“ Civics Live”  Through Theater California Council for the Social Studies, March 2011 California State University San Marc...
Goals of the session <ul><li>Gain knowledge regarding the benefits of using theatre to enhance learning </li></ul><ul><li>...
Effective Theatre Instruction <ul><li>“ The arts transform the environment for learning.” </li></ul><ul><li>“ This researc...
Theatre Standards <ul><li>Artistic Perception </li></ul><ul><li>Creative Expression </li></ul><ul><li>Historical Cultural ...
Elements of Theatre <ul><li>Character  – The role played by an actor as he or she assumes another’s identity- physically, ...
<ul><li>Theme -  Central thought, idea, or significance of the action with which a play or story deals. </li></ul><ul><li>...
Warm-up <ul><li>Physical </li></ul><ul><li>Begin with the head – go down to the toes, stretch and rotate body parts, indiv...
<ul><li>I stepped in something yucky </li></ul><ul><li>As I walked by the crick. </li></ul><ul><li>I grabbed a stick to sc...
<ul><li>I called my dog to pull me loose, </li></ul><ul><li>The yuck stuck to his fur. </li></ul><ul><li>He rubbed himself...
Theatre Games <ul><ul><li>Scaffold the learning: </li></ul></ul><ul><ul><li>This is a what? </li></ul></ul><ul><ul><li>Cre...
Plot ~ The “what happens” in a story <ul><li>Beginning : Involves the setting, the characters, and the problem they are fa...
<ul><li>Feet Stories </li></ul><ul><ul><li>Establish Beginning, Middle and End </li></ul></ul><ul><ul><li>“ Tell” the stor...
“ Plotted” Action <ul><li>Establish the Plot of the event or story (beginning, middle and end). </li></ul><ul><li>Group st...
<ul><li>Give students time to “retell” their part of the story through action and improvisational dialogue. </li></ul><ul>...
First Amendment to the Constitution <ul><li>Congress shall make no law respecting an establishment of a religion, or prohi...
Tinker v. Des Moines  <ul><li>Present the case </li></ul><ul><li>Establish “plot” scenes </li></ul><ul><li>Create scenes i...
Important Questions <ul><li>Can Congress make laws to control what you say? </li></ul><ul><li>Is the need to keep everyone...
What is the Significance of Tinker v Des Moines? <ul><li>Review the arguments of both sides in the case as presented to ea...
<ul><li>Use “Plot Actions” to present other cases involving free speech. </li></ul><ul><li>Given an outline, students crea...
<ul><li>Remember  Process  over  Product! </li></ul>
“ Life beats down and crushes the soul and  art  reminds you that you have one .”   <ul><ul><li>Stella Adler (b. 1902)   A...
Resources… <ul><li>McCaslin, Nellie, Creative Drama in the Classroom and Beyond.  Pearson Education, Inc. </li></ul><ul><l...
<ul><li>Spolin, Viola. Theatre Games </li></ul><ul><li>Goldberg, Merryl. Arts and Learning.  Longman. </li></ul><ul><li>Th...
California on My Honor: Civics Institute for Teachers 2011 <ul><li>San Francisco, 6/28-6/31, follow-up 10/28 </li></ul><ul...
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Civics live ccss 32011

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Civics live ccss 32011

  1. 1. “ 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]
  2. 2. Goals of the session <ul><li>Gain knowledge regarding the benefits of using theatre to enhance learning </li></ul><ul><li>Learn effective methods for engaging students in theatre to enhance other core content areas such as civic education </li></ul>
  3. 3. Effective Theatre Instruction <ul><li>“ The arts transform the environment for learning.” </li></ul><ul><li>“ This research provides compelling evidence that the arts can and do serve as champions of change in learning.” </li></ul><ul><li>Champions of Change – The Impact of the Arts on Learning </li></ul>
  4. 4. Theatre Standards <ul><li>Artistic Perception </li></ul><ul><li>Creative Expression </li></ul><ul><li>Historical Cultural Context </li></ul><ul><li>Aesthetic Valuing </li></ul><ul><li>Connections, Relationships and Applications </li></ul>
  5. 5. Elements of Theatre <ul><li>Character – The role played by an actor as he or she assumes another’s identity- physically, mentally, and emotionally </li></ul><ul><li>Dialogue – the words spoken by the actors in a drama </li></ul><ul><li>Music – The use of instruments or vocals in a performance </li></ul>
  6. 6. <ul><li>Theme - Central thought, idea, or significance of the action with which a play or story deals. </li></ul><ul><li>Plot – The “what happens” in the story. </li></ul>
  7. 7. Warm-up <ul><li>Physical </li></ul><ul><li>Begin with the head – go down to the toes, stretch and rotate body parts, individually and together </li></ul><ul><li>Vocal </li></ul><ul><li>Practicing for Articulation and Projection </li></ul>
  8. 8. <ul><li>I stepped in something yucky </li></ul><ul><li>As I walked by the crick. </li></ul><ul><li>I grabbed a stick to scrape it off, </li></ul><ul><li>the yuck stuck to my stick. </li></ul><ul><li>I tried to pull it off the stick, </li></ul><ul><li>The yuck stuck to my hand. </li></ul><ul><li>I tried to wash it off – but it </li></ul><ul><li>Stuck to the washin’ pan. </li></ul>
  9. 9. <ul><li>I called my dog to pull me loose, </li></ul><ul><li>The yuck stuck to his fur. </li></ul><ul><li>He rubbed himself against the cat, </li></ul><ul><li>The yuck got stuck to her. </li></ul><ul><li>My friends and neighbors came to help- </li></ul><ul><li>Now all of us are stuck, </li></ul><ul><li>Which goes to show what happens </li></ul><ul><li>When one person steps in yuck. </li></ul><ul><li>Shel Silverstein </li></ul>
  10. 10. Theatre Games <ul><ul><li>Scaffold the learning: </li></ul></ul><ul><ul><li>This is a what? </li></ul></ul><ul><ul><li>Creating a sense of teamwork </li></ul></ul><ul><ul><li>Encourage creativity </li></ul></ul><ul><ul><li>Visors Down </li></ul></ul><ul><ul><li>Establishing “character” </li></ul></ul>
  11. 11. Plot ~ The “what happens” in a story <ul><li>Beginning : Involves the setting, the characters, and the problem they are facing; </li></ul><ul><li>Middle : Shows rising action and climax of the story; </li></ul><ul><li>End: Shows how the problem is resolved. </li></ul>
  12. 12. <ul><li>Feet Stories </li></ul><ul><ul><li>Establish Beginning, Middle and End </li></ul></ul><ul><ul><li>“ Tell” the story through movement focusing on the feet </li></ul></ul>
  13. 13. “ Plotted” Action <ul><li>Establish the Plot of the event or story (beginning, middle and end). </li></ul><ul><li>Group students into three or four “Plot groups”. </li></ul>
  14. 14. <ul><li>Give students time to “retell” their part of the story through action and improvisational dialogue. </li></ul><ul><li>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 . </li></ul>
  15. 15. First Amendment to the Constitution <ul><li>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. </li></ul>
  16. 16. Tinker v. Des Moines <ul><li>Present the case </li></ul><ul><li>Establish “plot” scenes </li></ul><ul><li>Create scenes in group </li></ul><ul><li>Present scenes </li></ul>
  17. 17. Important Questions <ul><li>Can Congress make laws to control what you say? </li></ul><ul><li>Is the need to keep everyone safe more important than your right to say whatever you want, whenever you want, and however you want? </li></ul><ul><li>Is it always clear when the government can and cannot limit our rights? </li></ul>
  18. 18. What is the Significance of Tinker v Des Moines? <ul><li>Review the arguments of both sides in the case as presented to each court. </li></ul><ul><li>Study the protections of free speech and the limitations. </li></ul>
  19. 19. <ul><li>Use “Plot Actions” to present other cases involving free speech. </li></ul><ul><li>Given an outline, students create their own beginning, middle and end ~ following the study of key issues. </li></ul>
  20. 20. <ul><li>Remember Process over Product! </li></ul>
  21. 21. “ Life beats down and crushes the soul and art reminds you that you have one .” <ul><ul><li>Stella Adler (b. 1902) American actress, founded &quot;Stella Adler Conservatory of Acting&quot; </li></ul></ul>
  22. 22. Resources… <ul><li>McCaslin, Nellie, Creative Drama in the Classroom and Beyond. Pearson Education, Inc. </li></ul><ul><li>Peterson and O’Connor, Helping Young People Discover the Creative Outlet of Theater. Back Stage Books </li></ul><ul><li>Cornett, The Arts as Meaning Makers Integrating Literature and the Arts Throughout the Curriculum. </li></ul><ul><li>Prentice-Hall, Inc. </li></ul>
  23. 23. <ul><li>Spolin, Viola. Theatre Games </li></ul><ul><li>Goldberg, Merryl. Arts and Learning. Longman. </li></ul><ul><li>The California Framework for Visual and Performing Arts, Pre-Kindergarten through Grade Twelve. Ca </li></ul>
  24. 24. California on My Honor: Civics Institute for Teachers 2011 <ul><li>San Francisco, 6/28-6/31, follow-up 10/28 </li></ul><ul><li>San Diego, 7/12-7/15, follow-up 10/28 </li></ul><ul><li>Application materials: </li></ul><ul><li>www.csusm.edu/coe/outreach/comh.html </li></ul><ul><li>Questions? </li></ul><ul><li>[email_address] </li></ul>
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