1. Paul Sawyer
Sacred Heart Preparatory – Atherton, CA
PSawyer@SHSchools.org
Spoken Word in the High School Classroom
Mining the Minor’s Mind
AATE National Conference – 2015 - Milwaukee
Learning Objectives:
Students will:
1. Conduct character analysis through self-reflection, discovering themes in their own life-story. (AS 10-11)
2. Interpret and utilize artistic works to convey thought, meaning, and feeling (AS 1-9)
3. Create and analyze text with a mind for performance (AS 1-5, 10-11)
4. Perform a memorized piece while utilizing basic on-stage techniques (AS 6)
5. Respond intelligently to the work of others, citing evidence from the artifact and its effect on them (AS 7-9)
6. Build an artistic community of trust, respect, kindness, collaboration, encouragement, and acceptance.
Progression:
1. Personal Museums
a. Day 1: Five items of vital and irreplaceable significance to your personal identity
i. Something you merely “like” isn’t good enough
b. Quantify them through artifacts from at least five different art forms
i. Create a 90-120 second video exhibit with the artifacts
c. Day 2: Have students show their exhibits
i. Audience responds positively and interpretively in dialogue with the student
d. Use this exploration to discover themes, essential character traits, personal voice, and possible journeys
2. Slam Poetry
a. Day 3: Expose students different styles of slam through notable artists
i. Taylor Mali, Sarah Kay, Saul Williams, Megan Falley, etc…
1. Shows them hip-hop, verse, prose, storytelling, musical, comedy, rant, etc…
b. Day 4: Use the discoveries from their Personal Museums to form a “thought”
i. What do I want to say with my poem?
c. Day 5-7: Begin writing, and workshop pieces in all their stages with open sharing each day
i. Work with students to identify the “target” of their piece
1. Talking to one specific person? The audience? Themselves? And, why?
ii. Share ideas, give feedback
iii. Start reading them aloud to explore the performance of the piece
d. Day 8-9: Workshop performances
i. Should be memorized to allow for freedom
ii. Focus on anchored delivery, strong voice, purposeful/connected choices, defined character
iii. Workshop each poem at least twice before final performance
e. Day 10: Perform for the class
i. Audience gives reflective feedback supported by evidence
ii. Growth through the process, understanding/utilizing basic techniques is central to grading