Expression Through Art: Commentary on Speak
Class: Drama 1
Unit Objective: Students will use the novel Speak to create a single cohesive design including: director’s concept, costume design, set design, light design, sound design; exploring the importance of artistic expression.
Essential Questions:
When words fall short, how can we use art to express ourselves?
How can expression of ideas and feelings be effectively communicated through theatre design choices?
Enduring Understandings:
In life and in theatre, there are many ways to express meaning non-verbally.
Being able to justify and explain creative choices is important.
There are many facets of theatre.
Standards: TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
b. Explore the impact of technology on design choices in a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
Big Ideas:
Main character uses art to express herself; we can do this too
How to discuss difficult topics in art
Why it’s important to discuss difficult topics in art
Lessons:
Art as Expression--Mandarin
Director’s Concept---Becca
Costumes--Michaella
Set
Light
Sound
Overall Pitch/Production Meeting
Lesson 1: Art as Expression
Objective: Students will utilize theatre as a means of expression (much like Melinda uses art for expression) by exploring the limitations and affordances of mediums and then creating, recording, and responding to tableaus that portray elements and themes of the novel, Speak.
Standards:
- TH:Cr1.1.HSI: b. Explore the impact of technology on design choices in a drama/theatre work.
- TH:Cr1.1.HSI: c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
Grade: Beginning Drama
Length: 80 minutes
Materials: Computers/Smartphones; Slips of paper with objects on them
Adaptations: If there is no or very limited access to computers and/or smartphones, students could:
-write their Facebook post or tweet down
-draw an Instagram picture or find a magazine clipping and write a caption
-draw and/or write a storyboard for Snapchat
-find magazine clippings for Pinterest Pins
Students wouldn’t have to record and post their tableau performances if there is no tech access.
Accommodations for Diverse Learners: By nature, this lesson accesses diverse learners well because they can determine how literal or metaphorical they want to explore their objects and themes. Therefore, gifted learners could explore in more abstract ways while students with disabilities could decide to explore more literal representations. Additionally, students with disabilities that pose serious problems to them performing in front of students (severe anxiety, etc.) could record their tableaus beforehand and present their videos to the class instead of performing in person. English language learners could utilize the picture tech platforms if they struggle with writing. Be sure to especially ensure these students understand the directions – readdress directions in more clear ways if they do not. Culturally diverse learners have an opportunity to explore their own concepts of objects and themes that may be influenced by their own cultures. It is important to work with all the students when it comes to the written blog responses; those who struggle with writing (perhaps English Language Learners) could opt to post a 2-3 minute video recording responding to the tableaus. In the end, however, the idea of expression accesses all of these learners well because it is something that is real and important and even challenging to everyone.
Student Monitoring: Walk around assisting/side-coaching and monitoring students as they work in their groups to ensure they stay on task and are thoughtfully engaged. You will need to be sure the students are capable and responsible if you allow them to explore outside of the classroom (also be sure that this won’t conflict with any of your school’s policies or expectations).
Routines and Procedures: Students will already have posted on their blogs many times, so they will have experience with effectively doing this. They also will be accustomed to doing short responses to their work and their peers work and the in-class discussions will help facilitate thoughts about the topics we are addressing. Students will have also had experience in creating tableaus and tableau flipbooks, so we can delve straight into these activities.
Introduction (10 minutes):
-Take some time to unpack Speak since this is the first lesson after they’ve finished the novel.
-What are your thoughts about the novel?
-What themes were actively present?
-Write a list on the board; the more themes we have listed, the better. Leave this list on the board – we will use this later in the lesson.
-What role did art serve in Speak?
-Eventually guide the conversation to the fact that art was a way for Melinda to express herself when words fell short. Emphasize that we all experience things, whether it be happy, sad, difficult, scary, etc., that we have difficulty putting into words– we can find alternate means of expression that are effective and helpful.
-Explain that like Mr. Freeman’s class, we are going to spend some time today exploring expression of specific objects. Pass around a bowl with slips of paper; each student will draw one paper out. There will be repeats in the bowl so in the end there will be 4-5 students for each object.
-Objects:
-Clown
-Tree
-House
-Socks
-Bird
-State that they are going to use those words to explore how theatre can be a means for expression, but first we need to address the reality that each medium has its own limitations and affordances.
Social Media Limitations and Affordances (5 minutes):
-Discuss how social media is a prevalent form of expression in the modern age. However, each has their own function.
-What are different popular social media platforms?
-Write everything they bring up, but circle the following, emphasizing it is the platforms we will focus on:
-Facebook
-Instagram
-Snapchat
-Twitter
-Pinterest
-What are the specific focuses/uses of each platform? What are the affordances and limitations of each?
Social Media Activity (25 minutes):
-Direct students to get in the group that all have the same object (all of the “clown” people get together). Explain they will select two of the listed social media platforms, and they have 20 minutes to create a post (Facebook, Instagram), tweet (Twitter), board (Pinterest), or story (Snapchat) for both of their social media platforms.
-Explain the criteria:
-Both posts must somehow portray their object in a thoughtful way.
-The posts must take in account the affordances and limitations and the typical purposes of the platforms (for example, a tweet can only be 280 characters or an Instagram post would be focused around the picture).
-Students can either use their personal accounts to post them on and be prepared to screenshot it to post it on their blogs OR they can mimic the posts in a word doc and them copy that over to their blogs. Though they don’t need multiple phones or computers to compose the social media post, each student should post on their own blogs by the end of class.
*Note: If it is something that works for your class and the school, allow the students to explore outside of the classroom to take pictures or videos. Just make sure they know to be back in the classroom by a certain time.
Discussion (10 minutes):
-When students return/time is up, have each group pair up with another group and share their posts. Give them 5 minutes to do so.
-Discuss as a class:
-What did you learn through this process?
-What were the obstacles you ran into?
-How did the expression of your object change depending on the medium?
-What did you learn about affordances and limitations?
-How can this relate to theatrical work?
-Make sure students recognize that much like social media, theatre can be a tool for expression but we must consider its affordances and limitations as we do so.
Tableaus (20 minutes):
-Explain we are going to start delving into the idea of using theatre for expression. Have students, in their same groups, create a flipbook of 3 tableaus that expresses their same object in different ways. Instruct them that their tableaus can be literal expressions of the object and/or they can delve more into the emotion or meaning of the objects, BUT each tableau must explore it in a different way. Give them 5-10 minutes to do so and then have them present to the class. Record the performances.
-Now draw their attention back to the list of themes on the board. Instruct the groups to select a theme, and once again create a flipbook of 3 tableaus to explore that theme in different ways. Give them 5-10 minutes again and have them present. Record the performances again.
Discussion (5 minutes):
-What did you experience? Observe?
-Was theatre an effective means of expression?
-Did using your bodies allow you to portray your object in a different way than you did with the social media platforms? How so?
-What was it like portraying more complex ideas (the themes) in this way?
*Instruct them that you will email out the recordings and that by the beginning of next class, each student needs to post both of their tableau videos on their blog with a 250-300 words response discussing how theatre can be used to express both straightforward and complex ideas. The also need to address how else theatre can be means for expression.
Explain the Unit and Upcoming Assignment (5 minutes):
-Today we started delving into the idea of using theatre as a means of expression, and through this next unit, we are going to explore how expression can be explored in multiple facets of theatre.
-Explain the unit assignment: Throughout the next several lessons we will focus of director’s concept, costuming, set, lighting, and sound. Throughout the process you will compile a director’s book for your concepts (on your blog) and designs based on Speak and then we will have a “Production Meeting/Pitch Day” as every student presents their concept and one of their design categories. (For each concept/design category on their blog, they will need to explain/justify their choices in 100 words.) State that the students don’t need to start working on anything yet, but pass out the rubric so they can be prepared for the unit.
Lesson 2: Director’s Concepts
Objective: Students will demonstrate their understanding of director’s concepts and their purposes by creating minimalist posters that include their concepts for Speak.
Standards:
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
Grade: Beginning Drama
Length: 80 minutes
Materials: computers with platforms on which the students can create posters, such as Microsoft Powerpoint or Word, Google Drive, etc., phones or computers with texting or emailing ability, projector to display Powerpoint https://docs.google.com/presentation/d/167xIVczdCrQHIdHLESXgDA6uAIux_KNKQVCKb4Rn4fc/edit?usp=sharing
Adaptations: If no technology was available, students could create the posters on paper using magazine cut-outs or other paper shapes and colors, etc. Instead of emailing or texting their Tweets, they could simply Think-Pair-Share or have more class discussion.
Accommodations for Diverse Learners: Gifted students could use a more advanced platform like Photoshop to create their perfect poster (this takes a lot more time and dedication). Culturally diverse learners could do their concept statements in another language or make a poster that represents how Melinda’s story would have been different if she were part of another culture. The main activity already works well for English Language Learners because they are focusing on one word and the many things it could mean.
Student Monitoring: Whenever students are allowed to pull their phones out, remind them that having technology in class is a privilege and that they should only be using them for schoolwork. Walk around while they’re creating their posters and give any side-coaching needed, whether it’s about concepts or software operation.
Routines and Procedures: posting on their blogs, using Microsoft Word, Powerpoint, or Photoshop
Introduction: (10 minutes)
(Adapted from the BYU Theatre Education database.)
If they’re still up on the board, remind students of some of the themes they talked about last time. Have students write down the three themes that stand out to them the most in Speak.
Have them turn to a partner to discuss why they chose those themes. With their partner, each student should narrow these down to the one theme that they think is most important in the novel (each person should have their own theme, NOT each partnership).
Ask students the following questions: How can a theme or message be portrayed to an audience? What is a concept? How might it pertain to theatre? They can Google it on their phones if they don’t know the answer.
Have them put their phones away. Explain that when directing a show, it’s important to have a “director’s concept.” A director’s concept states what they think the theme of the show is and how it drives the action. It is usually the moral of the story or what they want the audience to take away from the performance. Explain to students that their concept should include both a statement and a “viz”- a visual representation of their concept.
Ask: How would this change how a story is told? How does it make a story more powerful or interesting? How would knowing a director’s concept make things easier other members of the cast, such as the designers and/or actors?
Demonstration (5 minutes)
Show students a concept you have created for a show they’re familiar with (popular shows such as Les Mis, Shrek, etc. or for a book they’ve read previously in the class).
How does the statement connect to the viz? Does this concept support or diminish the story? Why? Have students share their thoughts with a partner.
Activity: Minimalist Poster (45 minutes)
(From “Intention” by Amy Burvall and Dan Ryder, pg. 161-163.)
Show students the quotes about simplicity on a Powerpoint slide. Have a volunteer stand up and read each quote. https://docs.google.com/presentation/d/167xIVczdCrQHIdHLESXgDA6uAIux_KNKQVCKb4Rn4fc/edit?usp=sharing
Give the students ninety seconds to do a quick Tweet (complete with hashtags) that comments on the quotes. They can send these to the teacher, either via email or text message, who will pick three of the thoughts to read aloud.
Explain that there is a design movement called minimalism and an artistic practice called abstraction. Tell students to pull out their phones or get on their computers and shout out facts about these two things. “Both strip things down to the core and reduce things to their most essential elements. Abstraction is derived from the Latin, “to draw away from” and requires “drawing out” the most necessary components from unwanted detail. For example, an artist might use the most pared-down elements such as a limited or monochromatic color palette, solid-block fill, or basic geometric figures. There is little detail or flourish, and that is what makes the message so powerful.”
“Describe the goal of the challenge: to visually depict a complex idea in a minimalist way, yet still achieve communicating the meaning and one’s understanding of it. Students can review the following for inspiration”:
wired.com/2014/07/atipo-minimalist-movie-posters
brainpickings.org/2011/07/28/noma-bar-guess-who/
bit.ly/depressionposters
studiocarreras.com/philographics
Tell students that, like tableaus, they are not limited to what their theme word means. It can also be the feelings it evokes or the part of the book it reminds them of. Tell them they should research colors and symbolism and what they mean for more ideas on how to effectively get their point across.
Students may use any platform to build their posters. It can be a simple one like Microsoft Word or Powerpoint, or more advanced like Photoshop. Students who get done quickly can help other students operate software.
Presenting Their Posters (10 minutes)
Have several volunteers present their posters.
Ask the class: From this poster, what do you think their theme was? Why these colors and shapes? Etc. Have the presenter defend their choices.
Check for Understanding: Minimizing Overly Detailed Concepts (5 minutes)
Show students an example of a concept and viz that is overly detailed; too long of a sentence and/or a viz that has too many things going on. Ask how they could use minimalism and abstraction to help simplify these concepts.
Why is it important that directors keep their concepts simple?
Accordion Activity: If there’s time, you could have students take the overly detailed concept and make it simpler; whether it’s through Photoshop or finding similar, simpler pictures or by finding a shorter quote.
End of Class: (5 minutes)
Have students post their proposed concept statement and viz for Speak on their blogs. This should include their posters as well, and a 100-word statement on how their poster pertains to their concept.
Remind students that they will be creating a director’s book for Speak that includes their concept and designs. They will pitch some of these ideas to the class as if they were the designers that would have to design/create/build from your ideas. Remind them to save their work on Google Drive or a flash drive as they go, so that they can compile it into a portfolio and presentation at the end of the unit.
Expression Through Costumes
Theatre Arts Standards:
TH:Cr1.1.HSI a. Apply basic research to construct ideas about the visual composition of a drama/theatre work. b. Explore the impact of technology on design choices in a drama/theatre work. c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cn10.1.HSI a. Investigate how cultural perspectives, community ideas and personal beliefs impact a drama/theatre work.
Objective: Students will understand how visual composition of costumes influences audiences by creating their own clothing Pinterest board for one of the characters in the book Speak.
Materials: Computer Lab Use for Students, Speak Costumes PowerPoint, Students need to have/make Pinterest Accounts, a Google Doc with 5 pages with the headings of the following characters: Melinda, Rachel, Heather, Mr. Freeman, and David, a Pinterest Board of clothing items already created for an example.
Hook:
10 Minutes
Explain to students that you are going show them some pictures and you want them to analyze them. Start by showing students the Speak Costumes PowerPoint.
Ask the following questions on each slide:
What are your first impressions of this person?
What can you learn about them by looking at their clothing specifically?
Ask the following questions at the end of the slide show:
How does clothing allow us to express ourselves?
How can we use these perceptions of clothing when designing costumes?
Explain to students that through costumes an audience member is able to make perceptions of the characters that we put on stage. The way we present a character can change how the audience sees the character.
Back-Up Plan: If there is not a way for the instructor to have access to a projector/computer images from a magazine may be used. These can be shown by the instructor or magazine clippings can be passed around and students can peruse them and answer questions on a picture that the choose.
Adaptations for Diverse Learners: This activity can be done in small groups for students that have a difficult time with large group discussions. These answers can be written down for certain students if you want to monitor their progress because they don’t participate in large groups. Another way to do this is with a word cloud on the board with individual pictures taped on certain boards or spaces on the board. This allows those who have a hard time creating full sentences to just come up with one word. Gifted learners can find their own images and then come up with their own thoughts of the image.
Character Swatches:
20 Minutes
Have students get into pairs. Each pair will go to http://examples.yourdictionary.com/character-trait-examples.html which is a website of lists with various character traits. Explain to students that they will take two traits from this webpage (preferably from separate lists) and write a short character description. This character description should only be a couple of sentences and should include a name, age, place of origin, and anything else inspired by the combination of the two traits. No more than 4 sentences.
For example, I could choose charming from the “If a story character is a romantic interest list” and then unforgiving from the “Some character traits can be bad” list. Then I would write my character description to say
Our character we’ve created is named Boston; He is a 26-year-old working at a tech company. His traits are charming and unforgiving. He lives in San Francisco.
After each pair has created a character description using two of the character traits explain to them they are now each going to choose a swatch that now represents this character. Partners in the pair will now be looking for their own swatch for the same character that they have created. Ask students if they know what a swatch is—Swatches are samples of fabric that costume designers are able to look at and often feel when looking for fabrics.
Have students go to https://swatchon.com/shop/ here they are able to go through many pages of swatches and find one that they feel like best represents their character. When they find the swatch that best represents their character have them write down a couple of sentences and the swatches product number.
When everyone has finished, explain to students that each pair is going to come up and share what their character description was and then using their product number I can pull up their swatches and they can both share why the each choose their swatch.
After going through everyone ask the following questions:
Why were we to express meaning with swatches?
Why were we able to have multiple swatches for one character?
How do we use this expression of color and texture in our own lives?
Check in with students by having them come up with a one sentence answer to the following question. How can we use costume design to express meaning in productions?
Routine and Procedures: If students have a blog that they use for their work for this class these character descriptions, swatches, and their reasons for their choice can be put up on the blog. The swatch images can be saved or copy/pasted.
Back-up Plan: If students can’t use computers or you don’t have access to these websites. You can bring in swatches that students can interact with. If students have access to smart phones they can take pictures of found textures/colors to become their swatch. You can also print off handouts with the lists of characteristics.
Adaptations for Diverse Learners: If students have a hard time writing the description does not need to be written, but it can be delivered orally. Then focus on the images in this project instead of what is written; the idea is that the image/swatch conveys meaning even more than words do. You can also keep students paired up for when they find their swatches to pair a stronger student with a student who struggles. Gifted students can do multiple character descriptions and swatches. They then can compare the similarities and the differences of the two swatches they chose and why they are different.
Character Boards
10 minutes
Prior to class create a google doc with 5 pages with the headings of the following characters: Melinda, Rachel, Heather, Mr. Freeman, and David.
Explain to students that they are now as a class going to create character descriptions for the characters from Speak to help with their next project. Have students take out their Speak texts and allow them to comment on the document. Ask them that if they want to direct quotes from the book on the google doc to also supply the page number. After the students have supplied a good amount of description move on to the project.
Back-up Plan: If again students do not have access to computer labs this can easily be done on the board, on clipboards that get passed around etc.
Adaptation for Diverse Learners: For students that struggle with writing sentences this activity can be done with a word cloud on the board where students just put one-word descriptors. If writing is again difficult for your students, you can have them deliver it orally and have someone in the class be a scribe to write it down for the class. This can also be done in pairs first and then shared with the class so that you can pair a stronger student with a student who struggles. Gifted students can do this and be required to find quotes to back up their claims.
Belief Board (Adaptation from Intention by Amy Burvall and Dan Ryder)
40 Minutes
Prior to class create a Pinterest board that contains various pieces of clothing. During class show students the Pinterest Board.
Ask students to pick one clothing item from the board and to then think the following questions about that item:
Which character from the book Speak would wear this piece of clothing?
What about the item of clothing makes you think about that character?
If the character were to wear this item of clothing where would they be?
Allow students to share their thoughts about the item of clothing that they picked. Once a couple of students share explain to students that they are going to be creating their own Pinterest boards for one of the characters from Speak.
Explain to students the following guidelines for the project:
· 6-10 pins that depict a type of costume that could be used to express this character on stage.
· Each choice should be rooted in who character is on the outside/inside. Shows thought about what the character looks like and the characteristics they have.
· Each pin should be a description of why you chose this look for the character.
After students are done have them each get into pairs again preferably with someone else. When they are in pairs have them share the links for their Pinterest boards with each other. Then each student should comment on 3-5 of their partner’s pins. Remind students to think about the following questions when reflecting on their partner’s choices.
· What is being communicated through the clothing?
· Why did my partner make this choice? What were they trying to say?
· What are the affordances/limitations of costume design?
· What do I still have questions about?
After students have responded to each other have them in pairs discuss what they each saw in their partners work. Check for understanding by having them come up with a one sentence description together why we use costume design when creating a production. Have each pair share this one sentence.
Before class dismisses make sure that their Pinterest boards are shared with you.
Routines and Procedures: If students have a blog they can share their Pinterest link underneath allowing their partner/instructor to access it easily. This link can just go underneath their character swatches.
Back-up Plan: If students are not able to create a Pinterest Board/Account they can do the same activity by finding images online through Google Images and then importing them into a Word Doc/Blog/Google Doc and then they would caption them as if it were a pin. (Make sure to show them a visual of Pinterest). Student’s comments could then be added to the document after being shared or emailed. If students don’t have access to computer this activity can be done with magazine clippings where they could clip out costumes pieces, glue them to a poster board/ card stock and then add their captions. Student comments could then be on post-its or on another sheet of paper.
Adaptations for Diverse Learners: For students that struggle with writing sentences their descriptions could be just one word that they are trying to represent that they pulled from the class’s list of character traits. Then they later can do the rest of their description orally. This activity can easily be done in pairs so that you can pair a stronger student with a student who struggles. Gifted students can do this and be required to find quotes to back up their descriptions/claims.
The rubrics aren't posted because their won't post correctly.
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