Living Through Their Eyes (middle)

Last changed: 05/20/2019 12:24pm
6 , 7 , 8
Theatre English Social Studies
Grade Level Program Integration
5 60 min

Five, 60-90 minute sessions with a Sharing (no additional production elements required) or other culminating project for individual classes or entire grade level during Session 5

Classes are typically held once a week. However, at the discretion of the Social Studies Teacher the program may be completed in 1 or 2 weeks or spread out to allow time between sessions for covering appropriate material or completing activities/assignments designed by the Teaching Artist with the Classroom Teacher.

The program can be designed and scheduled to integrate throughout or serve as a follow-up to the selected curricular unit.

*If the school calendar does not allow for 5 visits, the Teaching Artist can provide an adjusted version of the residency with 3 or 4 sessions.

In-School Short Term Residency
All Year
$10 0
yes In-Person

Props needed for Drama activities to supplement available classroom resources

Originals for handouts or prompts to be used with activities during class or conducted by the Social Studies Teacher to deepen student learning between sessions(ex. Facts from the Time Period, Events, Character Research/Chart, A Day in the Life, Treasure Box, Inner Monologue, Scene Preparation)

Additional reference materials on selected topic

Easel and large pad of paper

Non-lined paper and pencils or a journal for each student

Copies of handouts for students as needed

One copy of any related text chosen, for use by the Teaching Artist

Copies of key reference materials/resources from the classroom for the specific content selected to help the Teaching Artist support the Social Studies Teacher's approach and priorities

Open space in classroom or multi-purpose space large enough for entire class to participate on their feet simultaneously or spread out to work in small groups

If selecting a Sharing for the entire grade, will need a large enough space for all classes to meet together to present and view. Could be a stage, but not required. Should be scheduled for each class to use in Session 4 and for the entire grade for Session 5.

I can use evidence gained from text and illustrations to visualize, describe and demonstrate a “Day in the Life” of a real or fictional character from another time period or culture, comparing/contrasting it with a similar character from today.

I can recognize and discuss causes and effects of an event or development in the past or in another region of the world as viewed from multiple perspectives.

I can work with peers to create and perform an original scene or theatre piece that accurately represents the actions and motivations of characters from another time period or culture.

Profound insights prompt students to leapfrog over initial “I would never do that” reactions to objectively assess the past.

In Living Through Their Eyes, each student experiences the world through the eyes of someone from another time, place and culture, seeing beyond the limits of our contemporary perspectives. Imaginative acting exercises place students squarely “In the Moment” giving each participant a new awareness of and connection to the past.

Students experience a balance of ease and challenge, choice and structure, movement and table work, individual exploration and group collaboration as each session builds on skills learned in the previous one.

What students will do:

Research and imagination provide the tools for character analysis and scene study that guide students to a deeper understanding of the actions and motivations of people throughout history. Students use evidence gleaned from close reading of text and images to create a realistic context from which to visualize and portray a character’s personal life, interactions with others and reactions to events.

The focus on individual exploration assures equal participation, as each student builds the ability to critically compare and contrast multiple perspectives, circumstances and situations throughout the creative process.

Working independently, with partners and in small groups; students develop and express ideas through writing (letters/journal/monologues), improvising scenes, reflecting and responding as each class creates a unique Sharing of small scenes or large group collaboration.

The Teaching Artist provides resources ideal for working in small groups within the residency, between sessions or applied to projects throughout the year.

Choice of Topic/Text is flexible. Teachers have requested or collaborated to develop units on Desegregation/Little Rock Nine, World War I and II, Vietnam War, Immigration, Identity or projects for National History Day.

* See Additional Notes for sample Related Texts

Teachers may choose from these sample Related Texts or select others from grade level Language Arts/Social Studies curriculum:

The film, Sergeant Alvin York - American Hero
The poem "In Flanders Field” by John McCrae

A Mighty Long Way: My Journey to Justice at Little Rock Central High School by Carlotta Walls Lanier

I Was Dreaming to Come to America (Memories from the Ellis Island Oral History Project) selected and illustrated by Veronica Lawler

The program may also connect with and serve the goals of the Art and/or Music curriculum. To explore this option include Arts Specialists in the initial planning meeting.

*All ACTive Learning Through Drama programs have been developed and implemented by a professional Theatre Educator in collaboration with Classroom Teachers and Arts Specialists.

1-3 are welcome, if the classroom teacher desires.

Grade 6

Grade 6: History: Change, Continuity, and Context: 6-8.1: Use questions about historically significant people or events to explain the impact on a region
Grade 6: Reading Standards for Informational Text: Key Ideas and Details #3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Grade 6: Theatre: Creating: Anchor Standard 1.1: Generate and conceptualize artistic ideas and work. c. Explore a scripted or improvised character by imagining the given circumstances in a drama/theatre work.
Grade 6: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. a. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theatre work.

Grade 7

Grade 7: Geography: Human-Environment Interaction: Place, Regions, and Culture: 6-7.5: Explain the connections between the physical and human characteristics of a region and the identity of individuals and cultures living there.
Grade 7: Reading Standards for Informational Text: Key Ideas and Details #3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grade 7: Theatre: Creating: Anchor Standard 1.1: Generate and conceptualize artistic ideas and work. c. Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.
Grade 7: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. a. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and historical and cultural context.

Grade 8

Grade 8: History: Causation and Argumentation: 8.9: Explain multiple causes and effects of events and developments in the past.
Grade 8: Reading Standards for Informational Text: Key Ideas and Details #3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories)
Grade 8: Theatre: Creating: Anchor Standard 1.1: Generate and conceptualize artistic ideas and work. c. Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.
Grade 8: Theatre: Creating: Anchor Standard 2.1: Organize and develop artistic ideas and work. a. Articulate and apply critical analysis, background knowledge, research, and historical and cultural context to the development of original ideas for a drama/theatre work.
Get to Know Our Arts Provider:

ACTive Learning Through Drama with Barbara Washer