Anti-Realism
Created by Wendy-Marie Martin
This unit gives students an overview of the anti-realism movement of the late 19th century and early 20th century and introduces them to some key theorists, playwrights, and theatre makers involved in this movement. Students will be introduced to the “isms” of symbolism, Dadaism, surrealism, expressionism, and absurdism along with various manifestos and theories as we track the characteristics of each “ism.”
In a culminating project, students will design an “ISMS’’ Theme Park, which they will share with the class at the end of the unit. Their project will feature each of the five “isms” in the form of rides, themed concessions areas, entertainment options, and in-park characters.
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1Lesson 1Historical and Cultural ContextsThis lesson looks at the historical and cultural context of the late 19th and early 20th centuries.
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2Lesson 2SymbolismThis lesson focuses on symbolism by investigating The Manifesto of Symbolism by Jean Moreas to help inspire students to write their own short manifestos.
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3Lesson 3DadaismThis lesson introduces the characteristics of Dadaism, through Ubu Roi, Dadaism manifestos, Voltaire, and Dada art. Students will learn how to write a Dada poem of their own.
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4Lesson 4SurrealismThis lesson looks at Breton's Manifesto of Surrealism, Atraud's Theatre of Cruelty, and the game of Exquisite Corpse. Students will create their own short surrealist play.
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5Lesson 5ExpressionismThis lesson investigates expressionist theatre and compare to the other movements discussed thus far. Using O'Neill's The Hairy Ape, students will conduct deep analysis on a scene.
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6Lesson 6AbsurdismThis lesson enters the last and final -ism for the unit, with a focus on five iconic absurdist playwrights: Beckett, Ionesco, Genet, Pinter, and Albee.
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7Lesson 7Culminating ProjectThis project combines creativity with analytical thought as students connect ideas and concepts with their imagination in order to create a theme park that embodies all five of the “isms” we’ve covered: symbolism, Dadaism, surrealism, expressionism, and absurdism.
Standards Addressed
Select, analyze, and interpret artistic work for presentation - Grade 6
Generate and conceptualize artistic ideas and work - High School Proficient
Synthesize and relate knowledge and personal experiences to make art - Grade HS Proficient
Generate and conceptualize artistic ideas and work - High School Accomplished
Perceive and analyze artistic work - Grade HS Advanced
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Organize and develop artistic ideas and work - Grade HS Proficient
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade 6
Apply criteria to evaluate artistic work - Grade 7
Apply criteria to evaluate artistic work - Grade HS Proficient
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Proficient
- TH:Cn11.2.HSI.a Research how other theatre artists apply creative processes to tell stories in a devised or scripted drama/theatre work, using theatre research methods.
- TH:Cn11.2.HSI.b Use basic theatre research methods to better understand the social and cultural background of a drama/theatre work.
Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding - Grade HS Advanced
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