Allen Elementary- 3rd Grade Quarter 2 2017
Ms. Burnham and Ms. Michel (10/4, 10/12, 10/26, 11/2, 11/15, 11/30
Theatre Games Learned
Energy Ball
In a large circle, all students hold their hands up, palms facing each other. Students imagine that they are holding a ball of energy. One students creates an energy ball and toss it to another student across the circle. Students can make their energy balls move quickly, or very slowly. They can be large or tiny. Students receiving the energy ball can transform the ball before tossing it to another student.
Space Walk
This activity helps actors to get to know their space as well as practice using their bodies in different ways. Establish clearly defined boundaries for the players to stay inside. Have players move about the room, paying attention to the space around them.
Gardener
Exaggeration
Complaining Symphony
Greetings
Have the entire group form two lines facing each other. Each side is given a line, such as “Hi, how are you?” And the players on the other side say “Fine, thank you.” The leader calls out a way of greeting such as “Greet each other as if you are old friends.” Next, the players walk toward each other, meet in the middle and deliver their lines ‘in character.’ The point of this game is to show how one line of dialogue can change dramatically given different characters and situations.
Frozen Tableau
In a large circle, all students hold their hands up, palms facing each other. Students imagine that they are holding a ball of energy. One students creates an energy ball and toss it to another student across the circle. Students can make their energy balls move quickly, or very slowly. They can be large or tiny. Students receiving the energy ball can transform the ball before tossing it to another student.
Space Walk
This activity helps actors to get to know their space as well as practice using their bodies in different ways. Establish clearly defined boundaries for the players to stay inside. Have players move about the room, paying attention to the space around them.
Gardener
One player is chosen to be the ‘gardener.’ One at a time, he brings other players into the playing space and ‘molds’ them into various plants/trees/flowers, etc. to form a living garden.
Put students in pairs. Have students take turns pointing out a scar or scratch or bruise on their body, and then tell the other student the true story of what happened. Next, have them tell an exaggerated version of the story. For example, if the scratch came from their cat, they can make up a story about an encounter with a mountain lion in their backyard. The wilder the better!
In this game, a student playing a conductor makes music by combining different complaints or rants about pet peeves into a symphony of noise. Divide class into teams of five or six. Choose one person to be the conductor. Give everyone a topic to complain or whine about or let them choose their own. (If you are playing for an audience, you may also take suggestions from the audience.) After everyone has a complaint, the conductor lifts his arms and everyone warms up their voices by making sounds and noises. When the conductor lowers his arms, everyone stops.
Have the entire group form two lines facing each other. Each side is given a line, such as “Hi, how are you?” And the players on the other side say “Fine, thank you.” The leader calls out a way of greeting such as “Greet each other as if you are old friends.” Next, the players walk toward each other, meet in the middle and deliver their lines ‘in character.’ The point of this game is to show how one line of dialogue can change dramatically given different characters and situations.
Frozen Tableau
Energy Circle
In a circle, students join hands and close their eyes. One person starts by squeezing the hand of the person to his right very gently. That person “passes” the squeeze along until it goes all the way around the circle.
In a circle, students join hands and close their eyes. One person starts by squeezing the hand of the person to his right very gently. That person “passes” the squeeze along until it goes all the way around the circle.
* some theater games are adapted from Drama Notebook Curriculum
Song Learned: A Turkey Named Bert
Songs with movement are a great way for students to learn rhythm and responsible actor behavior. Students are filmed on an iPad or on Mr. Chip (the custodian)'s camera and watch their performance immediately after to identify who is being a responsible actor and what that looks like.
These "informances" are taught and filmed within the 70 minute session.
CCSS. Theatre. 3rd Grade
- 1.2 Identify who, what, where, when, and why (the Five Ws) in a theatrical experience.
- 2.1 Participate in cooperative script writing or improvisations that incorporate the Five Ws.
- 5.2 Develop problem-solving and communication skills by participating collaboratively in theatrical experiences.
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