THEATRE SKILLS A Structural Framework for Learning About Drama By Prof Kim Morin - Fresno State - 2012 Based on  Drama Wit...
<ul><li>“ The art of drama is a way of learning and knowing about the self and the external world . . . </li></ul><ul><li>...
Theatre Skills
<ul><li>“ Drama comes through the door with every child… </li></ul><ul><li>- Dorothy Heathcote </li></ul>
Concentration <ul><li>Build trust in self and others </li></ul><ul><li>Concentrate attention on the task </li></ul><ul><ul...
First Steps... Establish Guidelines <ul><li>Create a “Safe Environment” </li></ul><ul><li>Introduce three rules  (taken fr...
Concentration Bubble <ul><li>&quot;Sitting at your desk or on the floor, imagine that there is a bubble around you. When y...
Introduction - Instant Replay <ul><li>Players stand in a circle. Player 1 takes one step into the circle, says name, and d...
Imagination <ul><li>The “Magic If” </li></ul><ul><li>Imagine using the 5 W’s </li></ul><ul><ul><ul><li>Put yourself in som...
Draw a Picture In Your Mind <ul><li>Leader describes a scene or setting; players sit with eyes closed and imagine the pict...
A Different Sort of Picture… <ul><li>Leader describes a scene or setting; players sit with eyes closed and imagine the pic...
Senses and Feelings <ul><li>Use of the 5 senses </li></ul><ul><li>Expression of moods/feelings </li></ul><ul><ul><ul><li>S...
Observe or See?  <ul><li>We often  see  things, but how carefully do we  observe  them? </li></ul><ul><li>OPTION 1 </li></...
Part 1 - He went down the street.  <ul><li>Teacher writes  He went down the street.  on the board and has S copy it. Then ...
Part 2 - He went down the street.  <ul><li>Quick-write including as many details as possible. </li></ul><ul><li>Quick-sket...
<ul><li>“ In a classroom drama, the end point is the discovery of human experience, the reaching of a deeper insight … </l...
Body/Movement <ul><li>Body awareness </li></ul><ul><li>Gestures and facial expressions </li></ul><ul><li>Spatial relations...
What is Pantomime? <ul><li>Pantomime  - Acting without words through facial expression, gesture, and movement.  </li></ul>...
Space Bubble <ul><li>1. Players stand in &quot;self space&quot; either by their desks or around the room.  </li></ul><ul><...
Space Bubble - Slow Motion Walk <ul><li>Begin doing movements in slow motion.  Ask students to mirror your movements as yo...
Walk About <ul><li>Students &quot;walk about&quot; the classroom in their space bubbles.  </li></ul><ul><li>Try walking in...
Pantomime Partners <ul><ul><ul><li>Leader prepares cards with pairs of words (pictures).   </li></ul></ul></ul><ul><ul><ul...
Extensions for Pantomime: <ul><li>Use pantomime to reinforce language arts concepts </li></ul><ul><li>  </li></ul><ul><ul>...
<ul><li>&quot;Everyone can act. Everyone can improvise. Anyone who wishes to can play in the theatre.”  </li></ul><ul><li>...
Characterization <ul><li>“ Outer” Character (Physical) </li></ul><ul><li>“ Inner” Character (Feelings) </li></ul><ul><ul><...
Tableau <ul><ul><li>A silent and motionless depiction of a scene created by actors, often from a picture. The plural is ta...
Tableau Strategies <ul><li>1 .  TURN AND FREEZE   - Players stand in a circle facing out. On a count of 1-2-3-Freeze – pla...
<ul><ul><li>Don’t think!  </li></ul></ul><ul><ul><li>Surprise yourself!  </li></ul></ul><ul><ul><li>Make bold, strong choi...
<ul><ul><li>How long can you stay in place? </li></ul></ul><ul><ul><li>If you find yourself off balance or in pain, make a...
 
Language, Voice, Speech <ul><li>Communicate verbally </li></ul><ul><li>Develop listening and speaking skills </li></ul><ul...
Narrative Pantomime <ul><li>Someone &quot;narrates&quot; the action while the players act it out through pantomime. </li><...
Narrative Pantomime <ul><li>Narrative Pantomime can be read directly from a story. </li></ul><ul><li>  </li></ul><ul><li>E...
Generate Dialogue <ul><li>Interview a character from a story. </li></ul><ul><li>  Example:  </li></ul><ul><li>Runaway Bunn...
Adding Dialogue to a Tableau <ul><li>Simple Techniques for adding dialogue </li></ul><ul><li>  </li></ul><ul><li>Freeze an...
<ul><li>To Summarize… </li></ul>
Theatre Skills
<ul><ul><li>Improvisation  - A spontaneous style of theatre in which scenes are created without advance rehearsing or scri...
<ul><ul><li>Unison - Simultaneous play. Everyone plays at the same time </li></ul></ul><ul><ul><li>Solo - Everyone plays a...
Give them  ROOTS  and  WINGS … <ul><li>ROOTS  -  a sense of where we come from  </li></ul><ul><li>WINGS  - to set us free....
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  • Sample Narrative Pantomimes:   &amp;quot;Magic Paintbrush&amp;quot; A narrative pantomime which &amp;quot;wakes up the senses&amp;quot; and moves the body. First feel the &amp;quot;invisible&amp;quot; canvas in front of you – as high and low as you can reach, and as far to the sides as you can stretch. The paintbrush is &amp;quot;magic&amp;quot; because it attaches itself to different parts of your body and paints whatever color you want as soon as you think of it! Start by painting with your fingers – try painting fast and slow, then try lines – horizontal, vertical, thick, thin… next try your elbows – see how high you can paint with your elbows… how low? What shapes? Other fun body parts to try are: knees, feet, shoulders, top of the head, and – to sign your name – your rear end!     “ Giant’s Breakfast” You wake up feeling happy because it is Saturday. But suddenly you are puzzled - your bed feels different this morning… it is bigger than you remember…in fact, you can’t reach the edges! Finally you get to one edge and look down. Your bed is HUGE! It is 20 feet to the ground. You feel frightened as you slowly climb down one of the legs, but you make it safely to the bottom and then jump to the ground. You look up and see that you are in a giant log cabin. You feel curious as you walk around and see everything so high above you. You take a deep breath and smell a wonderful breakfast cooking. It makes you feel hungry. So you follow your nose to a tall, tall table. You climb up one leg, hop on the table and there is a giant-sized breakfast! You feel excited as you come to the first plate. It is flapjacks covered with butter and maple syrup. You leap on to the plate and squish right through the flapjacks, picking it up and eating as you go. It tastes delicious! Next you come to a plate of bacon – you go slipping and sliding along it. And finally, you splash into a bowl of Cheerios with milk. You feel lazy as you drift along riding in a Cheerio as an inner tube, but just then you are startled by a loud banging sound! Someone is coming! So you swim out of the Cheerios, across the bacon, through the flapjacks, down the table leg, across the room, and climb back into your bed. Quick throw the covers over your head and hide! Everything is quiet. You wait… and when you take the covers off your head, you are back in the classroom!  
  • Siks theatre skills

    1. 1. THEATRE SKILLS A Structural Framework for Learning About Drama By Prof Kim Morin - Fresno State - 2012 Based on Drama With Children by Geraldine B. Siks
    2. 2. <ul><li>“ The art of drama is a way of learning and knowing about the self and the external world . . . </li></ul><ul><li>It is the process of imagining and forming characters in action by applying universal principles.” </li></ul><ul><li>-Geraldine B. Siks </li></ul>
    3. 3. Theatre Skills
    4. 4. <ul><li>“ Drama comes through the door with every child… </li></ul><ul><li>- Dorothy Heathcote </li></ul>
    5. 5. Concentration <ul><li>Build trust in self and others </li></ul><ul><li>Concentrate attention on the task </li></ul><ul><ul><ul><li>Focus without distractions </li></ul></ul></ul><ul><ul><ul><li>Muscle tension and release </li></ul></ul></ul><ul><ul><ul><li>Activities to energize or relax </li></ul></ul></ul>
    6. 6. First Steps... Establish Guidelines <ul><li>Create a “Safe Environment” </li></ul><ul><li>Introduce three rules (taken from The New Games Book, 1976, Main Street Press) </li></ul><ul><li>  1. Play hard.  </li></ul><ul><li> (It’s no fun unless you invest some enthusiasm.) </li></ul><ul><li>  2.  Play fair.  </li></ul><ul><li>(Structure encourages creativity.) </li></ul><ul><li>  3. Nobody hurt.  </li></ul><ul><li>(Physically or emotionally) </li></ul>
    7. 7. Concentration Bubble <ul><li>&quot;Sitting at your desk or on the floor, imagine that there is a bubble around you. When you have objects inside the bubble, you need to CONCENTRATE or FOCUS so you only see what is inside your own bubble. Try to see it, feel the surface - what is the texture? Pick it up. How heavy is it? What does it smell like?  </li></ul><ul><li>  Side-coaching Reminders: </li></ul><ul><li>You cannot see anyone else. Focus on what is inside your own bubble. </li></ul><ul><li>Try to believe that you actually see the object within the box. </li></ul><ul><li>Actors work for many years on the skill of CONCENTRATION. </li></ul><ul><li>     </li></ul>
    8. 8. Introduction - Instant Replay <ul><li>Players stand in a circle. Player 1 takes one step into the circle, says name, and does a gesture (favorite sport or hobby works well). Everyone in the circle does an “instant replay” by repeating the person’s name and gesture. Go around the circle until everyone has a turn. </li></ul><ul><li>  Side-coaching Reminders: </li></ul><ul><li>Watch carefully so you can copy what each person does. </li></ul><ul><li>Speak your name loudly so everyone can hear it. </li></ul><ul><li>     </li></ul>
    9. 9. Imagination <ul><li>The “Magic If” </li></ul><ul><li>Imagine using the 5 W’s </li></ul><ul><ul><ul><li>Put yourself in someone else’s shoes </li></ul></ul></ul><ul><ul><ul><li>Imagine W ho, W hat, W hen, W here, W hy </li></ul></ul></ul><ul><ul><ul><li>Develop creative problem-solving </li></ul></ul></ul>
    10. 10. Draw a Picture In Your Mind <ul><li>Leader describes a scene or setting; players sit with eyes closed and imagine the picture in their mind. Specific descriptions work best. </li></ul><ul><li>Imagine a black stallion in a green field of grass with yellow and white flowers. The horse is standing behind a white picket fence. Above is a brilliant blue sky with white wisps of clouds floating by... </li></ul>
    11. 11. A Different Sort of Picture… <ul><li>Leader describes a scene or setting; players sit with eyes closed and imagine the picture in their mind. Specific descriptions work best. </li></ul><ul><li>Imagine a green stallion in a purple field of grass with black and white flowers. The green horse is standing behind a striped picket fence. Above is a brilliant orange sky with green wisps of clouds floating by... </li></ul>
    12. 12. Senses and Feelings <ul><li>Use of the 5 senses </li></ul><ul><li>Expression of moods/feelings </li></ul><ul><ul><ul><li>Sensory awareness – seeing, hearing, tasting, touching, smelling </li></ul></ul></ul><ul><ul><ul><li>Emotional awareness </li></ul></ul></ul><ul><ul><ul><li>Sensory recall </li></ul></ul></ul>
    13. 13. Observe or See? <ul><li>We often see things, but how carefully do we observe them? </li></ul><ul><li>OPTION 1 </li></ul><ul><li>Students stand or sit facing a partner. Choose Partner A and Partner B. Partner A has 15-30 seconds to observe Partner B. Partner A then closes eyes and turns around. Partner B then has 15-30 seconds to change something about his or her appearance. Partner A opens eyes and tries to guess what is different. </li></ul><ul><li>OPTION 2 </li></ul><ul><li>Teacher places objects on a tray and gives students 30 seconds to observe them. Students then close their eyes. Teacher changes or removes something from the tray. When students open their eyes, they try to guess what has changed. </li></ul>
    14. 14. Part 1 - He went down the street. <ul><li>Teacher writes He went down the street. on the board and has S copy it. Then says, </li></ul><ul><li>We are going to use our imagination and senses to find out more about this person who went down the street. Close your eyes and silently draw a picture in your mind as I ask you some questions . </li></ul><ul><li>We know “He went down the street.” How old was he? (little boy, teenager, grandfather) What time of day was it? (morning, lunchtime, midnight) Where was the street? (city, country, neighborhood?) What kind of street was it? (paved, dirt, gravel, highway) How did he go? Did he walk, ride a bicycle, drive a car? What was the weather like? What was he wearing? Why did he go down the road? Where was he going? How did he feel? </li></ul>
    15. 15. Part 2 - He went down the street. <ul><li>Quick-write including as many details as possible. </li></ul><ul><li>Quick-sketch of the picture from mind’s eye. </li></ul><ul><li>Think-pair-share or small groups discuss different versions. </li></ul><ul><li>Pantomime different versions. </li></ul><ul><li>Write stories based on what they imagined. </li></ul><ul><li>Great follow-up book – And To Think That I Saw It on Mulberry Street by Dr. Seuss </li></ul>
    16. 16. <ul><li>“ In a classroom drama, the end point is the discovery of human experience, the reaching of a deeper insight … </li></ul><ul><li>- Dorothy Heathcote </li></ul>
    17. 17. Body/Movement <ul><li>Body awareness </li></ul><ul><li>Gestures and facial expressions </li></ul><ul><li>Spatial relationships with others </li></ul><ul><ul><ul><li>Axial and locomotor movement </li></ul></ul></ul><ul><ul><ul><li>Pantomime- action without words </li></ul></ul></ul><ul><ul><ul><li>Extended gestures </li></ul></ul></ul>
    18. 18. What is Pantomime? <ul><li>Pantomime - Acting without words through facial expression, gesture, and movement.  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    19. 19. Space Bubble <ul><li>1. Players stand in &quot;self space&quot; either by their desks or around the room.  </li></ul><ul><li>2. Have players create an imaginary bubble around themselves.  The bubble extends all around them as far as their arms can reach.   </li></ul><ul><li>3. Have students define their  bubbles  by stretching their arms as far as they can all around their bodies, without moving their feet. Stretch as high, low. and to the sides. </li></ul><ul><li>4. Explain that the &quot;bubble&quot; is like a space suit. You can see out a little - but just enough to keep from running into anything. However. you cannot talk to anyone and if you touch someone else, your bubble will pop.   </li></ul><ul><li>     </li></ul>
    20. 20. Space Bubble - Slow Motion Walk <ul><li>Begin doing movements in slow motion.  Ask students to mirror your movements as you lead them through some simple stretches, again without moving their feet.   Use your own modeling and verbal cues to create a fairly uniform sense of “slow motion”.   </li></ul><ul><li>Now, have participants move around the room in slow motion, making sure that their bubbles do not touch. </li></ul><ul><li>Explain that when you say “Freeze”, all participants should stop moving and hold their current position.  Ask them to freeze all parts of their bodies, including their eyes and faces. </li></ul><ul><li>Ask students to gradually increase their speed until they are walking at a normal pace.  You could give examples if needed. </li></ul><ul><li>Freeze.  Ask students to gradually increase their speed until they are walking at a fast pace, but not running.  Remind them that their bubbles must not touch. </li></ul><ul><li>     </li></ul>
    21. 21. Walk About <ul><li>Students &quot;walk about&quot; the classroom in their space bubbles.  </li></ul><ul><li>Try walking in different environments.  </li></ul><ul><li>They can be real environments- </li></ul><ul><li>pine needles in a forest; cool water in a brook; hot sand on a beach; deep snow drifts </li></ul><ul><li>Or imaginary- </li></ul><ul><li>Spaghetti, jello, plate of pancakes </li></ul>
    22. 22. Pantomime Partners <ul><ul><ul><li>Leader prepares cards with pairs of words (pictures).  </li></ul></ul></ul><ul><ul><ul><li>Leader hands out the cards and instructs students not to show them to anyone else. </li></ul></ul></ul><ul><ul><ul><li>Students pantomime the action until they find their partner. </li></ul></ul></ul><ul><ul><ul><li>Partners stand together in a circle. </li></ul></ul></ul><ul><ul><ul><li>Partners share their pantomimes as the rest of the class guesses </li></ul></ul></ul>
    23. 23. Extensions for Pantomime: <ul><li>Use pantomime to reinforce language arts concepts </li></ul><ul><li>  </li></ul><ul><ul><li>Compound words </li></ul></ul><ul><ul><li>Sentence structure - subject/predicate </li></ul></ul><ul><ul><li>Reading words from left to right </li></ul></ul><ul><ul><li>Synonyms </li></ul></ul><ul><ul><li>Homonyms </li></ul></ul><ul><ul><li>Word differences (big/bit; hopping/hoping) </li></ul></ul>
    24. 24. <ul><li>&quot;Everyone can act. Everyone can improvise. Anyone who wishes to can play in the theatre.” </li></ul><ul><li>-- Viola Spolin </li></ul>
    25. 25. Characterization <ul><li>“ Outer” Character (Physical) </li></ul><ul><li>“ Inner” Character (Feelings) </li></ul><ul><ul><ul><li>Physical appearance, walk, voice, costume </li></ul></ul></ul><ul><ul><ul><li>Inner personality traits, emotions, relationships, point of view </li></ul></ul></ul>
    26. 26. Tableau <ul><ul><li>A silent and motionless depiction of a scene created by actors, often from a picture. The plural is tableaux. </li></ul></ul><ul><ul><li>http://profesorbaker.wordpress.com/2011/03/07/a-dramatic-approach-to-reading-comprehension-tableau-dr-rosalind-flynn/ </li></ul></ul>
    27. 27. Tableau Strategies <ul><li>1 . TURN AND FREEZE - Players stand in a circle facing out. On a count of 1-2-3-Freeze – players turn into the circle and freeze in a pose. </li></ul><ul><li>2. COUNT AND FREEZE - Count from 1-5. Players begin in neutral and grow from small to bigger to biggest and freeze on 5. </li></ul>
    28. 28. <ul><ul><li>Don’t think! </li></ul></ul><ul><ul><li>Surprise yourself! </li></ul></ul><ul><ul><li>Make bold, strong choices! </li></ul></ul><ul><ul><li>Be unique! </li></ul></ul><ul><ul><li>Be different from everyone else! </li></ul></ul><ul><ul><li>Be yourself! </li></ul></ul>What is Spontaneous?
    29. 29. <ul><ul><li>How long can you stay in place? </li></ul></ul><ul><ul><li>If you find yourself off balance or in pain, make adjustments. </li></ul></ul><ul><ul><li>Make adjustments so you can stay still for a long time. </li></ul></ul>Adjust
    30. 31. Language, Voice, Speech <ul><li>Communicate verbally </li></ul><ul><li>Develop listening and speaking skills </li></ul><ul><ul><ul><li>Create language and speech </li></ul></ul></ul><ul><ul><ul><li>Read/speak with expression </li></ul></ul></ul><ul><ul><ul><li>Listen and respond to dialogue </li></ul></ul></ul>
    31. 32. Narrative Pantomime <ul><li>Someone &quot;narrates&quot; the action while the players act it out through pantomime. </li></ul><ul><li>  </li></ul><ul><ul><li>Magic Paintbrush </li></ul></ul><ul><ul><li>Giant's Breakfast </li></ul></ul>
    32. 33. Narrative Pantomime <ul><li>Narrative Pantomime can be read directly from a story. </li></ul><ul><li>  </li></ul><ul><li>Example: </li></ul><ul><li>Runaway Bunny - Margaret Wise Brown </li></ul><ul><li>Players line up to face partners. One line plays &quot;Mama Bunny&quot; and one line plays &quot;Baby Bunny.&quot; </li></ul>
    33. 34. Generate Dialogue <ul><li>Interview a character from a story. </li></ul><ul><li>  Example: </li></ul><ul><li>Runaway Bunny - Margaret Wise Brown </li></ul><ul><li>Whole Group – Teacher (in-role) interviews Little Bunny – “How will you hide from Mama Bunny?” </li></ul><ul><li>Partners – Aunt (or Uncle) Bunny/Mama Bunny – “Little Bunny is missing. Where should we look for LB?” </li></ul>
    34. 35. Adding Dialogue to a Tableau <ul><li>Simple Techniques for adding dialogue </li></ul><ul><li>  </li></ul><ul><li>Freeze and Justify </li></ul><ul><li>Tapping Out </li></ul><ul><li>Add a Line </li></ul>
    35. 36. <ul><li>To Summarize… </li></ul>
    36. 37. Theatre Skills
    37. 38. <ul><ul><li>Improvisation - A spontaneous style of theatre in which scenes are created without advance rehearsing or scripting. </li></ul></ul><ul><ul><li>Pantomime - Acting without words through facial expression, gesture, and movement. </li></ul></ul><ul><ul><li>Tableau - A silent and motionless depiction of a scene created by actors, often from a picture. The plural is tableaux. </li></ul></ul>Terms To Keep In Mind Taken from CA State Content Standards Glossary http://www.cde.ca.gov/BE/ST/SS/thglossary.asp
    38. 39. <ul><ul><li>Unison - Simultaneous play. Everyone plays at the same time </li></ul></ul><ul><ul><li>Solo - Everyone plays as an individual. No interaction between the participants. </li></ul></ul>Terms To Keep In Mind Taken from CA State Content Standards Glossary http://www.cde.ca.gov/BE/ST/SS/thglossary.asp
    39. 40. Give them ROOTS and WINGS … <ul><li>ROOTS - a sense of where we come from </li></ul><ul><li>WINGS - to set us free. </li></ul>

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