In this unit, students will explore nonverbal communication. First through body language and gesture, and then through the specific art of pantomime. Students will learn hand position, tension, follow-through, and action/reaction/interaction with objects through warm-up games and exercises. The unit culminates in a one-person pantomime performance.
The overview lays out the lessons within the unit, including time management and technology requirements.
Students are introduced to the concept of gesture in pantomime and apply it in a nonverbal exercise.
Students are introduced to the concept of specific detail in pantomime and apply it in nonverbal exercises.
Students are introduced to the concept of specific detail in pantomime and apply it in nonverbal exercises.
The final project for this unit is a simple one-person pantomime. The objective is for them to utilize mime, body language, and facial expression to tell a basic story (an activity that has an obstacle that they overcome or get past).
TH:Pr6.1.8.a - Perform a rehearsed drama/theatre work for an audience.
Acc.TH:Cr2.b - Cooperate as a creative team to make interpretive choices for a drama/theatre work.
8.TH:Pr6 - Perform a rehearsed, scripted scene from a drama/theatre work for an audience.
67TH:Pr6 - Create through improvisation a drama/theatre work that will be shared with an audience.
C.1.B - expand body awareness and spatial perceptions using mime.
C.1.C - respond to sounds, music, images, and the written word, incorporating movement.
C.1.E - identify theatrical vocabulary and terminology, including basic anatomy of theatre spaces.
C.5.A - identify and apply audience etiquette at all performances.
B.1.B - develop and apply theatre preparation and warm-up techniques.
B.1.E - demonstrate knowledge of theatrical vocabulary and terminology.
B.5.A - understand and demonstrate appropriate audience etiquette at various types of performances.
B.1.B - explore preparation and warm-up techniques.
B.1.C - create expressive movement and mime to define space and characters.
C.5.C - offer and receive constructive criticism of peer performances.
C.5.C - offer and receive constructive criticism of peer performances.
C.2.A - model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
C.2.B - explore creativity as it relates to self and ensemble.
C.1.B - develop and practice theatre preparation and warm-up techniques.
C.1.A - apply theatre preparation and warm-up techniques effectively.
C.2.A - employ safe, appropriate techniques to allow for physical, vocal, and emotional expression.
C.2.A - model safe, appropriate techniques to allow for physical, vocal, and emotional expression.
C.2.B - demonstrate creativity as it relates to self and ensemble and its effect on audience.
C.2.E - create individually or devise collaboratively imaginative scripts and scenarios.
1 - use warmup techniques for preparation of body, voice and mind
9 - use appropriate stage directions
10 - demonstrate appropriate rehearsal methods
13 - communicate meaning without words
14 - discover how various emotions affect one vocally and physically
26 - use body language to add physical dimensions and depth to a character
demonstrate a willingness to take calculated and reasonable risks
share ideas confidently with others
generate imaginative and creative solutions to problems
meet deadlines and follow through on individual and group commitments
demonstrate trust by becoming comfortable, physically and emotionally, with others
support positivity the work of others
recognize the purposes of and participate in warmup activities
2 - demonstrate awareness of personal and shared space
9 - travel through space in a variety of ways e.g., running, creeping and jumping
10 - use varying speed of movement
11 - use directions and pathways
13 - control focus and energy in movement and gesture
21 - display clarity of movement and gesture
25 - communicate environment, character and situation nonverbally
8 - demonstrate appropriate rehearsal behaviours and routines
9 - communicate a clear beginning, middle and end in spontaneous and planned scenes
15 - use the body and body language to enhance characterization
strengthen powers of concentration
explore and develop physical and vocal capabilities
extend the ability to think imaginatively and creatively
extend the ability to explore, control and express emotions
develop the willingness to make a decision, act upon it and accept the results
develop a sense of responsibility and commitment
develop the ability to initiate, organize and present a project within a given set of guidelines
develop the ability to interact effectively and constructively in a group process
develop the ability to offer and accept constructive criticism
extend the ability to concentrate
extend physical and vocal capabilities
apply imaginative and creative thought to problem-solving situations
extend the ability to control and express emotions
demonstrate the ability to initiate, organize and present a project within a given set of guidelines
demonstrate a sense of inquiry and commitment, individually and to the group
demonstrate the ability to contribute effectively and constructively to the group process
develop techniques that enhance vocal and physical communication
demonstrate trust through collaborative drama
make choices among a variety of ways to express thoughts, feelings, and beliefs
make and act on reasoned and thoughtful decisions
demonstrate how various emotions affect vocal and physical expression
identify a variety of movement possibilities that could be used to create a specific effect
adjust the movement, language, and gesture of the role to changing dramatic situations
suspend disbelief to transform objects and create character
create a unified drama with a distinct beginning, middle, and end
use appropriate vocabulary to describe drama and theatre elements
apply theatrical conventions to dramatic forms
demonstrate an awareness of the need for rehearsal to create a polished presentation
use subtlety and nuance in expressive communication
choose appropriate physical and vocal expressions to enhance drama
make movement choices to create a specific effect
suspend disbelief to create drama
apply stage vocabulary and theatrical conventions to dramatic forms
demonstrate a commitment to the team approach in rehearsal and performance
critique their own work and that of others
demonstrate engagement in performance
use appropriate terminology to describe theatre performance
demonstrate understanding of the body and voice as performing instruments
identify appropriate theatre terminology to describe movement and voice
use appropriate stage terminology
demonstrate appropriate performance etiquette
demonstrate commitment to the rehearsal and performance process
critique their own and others' performances
use appropriate terminology to describe theatre performance
demonstrate proficient use of body and voice as performing instruments
use appropriate theatre terminology to describe movement and voice
use appropriate stage terminology
delegate and accept responsibility in groups
demonstrate appropriate performance etiquette
demonstrate commitment to the rehearsal and performance process