activity can add a lot of focus. Develop this activity so that a pair then becomes a group of 4 with 3 sticks; a group of 8 with 7 sticks. Ritual Group Performances: (Activity from Dramactive: Book 2) Share the story of with students. ‘Nightfall’ Discuss considerations for performing this ritual (characters, points of action, how to express feeling). Students create a performance based on this story. Musical Instruments: Use drums, triangles, maracas, voice etc to underscore the ritual. ‘Nightfall’ Chinese Ghosts: Using the Chinese legend, create a performance using symbolic movement, gesture, ensemble work, props and musical instruments. If possible record these for student reflection Reflective Activity based on Chinese Ghosts: Set an informal Responding task based on these performances, evaluating the groups’ use of conventions and specified elements of drama. Students work on their group Presenting tasks. Week 6 Revisit any week 1 warm-ups and activities as necessary. Students work in groups to rehearse their Presenting tasks. Week 7 Presenting tasks due Presenting tasks: if the group desire an audience other than classmates, find a class from a younger grade who may be exploring Asia / Japan within their curriculum. Debrief Presenting tasks/rehearsal process through class discussion, informal written response. Week 8 Hand out Responding tasks and deconstruct. Scaffolding and model response(s) may be appropriate. Watch performances, students take notes. Week 9 Student drafting time / teacher consultation. Week 10 Responding tasks Student drafting time. due Unit reflection.
activity can add a lot of focus. Develop this activity so that a pair then becomes a group of 4 with 3 sticks; a group of 8 with 7 sticks. Ritual Group Performances: (Activity from Dramactive: Book 2) Share the story of ‘Nightfall’ with students. Discuss considerations for performing this ritual (characters, points of action, how to express feeling). Students create a performance based on this story. Musical Instruments: Use drums, triangles, maracas, voice etc to underscore the ‘Nightfall’ ritual. Chinese Ghosts: Using the Chinese legend, create a performance using symbolic movement, gesture, ensemble work, props and musical instruments. If possible record these for student reflection Reflective Activity based on Chinese Ghosts: Set an informal Responding task based on these performances, evaluating the groups’ use of conventions and specified elements of drama. Students work on their group Presenting tasks. Week 6 Revisit any week 1 warm-ups and activities as necessary. Students work in groups to rehearse their Presenting tasks. Week 7 Presenting tasks: if the group desire an audience other than classmates, find a class from a younger grade who may be exploring Asia / Japan within their curriculum. Debrief Presenting tasks/rehearsal process through class discussion, informal written response. Presenting tasks due Week 8 Hand out Responding tasks and deconstruct. Scaffolding and model response(s) may be appropriate. Watch performances, students take notes. Week 9 Student drafting time / teacher consultation. Week 10 Student drafting time. Unit reflection. Responding tasks due
Non-Realism-unit.docx