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Civics live ccss 32011

Civics live ccss 32011






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    Civics live ccss 32011 Civics live ccss 32011 Presentation Transcript

    • “ Civics Live” Through Theater California Council for the Social Studies, March 2011 California State University San Marcos Fran Chadwick, Ed..D. March 2011 [email_address]
    • Goals of the session
      • Gain knowledge regarding the benefits of using theatre to enhance learning
      • Learn effective methods for engaging students in theatre to enhance other core content areas such as civic education
    • Effective Theatre Instruction
      • “ The arts transform the environment for learning.”
      • “ This research provides compelling evidence that the arts can and do serve as champions of change in learning.”
      • Champions of Change – The Impact of the Arts on Learning
    • Theatre Standards
      • Artistic Perception
      • Creative Expression
      • Historical Cultural Context
      • Aesthetic Valuing
      • Connections, Relationships and Applications
    • Elements of Theatre
      • Character – The role played by an actor as he or she assumes another’s identity- physically, mentally, and emotionally
      • Dialogue – the words spoken by the actors in a drama
      • Music – The use of instruments or vocals in a performance
      • Theme - Central thought, idea, or significance of the action with which a play or story deals.
      • Plot – The “what happens” in the story.
    • Warm-up
      • Physical
      • Begin with the head – go down to the toes, stretch and rotate body parts, individually and together
      • Vocal
      • Practicing for Articulation and Projection
      • I stepped in something yucky
      • As I walked by the crick.
      • I grabbed a stick to scrape it off,
      • the yuck stuck to my stick.
      • I tried to pull it off the stick,
      • The yuck stuck to my hand.
      • I tried to wash it off – but it
      • Stuck to the washin’ pan.
      • I called my dog to pull me loose,
      • The yuck stuck to his fur.
      • He rubbed himself against the cat,
      • The yuck got stuck to her.
      • My friends and neighbors came to help-
      • Now all of us are stuck,
      • Which goes to show what happens
      • When one person steps in yuck.
      • Shel Silverstein
    • Theatre Games
        • Scaffold the learning:
        • This is a what?
        • Creating a sense of teamwork
        • Encourage creativity
        • Visors Down
        • Establishing “character”
    • Plot ~ The “what happens” in a story
      • Beginning : Involves the setting, the characters, and the problem they are facing;
      • Middle : Shows rising action and climax of the story;
      • End: Shows how the problem is resolved.
      • Feet Stories
        • Establish Beginning, Middle and End
        • “ Tell” the story through movement focusing on the feet
    • “ Plotted” Action
      • Establish the Plot of the event or story (beginning, middle and end).
      • Group students into three or four “Plot groups”.
      • Give students time to “retell” their part of the story through action and improvisational dialogue.
      • Present each part of the plot, one group at a time, “in the round”, as beats…one group presents and freezes, story continues with next group .
    • First Amendment to the Constitution
      • Congress shall make no law respecting an establishment of a religion, or prohibiting the establishment thereof; or abridging the freedom of speech; or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
    • Tinker v. Des Moines
      • Present the case
      • Establish “plot” scenes
      • Create scenes in group
      • Present scenes
    • Important Questions
      • Can Congress make laws to control what you say?
      • Is the need to keep everyone safe more important than your right to say whatever you want, whenever you want, and however you want?
      • Is it always clear when the government can and cannot limit our rights?
    • What is the Significance of Tinker v Des Moines?
      • Review the arguments of both sides in the case as presented to each court.
      • Study the protections of free speech and the limitations.
      • Use “Plot Actions” to present other cases involving free speech.
      • Given an outline, students create their own beginning, middle and end ~ following the study of key issues.
      • Remember Process over Product!
    • “ Life beats down and crushes the soul and art reminds you that you have one .”
        • Stella Adler (b. 1902) American actress, founded "Stella Adler Conservatory of Acting"
    • Resources…
      • McCaslin, Nellie, Creative Drama in the Classroom and Beyond. Pearson Education, Inc.
      • Peterson and O’Connor, Helping Young People Discover the Creative Outlet of Theater. Back Stage Books
      • Cornett, The Arts as Meaning Makers Integrating Literature and the Arts Throughout the Curriculum.
      • Prentice-Hall, Inc.
      • Spolin, Viola. Theatre Games
      • Goldberg, Merryl. Arts and Learning. Longman.
      • The California Framework for Visual and Performing Arts, Pre-Kindergarten through Grade Twelve. Ca
    • California on My Honor: Civics Institute for Teachers 2011
      • San Francisco, 6/28-6/31, follow-up 10/28
      • San Diego, 7/12-7/15, follow-up 10/28
      • Application materials:
      • www.csusm.edu/coe/outreach/comh.html
      • Questions?
      • [email_address]