Drama Lesson: Geraldine

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A drama lesson based on the song Geraldine. Using music to create drama.

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Drama Lesson: Geraldine

  1. 1. Class: Drama 20-30 Date: March 30, 2011<br />Topic: Exploring Meaning and Themes of Social Justice Issues (Drug Use, Suicide, Oppression) in Music and Poetry Through Drama <br />Subject: Drama <br />Lesson Plan: By Peter Bodnarchuk<br />Content: <br />Students will consider how sound and image impacts the poetic text. Students will explore and consider the meaning and theme of the text in the song Geraldine by Glasvegas. Students will recreate their own version of this song using choral reading techniques. Students will create their own human slide show that best visually expresses the events of this song.<br />Objectives: <br /><ul><li>Students will learn to consider how sound and image impacts the poetic text.
  2. 2. To critically explore and assess the meaning and theme in the poetic text of the song Geraldine. What does this song mean to them?
  3. 3. To have students consider the ramifications of drug use and suicide as they are presented in the text from this song. How have these concepts changed throughout our culture and history? What is the positive message being presented in this song?
  4. 4. Students will recreate their own version of this song using choral reading techniques. Students should consider: How does the manner in which you chose to read this poem impact the meaning and significance of the themes presented within it?
  5. 5. Students will create their own human slide show that best visually expresses the events of this song.</li></ul>Assessment: <br /><ul><li>Students will be assessed as to their thoughts and opinions about how sound and image affects text. Are the answers insightful or merely cerebral regurgitation?
  6. 6. Students will be assessed by interactive questions and the answers they supply as it pertains to the meaning and theme of the poetic text as well as the real life impact of these concepts.
  7. 7. Students will be assessed not by right and wrong answers but by their explorative opinions and thoughts.
  8. 8. Students will be assessed as to their creativity ingenuity in terms of choral reading and the human slide show.</li></ul>Common Essential Learnings:<br />Communication<br />Critical and Creative Thinking<br />Independent Learning<br />Numeracy<br />Personal and Social Development<br />Creative/Productive; Cultural/Historical; Critical/Responsive<br />Prerequisite Learning:<br />Students will have previous learned the various choral reading techniques.<br />Students will have previous knowledge and experience in working with tableaux.<br />Lesson Preparation:<br />Equipment/Materials:<br />Overhead projector (if data projector is unavailable for slides)<br />Lyrics of the song Geraldine on plastic slide for overhead projector or digital version for data projector (depending on availability)<br />Assignment and Questions for the class pertaining to the assignment on plastic slide for overhead projector or digital version for data projector (depending on availability)<br />Sufficient hardcopies of the lyrics to Geraldine <br />Laptop computer (or Data projector) with Internet access to the following websites:<br />http://www.youtube.com/watch?v=QGOCEOsBE3w (Full band version of song)<br />http://www.youtube.com/watch?v=Ct-9NV-v8AA&NR=1&feature=fvwp (solo acoustic version of this song by lead singer of Glasvegas)<br />***Note: Lyrics and Assignment/Questions are found at the end of this lesson<br />***Note: If the adaptive dimension containing music is utilized then additional means of playing the recording of this song will be necessary (ex. additional laptops with Internet accessibility) <br />Advanced Preparation:<br />Teachers need to be familiar with music and the meaning and intention of musical poetry. <br />Presentation: (50 min.)<br />Set: (10 min.)<br />Teacher will ask the students to consider the following questions while watching the following two videos:<br /><ul><li>Does sound and image affect our interpretation of the poetic text? If so, how does it impact it?
  9. 9. How can we use sound and image to communicate the intended meaning of the text? </li></ul>Teacher will now play both versions of the song Geraldine by Glasvegas to provide a vehicle for comparative discussion of this subject. <br />http://www.youtube.com/watch?v=QGOCEOsBE3w (Full band version of song)<br />http://www.youtube.com/watch?v=Ct-9NV-v8AA&NR=1&feature=fvwp (solo acoustic version of this song by lead singer of Glasvegas)<br />Development: (30 min.)<br />The teacher will have the students answer the following questions including those previously offered in the set (presented here as questions 1 & 2).<br /><ul><li>Does sound and image affect our interpretation of the poetic text? If so, how does it impact it?
  10. 10. How can we use sound and image to communicate the intended meaning of the text?
  11. 11. What different emotions did the two versions of this song evoke? Why?
  12. 12. How did the different sounds and images in the two versions of this song affect your thoughts about the meaning of the text and the theme of this song?</li></ul>Teacher will now put the text up on the overhead projector or data projector. The class will read through it together aloud. <br />Teacher will then (on the overhead or data projector) put up the in-class assignment. This includes a set of questions for the class to think about and apply to their projects. Teacher will read through and explain the assignment and questions with the students.<br />Teacher will handout copies of the lyrics to Geraldine to the class.<br />They have 20 minutes to complete their assignments.<br />Closure: (10 min.)<br />The class will perform both the poetic interpretation and the human slide show for one another. The class will discuss with one another as to whether or not each group answered the questions on the overhead.<br />Adaptive Dimension:<br />A possible adaptation of the human slide involves having the students perform the 5 (or in this case they could choose to create more) tableaux to the song (version of Geraldine is their choice). <br />Also Groups 1 & 2 may (after they are finished presenting) try to create a presentation that is a combination of both, of course this will mean adapting both groups to fit one another.<br />Classroom Management Strategies:<br /><ul><li>Class discussion – students will be challenged by the questions presented in development and closure of this lesson.
  13. 13. Group work – students will be required to co-operate and depend on one another to create and complete the required assignments</li></ul>Professional Development Plan:<br />Focus: Direction Giving<br />How I plan to achieve my focus:<br /><ul><li>Speak appropriately, proper volume and clarity.
  14. 14. Be inviting, precise, and clear my directions.
  15. 15. Answer any questions the students may have in a considerate, educational manner.</li></ul>Evidence of Success (Anticipated Outcome): Instructions will be followed with minimal need for student questions or confirmation.<br />Geraldine <br />By Glasvegas<br />When your sparkle evades your soulI'll be at your side to consoleWhen your standing on the window ledgeI'll talk you back from the edgeI will turn your tideBe your Sheppard and your guideWhen your lost <br />in the deep and darkest place aroundMay my words walk you home safe and soundWhen you say that I'm no good <br />and you feel like walkingI need to make sure you know <br />that’s just the Prescription talkingWhen your feet decide <br />to walk you on the wayward sideUp upon the stairs and down the downward slideI will, I will turn your tideDo all that I can to heal you insideI'll be the angel on your shoulderMy name is Geraldine, I'm your social workerI see you need meI know you do<br /><ul><li>Using your creative interpretations of the song Geraldine consider the Questions following the Assignments
  16. 16. Assignment Group #1 (3-5 students): Using choral reading techniques—these may include any single or combination of unison, echoic, refrain, antiphonal, cumulative, and line-a-child—create your own group choral work that you think best reflects your answers to the questions following Assignment Group #2. Be prepared to present your interpretation to the class.
  17. 17. Assignment Group #2 (2-5 students): Using 5 tableaux, create a “Human Slide Show” to depict the events that occurred in this song. Consider how you will answer the questions below through visual images. Remember creating a human slide show involves the following steps:
  18. 18. creating a visual image for the audience to see,
  19. 19. blackening out the lights or asking the audience to close their eyes,
  20. 20. creating the next new image for the audience,
  21. 21. having the lights come back up or the audience open their eyes,
  22. 22. this continues until the last scene ends.
  23. 23. Then lights out (or eyes closed), performers get into position for a bow, then lights back up (or eyes open).
  24. 24. Consider the ramifications of drug use and suicide as they are presented in the text from this song. How have these concepts changed throughout our culture and history?
  25. 25. Is there a protagonist and antagonist in this song? If so who are they? What are their genders?
  26. 26. Is there anyone being oppressed in this song?
  27. 27. Is there a positive message being presented in this song? If so, what is it?</li></ul>Is there a negative message being presented in this song? If so, what is it?<br />

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