Performing Arts Media: Drama and Science

8/9/2019 Performing Arts Media: Drama and Science

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D. Saphier, MFA Denver Center Theatre Academy 6/29/10

AATE Lesson Plan Outline Using Creative Dramatics in Science

I. IntroductionA. Give background at DCTA and call for integrated science curriculumB. Background of units and how they were created.

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Two parts: Vocabulary and sequencing2. Changing drama games to suit curriculumC. Short talk about approach cross-curricular workshops

1. Five games and a million variations2. Triangle

i. Transformation Creating variationsii. Diversification Using ACTivities to address various

subjects, populations, ages, grade levels, learning styles andgoals

iii. Integration Formatting, implementation and knowingwhen to use and ACTivity

II.

Vocabulary gamesA. WordWhip1. In a circle, students tell you what they already have learned about a

given topic. Each student either shares a word, phrase, or short

sentence with the group.2. This game can also be used as a brainstorming session with one or

two student as the scribe.3. Activity can be used as introduction or as assessment.

i. Example: participants and hopes from what they hope togain from workshop

B. Image work1. Build and Break

i. Players create a human sculpture through connecting withone another. There are three types of connections (or

relationships):a. Explicit one player physically touches another

playerb. Implied one player builds on another players

connection without physically touchingc. Shopping mirroring the work of another player.

ii. The sculpture is created on the cue, Build and dismantledon the cue, Break.

2. Art Galleryi. The first student enters and strikes a pose. The second and

third students add to the image. The fourth student enters,titles the image, and begins the cycle again.

a. Raise the bar by adding a theme (ie. Atomicparticles, chemistry, sound systems)


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3. Magic Clayi. Students partner up and decide who will be the sculptor and

who will be the clay.ii. Sculptors sculpt their clay by either physically

manipulating through touch or by imitation.

iii.Use vocabulary as base. If concept make a sequence ofthree images for

C. Cue and Response1. Smithsonian

i. Decide on at least six terms for students to remember,understand, and be familiar with. Each term will have aphysical gesture, pose, or action related to it.

ii. Each class is responsible for creating (minimumrequirement for the game to work):

a. One term that is a FREEZE.b. A RELEASE term must be created that corresponds

with the FREEZE Term.c. 2 person imaged. 3 person imagee. 4 person imagef. 5 person image

iii. This activity can also be added to:a. Split into groups of two to five. Students are then

asked to create their own image to teach to their

peers.b. Add these into the game and continue building on to

the game.iv. See Periodic Table example at bottom

2. Bippity Bippity Bopi. Sphincter, Sphincter, Splash for the Digestive System

a. Students are given cues and must do an assignedaction.

b. When prompted by Sphincter, Sphincter, studentsmust say Splash before the leader says Splash!

c. When pointing to a person in the middlei. Mouth One side is a tooth, one side is a

tooth (gnash), the middle is a salvia gland(psshht)

ii. Esophagus one person fallsiii.Stomach two make lining, one churningiv. Small Intestine Absorb the nutrients of

the food by way of the villi; shown by hands

v. Large Intestine Absorbing water by theside people show filling a water bottle


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3. Film Stripi. Class is split into small groups of five and assigned a part

of a whole.a. Ex. Mouth, Esophagus, Stomach, Small Intestine,

Large Intestine

ii.

Each group is responsible on making three frozen slides(tableaus or stage pictures) about their part of thedigestive system. Work quickly as you only have five

minutes to rehearse.iii. These slides must have a beginning, middle and end.iv. Do not worry about action or talking as these are frozen.

Unless they happen organically.

v. Present these short strips to the class.D. Assessment Games

1. Dr. Know-It-Alli. Two students stand shoulder to shoulder before the group

and are Dr. Know-It-All.ii. A subject matter is chosen about which Dr. Know-It-Allwill speak.

iii. The students will answer the question in completesentences, but each may speak only one word at a time untilthe answer is complete.

2. Word WhipE. Conclusion and Discussion

1. Sequencing2. Creating Plays3. Using other games


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Example ACTivities

1. Energy clap - (Chemistry-Electron Transfer)a. In a circle, pass a simple clap around like a wave at a stadium.b.

Then, clap at the same time with the person on your left and sendthe clap around.

c. Then, add multiple claps.2. Fruit Bowl (Biology-Digestive System)

a. Students are assigned a part of the digestive process thathappens in the stomach. If their term is said, they will

move to the appropriate spot. If Stomach is called,everyone must find a new place to stand.

i. Protein - is broken downii. Enzymes break down the proteinsiii.

Amino Acids are the end resultsiv. (all) Stomach is where this all happens

3. Periodic Table SmithsonianPeriodic Table (all; Freeze) - Stand in the pose of a mad scientist, point to the table andsay ah

Group/Family (unfreeze) Make lines from north to south (vertical) to represent thecolumns. If you are wearing a t-shirt, one column. If you are wearing a shirt and a

hoodie, another column. If you are wearing a shirt, hoodie, and jacket, make anothercolumn. Groups have the same amounts of electrons in their outer shell.

Periods (unfreeze) Make a line from east to west (horizontal) by shade of hair color orshade of shirt color. These are determined by number of atomic orbitals.

Atom (3) Make a Bohrs model of an atom of hydrogen. Two people inside, onerepresenting a proton, neutron and one person circling around as an electron. An atom

is the smallest of unit of an element. There are 92 natural elements. All macroscopicmatter is made out of many tiny particles called atoms.

Neutron (all): Drop to ground. They have no charge and are located in the nucleus.Proton (2) 2 people mirror each other and say, Youre wonderful! positive charge,

located in the nucleusElectron (2) Stand back to back, arms folded and say, This is stupid. negative charge,

located in the orbitalMetals (4)In a group of four,everyone move to the left playing air guitar. Elements on

the left side of the chart, with more than half of their outermost energy level filled(malleable, ductile, conduct heat and electricity).

Noble Gases (5)- Three in the back, two kneeling in the front, Everyone stands or kneelsvery regally and waves air as if there is a foul smell. Elements in group 8 have their

outermost orbital filled.


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Bibliography

Boal, Augusto. Games for Actors and Non-Actors. New York: Routledge, 1992.

Bower, Bert; et al.History Alive! Menlo Park, CA: Addison-Welsey Publishing, 1994

Clifford, Sara and Anna Herrmann. Making a Leap Theatre of Empowerment.London: Jessica Kingsley Publishers Ltd, 1999

Rohd, Michael. Theatre for Community, Conflict andDialogue: The Hope is VitalTraining Manual. New Hampshire: Heinemann, 1998.

Spolin, Viola. Theatre Games for the Classroom Teacher: A Teachers Handbook.

Northwestern University Press, 1986.

COLORADO MODEL CONTENT STANDARDS

Reading and Writing Standard 6: Students read and recognize literature as a record of humanexperience.

Science Standard 3: Life Science: Students know and understand the characteristics of

living things, the diversity of life, and how living things interact with each other and with

their environment.

Science 3.3: Students know and understand how the human body functions, factors that

influence its structures and functions, and how these structures and functions comparewith those of other organisms.

Science 2: Physical Science: Students know and understand common properties, formsand changes in matter and energy.

Science 2.2: Students know that energy appears in different forms, and can move (be

transferred) and change (be transformed).

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Performing Arts Media: Drama and Science