Genre

Students are introduced to Bunraki Theatre. Students perform a performance exercise (Human Puppets). A performance rubric is included.

Alternatively, students can perform a Bunraku puppet play. A peer feedback sheet is included.

Students will explore the Absurdism theatrical convention of circular plot lines that appear to go nowhere and end in unresolved situations.

Students will explore the Absurdism theatrical convention of circular plot lines that appear to go nowhere and end in unresolved situations by using the text from Max Frisch’s The Arsonists.

To compare modern-day clichés and stereotyped phrases to those used in Theatre of the Absurd Plays to convey that style’s message of language’s meaninglessness.

Students will explore the Absurdism theatrical convention of using cliches, stereotypes, or overused repeated phrases to communicate (or not communicate) a larger theme of interpersonal relationships and misunderstandings in the text of Beckett’s Waiting for Godot.

Students will bring in an object that they can turn into a puppet. Using the object puppet, students will create an original character and establish movement patterns and character voice. Character Worksheet and Practice Sheets are included, to perform their original puppet characters.

Students will explore elements of Absurdism in their chosen Absurd play.

If you have the resources, purchase finger puppets for this lesson. It can also be easily done with drawn faces on index fingers, or faces on popsicle sticks. Using well known fairy tales like “Little Red Riding Hood” or “The Three Little Pigs,” students will retell these stories from a different perspective, using their finger puppet.

Students learn proper hand puppet technique and practice these techniques with a prewritten scene. Teachers can also choose to use traditional hand puppets, or students can make their own using socks/paper bags.

Students will explore the Absurdist element of impossible things seen as normal or unremarkable in Ionesco’s play Rhinoceros.

Students will explore the Absurdist plot convention of impossible things seen as normal or unremarkable.

Students will learn about and then demonstrate their understanding of the Children’s Theatre audience through role play and writing a scene.

Students will be introduced to the basic theory of Expressionism including expression of emotion, rapid disjointed dialogue, and stylistic movement. Students will practice moving and expressing emotion in an Expressionistic style. They will create a scene based on a nightmare using the principals of Expressionism. An oral presentation assignment is provided as follow up to this practical work.

Lesson Plan comes with a practical task evaluation, assignment checklist, and rubric.

Students are introduced to the basic theory of Melodrama and its characteristics; predictable plots, stock characters, and exaggeration. Students will role play the stock characters of melodrama both physically and vocally. They will rehearse and perform a Melodrama scenario and as a written assignment be asked to write their own melodrama scenario.

Lesson Plan comes with practical assessment and written assignment rubric.

Students will learn and practice pantomime skills by developing, communicating and sustaining the size and shape of mimed objects.

Students are introduced to the Kabuki Theatre. Students participate in a Kabuki Walk exercise.

Students will perform a scene from a Kyogen play in the Kabuki style. Exit slips, a peer feedback sheet, and a performance rubric are included.

Students will explore the Absurdism theatrical convention of using meaningless language to communicate (or not communicate) a larger theme of interpersonal relationships and misunderstandings.

Students will explore the Absurdism theatrical convention of using meaningless language to communicate (or not communicate) a larger theme of interpersonal relationships and misunderstandings through the text of Ionesco’s The Bald Soprano.

Students are introduced to Noh Theatre.Students participate in an exercise to develop their understanding of ritual movements.

Students will explore the historical and philosophical background for the ABSURDIST style of theatre.

Through a PuppetQuest, students will learn about the different types and origins of puppetry.

Using the guidelines provided and their previous scene, students will create a Puppet Company complete with a logo, the name of their production, and a picture that gives clues about the production. Students will also learn about professional puppet companies.

This final lesson is a culminating performance. Students practice their scene using their hand puppets, then perform. Those watching will fill out a feedback sheet, which is discussed after the performance. A Unit Reflection and a Performance Reflection are included.

This assignment is designed to allow students to delve further into the 3 styles of Japanese theatre introduced in this unit. An assignment handout and assessment rubric are included.

Students will write their own puppet play using the same format as the prewritten scene. In pairs, students will go over guidelines for creating a character and writing a scene.

One of easiest and earliest forms of puppetry, students will learn to create shadow puppets using just their hands. After they have practiced their creations, they will create a group/partner scene using the shadow puppets.

Students learn how shapes create interesting dynamics in shadow puppets. Students will have a packet of shadow puppet cut-outs. These cut-outs include animals that can be attached to a popsicle stick. In groups/partners, students will use the cut-outs in the packet to create a scene. They will also create an original cut-out.

Students will examine the effect of pauses in a scene and demonstrate the Absurdist dialogue convention of strange and ill-timed pauses.

Students will examine the effect of pauses in a monologue from Beckett’s Waiting for Godot and demonstrate the Absurdist dialogue convention of strange and ill-timed pauses.

To visually introduce the existential angst of World War II’s aftermath; to provide a historical setting for Theatre of the Absurd; as students, write a reflection monologue.