan, memorize and perform a scene from the play for the rest of the class using their character profiles.
The students will articulate their artistic choices concerning character, including attitude and motivation and defend their choices of suggestive costuming and props to the class following their interpretation of the scene.
Assessment-Task Criteria: How will you judge "below basic," "basic," "proficient," and "advanced?"
Do you have a model/exemplar of your expectations?:
Both the student and the teacher will assess the student's performance at each stage of the assignment by conferencing, checking logs and checklists for completion and adherence to the project. The teacher will monitor and advise during research, scene selection and practice. the teacher will also evaluate the final performance and the oral presentation based on the assessment rubric below. The students will peer evaluate as the final element on their checklists.
Scoring Rubric
Below Basic The student finds one or no relevant websites to bookmark. The student records hits the incompletely if at all. The presentation and performance of the scene exhibits little understanding of the text, poor or no memorization, weak vocal articulation or inaudible speech and no effort at costuming or props. The presentation of the justification for aesthetic choices lacks coherence and does not credit source(s) |
Basic The student will find at least two useful and relevant websites to bookmark. The student records internet hits in some random fashion. The presentation and performance of the scene exhibits some understanding of the text, mostly memorized script, an attempt at appropriate vocal articulation and volume and some suggestion of character through costume and/or prop. The presentation of the justification for aesthetic choices demonstrates some organization and credits some sources. |
Proficient The student will demonstrate proficiency in locating and book marking at least three relevant websites on individual accounts. His/her internet search results will be recorded legibly to share later with the rest of the class. The presentation and performance of the scene exhibits clear understanding of the text, adequate memorization of the scene to obviate the need for prompting, appropriate vocal articulation and volume to the part played, costuming and (at least) one prop which clearly suggest the character chosen. The presentation of the justification for aesthetic choices include references to appropriate sources. |
Advanced The research is more extensive than three relevant web sites and may include other resources investigated independent of the internet. The research results are clearly and legibly organized by category and usefulness. The presentation and the performance of the scene exhibits superior understanding of the text, comprehensive memorization of all lines, exceptionally creative interpretation through carefully articulated aesthetic choices, excellent vocal articulation and volume to the part played, costuming and (at least) one prop which creatively defines the character chosen. The scene may be a creative composite of cuttings from the text. |
Materials: Computer lab, notebooks or journals, scripts of "A Midsummer Night’s Dream." Bookmark printout for website.
Warm-Up: View a portion of the movie version or read selections from and the synopsis of the script. Homework: Have the students bring in a clipped photo of a person who embodies some qualities of a character for them.
Procedure:
Days 1 and 2. Internet research in the lab, discovering sites and reviewing teacher-recommended sites, keeping a log of discoveries, authors and addresses.
Days 3 through 6. Have the student work with an assigned partner and under teacher guidance, conference on a concept for the scene, compare character profiles and develop a performance scheme.
Day 5 and 6. Have the student completely memorization and perform with a volunteer peer director from class, conference with teacher about their progress.
Days 7 and 8. The students will then perform the scenes and present oral reports of process. The peer review at the end will determine winners of a Tony type award for the class.
Correctives: (remedial activities for students who have not met the standard at the proficient level or above.) Pair up students based on their abilities so that those with strengths in computer researching can help those who need extra attention. Allow and encourage students who are ahead of schedule to conference with those others to share their knowledge and their application of the process. Have those students who are ahead of scheduale function as peer directors in the scene preparation stage.
Extensions: (enrichment activities for students who have met the standard at a proficient or advanced level)
Those students who are working ahead of the schedule may post character profiles, digital photos of the performances and other reference materials to the drama workshop web page.
Appendix – "A Midsummer Night’s Dream" Internet Hunt, Reflection Questions, Checklists and Teacher’s List of Useful Websites.
This lesson starts with a discussion of how artists come to make the artistic choices they make when preparing for the production of a play. This worksheet and checklist will help you navigate the web and discover interesting and useful things about Shakespeare’s play, his characters and plot and how you might go about preparing a scene with understanding and confidence.
A director of a play begins by reading the play, first for the story and staging requirements, then for character development, and finally to discover the important meanings in the play. We will take a little shortcut, first viewing the play, or most of it, in class, listening to the way the actors use their voices and watching the way they use their bodies to project the characters. Then they read it for homework to explore which scene might work for us best.
Begin by searching the web for sites, which contain history, performance information, synopses, video and audio of the play. First decide which character interests you the most, and begin to create a character profile, which includes everything you know or believe about the character.
When you find something useful on a site, you should bookmark it to your account and write a brief response in your log commenting on the information contained in the site and reflecting on how it might be useful to you.
The teacher will check these logs. So make sure that you locate and write responses to at least three (3) relevant sites and be absolutely sure you have a record of the complete website address in your log, so that you can give proper credit.
In the next phase, you are to pick a partner or ask the teacher to assign a partner to you. You and your partner will then examine the script and select a scene of approximately 5 minutes in length. Then you must decide who will play which part, and begin.
You and your partner should compare your notes on your favorite characters and discuss what action should be included in your scene. How can the scene effectively play? What do you need to understand the scene? What will the audience need for you to project your concept effectively?
Now that the groundwork is laid, you should begin to practice, exploring the meanings of the language and the potential for movement. You should practice hard, and when you feel like you have something. Have a peer director look at part of the scene and discuss it with you.
The next step is the performance. Grab your costumes and props and hit the boards! The class and the teacher will watch you, listen to you and critique you. When you are done taking your bows, each student will give an oral presentation of two minutes explaining their artistic choices and their character profile information, based on the research done on the websites (which you will also mention!).
Reflection Questions
What is my favorite character and why?
How does the character look?
How does this character speak?
How old is he/she?
What kind of costume might this character wear?
How does this character influence the action of the play?
What makes this character interesting and important?
What have you learned about previous productions of this play, which can help you, prepare your scene?
How will you decide on how to speak and how to move during your scene?
What do you think would make an appropriate prop for your character?
How will you suggest a costume rather than using a complete costume?
What is the hardest part of preparing this scene?
What is the most fun part?
How do you rate your performance?
Why?
If you had to do another similar project, what would you do differently?
Scene Preparation Checklist
Name:
___I have completed my Internet research
___I have shown the teacher my log and I have the teacher’s initials and date on that log.
___I have found three appropriate websites which will help me to do my character profile.
___I have found an image that looks like my character as I imagine him/her.
___I have selected a partner or I have asked the teacher to help me select one.
___I/we have selected a scene or cut together scenes that I feel will appropriately demonstrate my character.
___I have conference with the teacher to make sure the scene will work.
___I have prepared a minimal costume which will help me project my idea of the character
___I have decided how my character sounds, and I have practiced using that voice
___I have decided how my character moves and I have made decisions about how she/he uses the body.
___I have conference with a peer director to check the progress of our rehearsals.
___I have memorized all my lines
___I have memorized our prepared blocking of the scene.
___I have prepared my 2 minute oral presentation with note cards to remind me of my sources and websites.
___I have succeeded!!
Teacher’s Appendix – List of potentially useful Websites
Special Thanks to Terry A. Gray Page for the copyrighted sources listed below from his website
Materials
The BBC video series of the complete works, from Ambrose Videos.
I didn’t really know how to categorized this one, but its a great free gift. Courtesy of the Illinois Shakespeare Festival, a free, downloadable font based on the First Folio, for both the Mac and PC platforms. Thank you Pete and Friends!!
Films for the Humanities and Sciences, with a very nice search engine for locating just the film for which you are looking.
Gose Educational Media Macintosh Hypercard products.
No Sweat Shakespeare—a set of study guides on Macbeth and Romeo and Juliet billed as "instant Shakespeare access for teenagers".
Octavo is now offering the 1640 edition of Benson’s Shakespeare’s Poems as part of its digital rare books collection. Their site contains an PDF sample of the work.
Poor Yorick CD and Video Emporium. Poor Yorick sells over 300 video, cd-rom and audio titles related to the bard, and have "many, many more on the way".
Shakespeare4Kidz - unique musical adaptations by Julian Chenery, Matt Gimglett & William Shakespeare. Headquartered in Surrey, UK, visits to schools and tours can be arrange or products purchased.
Shakespeare Audios. A CD containing various audio recordings from the plays and several sample RealAudio and WAV downloads.
Teaching aids related to Shakespeare for Children, (the sixty-minute Shakespeare series from 5-star productions).
Information on obtaining the Shakespeare’s Life And Times CD.
A source for Shakespeare recordings and videocassettes.
The Shakespeare Video Page.
Stratford Studios: an eduational software company dedicated to the first-time reader of Shakespeare.
A Taste Of Shakespeare. From their advertising: "To lighten the load of teaching or studying Shakespeare’s Plays, try A Taste of Shakespeare: the award winning Video Series that - in under an hour for each play - dissolves difficulties with the text, and connects viewers to the characters, story, and themes."
The Writing Company. A fantastic source for Shakespeare related materials, including books, multimedia, posters and charts, with links to websites and lesson plans.
The World Shakespeare Bibliography on CD-ROM from Cambridge University Press. A source for ordering this commercial product.
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