Please clear room by putting chairs and desks against walls. Please create space that can serve as a stage for small groups.
I can incorporate life events and experiences, as well as incorporating visual arts for the purpose of writing and dramatizing original poetry. I can hear poetry read aloud and can apply different themes from those poems to the writing of original poetry. (E.g. I can listen to reading of "The White Horse" by D.H. Lawrence about a boy and a horse. It appears in the poem that time has stood still between the two. I can then write a poem from my own experience in which it felt as though for a moment that time stood still.) I can learn to use precise words and phrases as well as sensory language to convey experiences and events. I can also learn how to apply theatre exercises to the dramatization of original poetry. In small groups, I can learn how to apply those exercises in developing and rehearsing the dramatization of several poems. I can learn how to demonstrate mutual respect and support of myself and others during the process of rehearsal and performance. I can learn how to develop and present dramatizations that incorporate vocalization, physical movement, and characterization, and which are true to the meaning expressed by poets.
This two day program begins with a brief discussion about what students think of when they hear the word "Poetry." Students will then be involved in several exercises in which life events and experiences, visual arts, and listening to published poetry read aloud will be a springboard for the writing of original poetry. Teaching artist will read some of the poetry and then lead students through theatre exercises designed to prepare students for the dramatization of poetry in small groups. On Day Two, the class will divide into small groups and will explore within their groups the various ways that they can dramatize several of the poems written by their peers. Each group will draw from the theatre exercises learned on Day One, and will develop and rehearse dramatizations of three poems to selected music. These dramatizations will be performed and discussed at the end of Day Two. This program is presented in much the same way across the grade levels. The language involved may be simpler and more specific in the lower grades, and more adult support may be needed as well during the writing exercises and the planning in small groups among the students.
I would love three or four volunteers for the purpose of supporting students primarily in the planning stages in small groups. In this way, students, especially in the younger grades, will be supported when planning and developing their dramatizations.
Grade 2
Grade 2: Writing Standard:
Text Types and Purposes
#3: Write narratives in which they recount a well-elaborated event or short sequences of events. Include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Grade 2: Speaking and Listening Standards:
Comprehension and Collaboration
#2: Recount or describe key ideas or details from a text read aloud or information presented orally.
Grade 2: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.
b. Contribute ideas and make decisions as a group to advance a story in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 2: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.
b. Use and adapt sounds and movements in a guided drama experience (e.g., process drama, story drama, creative drama).
Grade 3
Grade 3: Writing Standards:
Text Type and Purposes #3:
Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Grade 3: Speaking and Listening Standards:
Comprehension and Collaboration #2:
Determine the main ideas and supporting details of a text read aloud or information presented orally in diverse media & formats including visually, quantitatively, and orally.
Grade 3: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.
b. Compare ideas with peers and make selections that will enhance and deepen group drama/theatre work.
Grade 3: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.
b. Participate and contribute to physical and vocal exploration in an improvised or scripted drama/theatre work.
Grade 4
Grade 4: Writing Standards:
Text Type and Purpose #3:
Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Grade 4: Speaking and Listening Standards:
Comprehension and Collaboration #2:
Paraphrase portions of a text read aloud or information presented orally in diverse media & formats including visually, quantitatively, and orally.
Grade 4: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.
b. Make and discuss group decisions and identify responsibilities required to present a drama/theatre work to peers.
Grade 4: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.
b. Develop physical and vocal exercise techniques for an improvised or scripted drama/theatre work.
Grade 5
Grade 5: Writing Standards:
Text Type and Purposes #3:
Write narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Speaking and Listening Standards:
Comprehension and Collaboration
#2: Summarize a written text read aloud or information presented orally in diverse media & formats including visually, quantitatively, and orally.
Grade 5: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.
b. Participate in defined responsibilities required to present a drama/theatre work informally to an audience.
Grade 5: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.
b. Use physical and vocal exploration for character development in an improvised or scripted drama/theatre work.
Grade 6
Grade 6: Writing Standards: Text Types and Purposes
#3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Grade 6: Reading Standards for Literature:
Craft and Structure
#4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning or tone.
Grade 6: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.
b. Contribute ideas and accept and incorporate the ideas of others in preparing or devising drama/theatre work.
Grade 6: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.
a. Articulate and examine choices to refine a devised or scripted drama/theatre work.
Grade 7
Grade 7: Reading Standards for Literature:
Craft and Structure
#4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sound (e.g. alliteration) on a specific verse or stanza of a poem or section of a story or drama.
Grade 7: Writing Standards: Text Type and Purposes:
#3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Grade 7: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.
b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
Grade 7: Theatre: Creating:
Anchor Standard 3: Refine and complete artistic work.
b. Develop effective physical and vocal traits of characters in an improvised or scripted drama/theatre work.
Grade 8
Grade 8: Reading Standards for Literature:
Craft and Structure
#4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Grade 7: Writing Standards: Text Type and Purposes #3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Grade 8: Theatre: Creating:
Anchor Standard 2: Organize and develop artistic ideas and work.
b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
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.
