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The Drama of Science (6 - 8)

Last changed: 07/15/2022 1:40pm
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6 , 7 , 8
Theater Science English
Grade Level Program Integration
5 60 min
Three-Five, 60-90 minute sessions with a grade-level and sharing out during Session 5. Sessions typically held once or twice a week to best integrate with selected Science unit. Number of sessions and schedule determined during the pre-planning meeting and based on the needs of the school.
In-School Short Term Residency
All Year In-School, Virtual
$10 0
yes In-Person

Props, handouts, prompts or reference materials based on selected unit or topic

Chart paper or white board
Agreed upon materials or copies
Copy of selected Science unit or chapter and related text for the planning meeting

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
Access to tables/desks/chairs for writing or drawing activities
A large space or auditorium reserved for Session 4 and Session 5, if sharing with the whole grade level



I can use size and shape (real/abstract) to demonstrate an element, structure or organism from a particular scientific topic working individually, with a partner and in a small or large group.

I can use movement qualities (rate, weight, energy) to demonstrate forces, processes, stages of a cycle, sequences or procedures from a particular scientific topic working individually, with a partner and in a small or large group.

I can propose theories and explanations verbally and in writing and can combine shapes and movement working with peers to test and demonstrate them for observation and response from others.



BEING is Seeing. DOING is Knowing.

In The Drama of Science, teachers may select any Science Unit or Topic for student exploration. Teacher/Teaching Artist collaboration assures alignment of the art form with curricular information. (See Additional Notes for examples)

Students demonstrate challenging scientific concepts through improvisation, movement, and scene study; making the abstract, concrete.

The residency typically consists of 5 sessions with the possibility of related teacher directed classwork in between. Each meeting incorporates a warm-up, a brief review, 1-2 drama activities, moments of self-reflection, a summary, and a preview.

Session 1 introduces students to drama and builds comfort and confidence, physically working simultaneously in their own personal space and verbally sharing their knowledge of the topic.

Sessions 2 and 3 engage students working in small groups to analyze and translate difficult ideas into physical shapes and movement, becoming a living model of intangible or unobservable structures, elements, forces, or organisms. Close reading of text, examination of photos/diagrams and viewing of videos inform their work.

Session 4 encourages critical thinking, creativity, and teamwork as students compile ideas, test theories and revise interpretations of a scientific process or system.

Session 5 empowers each class to share its living models or original scenes and individually observe/reflect/offer feedback. Follow-up classroom discussions and/or written assignments solidify the learning

Students experience a balance of ease and challenge, choice and structure, movement and table work, individual exploration and group collaboration throughout the creative process.



Example:
Participants go beyond memorizing Newton"s Laws of Motion using movement to explore and act out concepts of Force, Mass, Acceleration, Inertia, and Action/Reaction. Once understood, students create scenes from everyday life that demonstrate each law.

Choose your own Science topic or select a previously developed unit shown below:
Systems of the Body - showing interaction of organs or cell reproduction and growth
Matter and Chemistry - demonstrating changing states of matter, chemical/physical reactions and theories based on real world occurrences
The Hydrological Cycle - becoming water molecules to compare evaporation, condensation, and precipitation
Reproduction and Bees - illustrating pollination and creating scenes explaining possible causes/effects of the declining bee population

*Students say they "understood by acting it out and talking about it, were "not scared or shy showing the whole grade" and "had fun while learning and being social."
*Teachers note "100% participation, appropriate academic/artistic risk-taking and improved quiz scores.

*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 to assist in the classroom, if the teacher desires.
Parents, guardians and administrators could watch the informal Share in Session 5.

Grade 6

Grade 6: Earth"s Systems: MS-ESS2-4. Develop a model to describe the cycling of water through Earth"s systems driven by energy from the sun and the force of gravity
Grade 6: Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure # 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in specific scientific or technical context relevant to Grade 6 texts and topics.
Grade 6: Theatre: Creating: Anchor Standard 2.1: 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: Performing: Anchor Standard 5.1: Develop and refine artistic techniques and work for presentation. a. Recognize how acting exercises and techniques can be applied to a drama/theatre work.

Grade 7

Grade 7: Forces and Interactions: MS-PS2-1. Apply Newton"s Third Law to design a solution to a problem involving the motion of two colliding objects.
Grade 7: Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure # 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in specific scientific or technical context relevant to Grade 7 texts and topics.
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. b. Demonstrate mutual respect for self and others and their roles in preparing or devising drama/theatre work.
Grade 7: Theatre: Performing: Anchor Standard 5.1: Develop and refine artistic techniques and work for presentation. a. Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or drama/theatre performance.

Grade 8

Grade 8: Structure, Function, and Information Processing: MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Grade 8: Reading Standards for Literacy in Science and Technical Subjects: Craft and Structure # 4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in specific scientific or technical context relevant to Grade 8 texts and topics
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. b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.
Grade 8: Theatre: Performing: Anchor Standard 5.1: Develop and refine artistic techniques and work for presentation. a. Use a variety of acting techniques to increase skills in a rehearsal or drama/theatre performance.
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ACTive Learning Through Drama with Barbara Washer