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Self-Esteem Through Performance

Last changed: 05/01/2018 11:37am
4 , 5 , 6 , 7 , 8
Theatre English
Grade Level Program Alignment
2 45 min
In-School Short Term Residency Two 45 minute workshops
Available for the entire school year.
$10 0
no Phone , Email , In-Person
Any materials needed for program including CD.
Copies, a text already read by class, possible CD playback on computer.
In the classroom or other space school provides.
I can confidently express myself through theatre. I can use prior knowledge to reenact an event from the text. I can identify characters in the text and empathize with the actions they take in response to their situation.
In SELF-ESTEEM THROUGH PERFORMANCE (SETP) Leslie Frances Manselle utilizes the ‘drama games’ techniques of “Theatre of the Oppressed” created by Brazilian political dramatist, Augusto Boal, as building blocks to construct a dramatic study (short play, skit) based upon a text read or completed by the class prior to the artist’s visit. The games focus first on self, and gradually move into the teacher selected text. Students are invited to express themselves through any art form in the dramatic study. Manselle uses her own artistic abilities to break the ice and set an example of what the performance possibilities might be. She makes use of her social skills and social work training to put the participants at ease so they feel free to express themselves. She then uses her teacher training and leadership skills to guide the group to the goals of full participation, to input into the creative process, and encourage involvement in the final performance production. After the artist visit teachers may choose to continue the drama experience by giving a writing assignment relating to the production or the text itself. Teachers will gain tools that they may utilize in the future for studies on any text, theme or issue. Ms. Manselle believes that we all have some type of artistic ability and wishes to expose that ability in others and use it to enhance understanding and learning .
Parents may be involved as classroom monitors or assistants.

Grade 4

Grade 4: Speaking and Listening: Presentation of Knowledge and Ideas #4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.
Grade 4: Theatre: Creating: Anchor Standard 3: Refine and complete artistic work. C. Collaborate on solutions to design and technical problems that arise in rehearsal for a drama/theatre work.
Grade 4: Theatre: Connecting: Anchor standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Identify the ways Drama/Theatre work reflects the perspectives of a community or culture.

Grade 5

Grade 5: Speaking and Listening: Presentation of Knowledge and Ideas #4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes, speak clearly at an understandable pace.
Grade 5: Theatre: Creating: Anchor Standard 3: Refine and complete artistic work. C. Create innovative solutions to design and technical problems that arise in rehearsal for a Drama/Theatre work.
Grade 5: Theatre: Connecting: Anchor standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Explain how Drama/Theatre connects oneself to a community or culture.

Grade 6

Grade 6: Speaking and Listening Standards for Literature: Presentation of Knowledge and Ideas #4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Grade 6: Theatre: Creating: Anchor Standard 3: Refine and complete artistic work. A. Articulate and examine choices to refine a devised scripted Drama/Theatre work.
Grade 6: Theatre: Connecting: Anchor standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Explain how the actions and motivations of characters in a Drama/Theatre work impact perspectives of a community or culture.

Grade 7

Grade 7: Speaking and Listening Standards for Literature: Presentation of Knowledge and Ideas #4: Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
Grade 7: Theatre: Creating: Anchor Standard 3: Refine and complete artistic work. B. Develop effective physical and vocal traits in an improvised or scripted Drama/Theatre work.
Grade 7: Theatre: Connecting: Anchor standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Incorporate multiple perspectives and diverse community ideas in a Drama/Theatre work.

Grade 8

Grade 8: Speaking and Listening Standards for Literature: Presentation of Knowledge and Ideas #4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
Grade 8: Theatre: Creating: Anchor Standard 3: Refine and complete artistic work. B. Refine effective physical, vocal, and physiological traits of characters in an improvised or scripted Drama/Theatre work.
Grade 8: Theatre: Connecting: Anchor standard 10: Synthesize and relate knowledge and personal experiences to make art. A. Examine a community issue through multiple perspectives in a Drama/Theatre work.