the Body and space
Enduring Understanding: The space around us is defined by our presence. Physicality and how we manage our bodies in a scene greatly affects the scene in more ways than just visual. What we project by that presence is defined by not only our actions, but by our postures. In this unit you will learn how to use levels, proximity, speed, and shape to define how a character occupies space and reacts to other characters. We will explore through pantomime and tableau how to define space with our physical presence.
Essential Questions: What is interior space? What is exterior space? How do you fit into the space around you? How does the space around you affect you, and you it? How do you use body language on a daily basis?
Students will know:
How to identify the extent and limitations of their own physicality.
What the purpose of levels, proximity speed and shape are in relation to physical presence.
What adjustments in posture and movement will define a character.
What adjustments in posture and movement can define interactions
How to use body language in order to engage in visual dialog.
Students will be able to:
Understand concepts of levels, proximity, speed, and shape
Utilize these skills to create convincing scene work
Identify body language
Participate in visual dialogs
Assessments:
Activities for ALL students:
Prep Activity - Watch the ballet videos below and write a journal entry on your impressions of these pieces of ballet.
Activity 1: Students will participate in four theatre exercises that work with the concepts of levels, proximity, speed, and shape.
(Watch the ballet videos below)
Activity 2: In partnered groups students will work on a brief dialog using only the four base principles. They will then perform these dialogs for the class.
Activity 3: Students will learn body language in the form of posture and position of extremities and centering (hand, leg and, spine positions).
(Watch the body language video below)
Activity 4: Students will apply the principles of body language to the previous scene. They must create juxtaposing emotional dialogs with the same movements using the first four principles, but change the body language to create differentiation in visual dialog.
Exit ticket - Watch the ballet videos again and comment in a journal entry using concepts an principles you learned in this unit.
Activities for MOST students:
Participate in all of the above proficiently and without complaint.
Activities for SOME students:
Participate with all of the above with proficiency and without complaint while helping fellow students understand the concepts. All of this is done with constraint and humility.
Content Standards:
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cr2.1.HSIII
b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:Cr3.1.HSI
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Pr4.1.HSII
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSII
a. Present a drama/theatre work using creative processes that shape the production for a specific audience
TH:Re8.1.HSI
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Re9.1.HSI
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
Essential Questions: What is interior space? What is exterior space? How do you fit into the space around you? How does the space around you affect you, and you it? How do you use body language on a daily basis?
Students will know:
How to identify the extent and limitations of their own physicality.
What the purpose of levels, proximity speed and shape are in relation to physical presence.
What adjustments in posture and movement will define a character.
What adjustments in posture and movement can define interactions
How to use body language in order to engage in visual dialog.
Students will be able to:
Understand concepts of levels, proximity, speed, and shape
Utilize these skills to create convincing scene work
Identify body language
Participate in visual dialogs
Assessments:
- Participate in exercises
- Participate in peer review and workshops
- Perform a short visual dialog
Activities for ALL students:
Prep Activity - Watch the ballet videos below and write a journal entry on your impressions of these pieces of ballet.
Activity 1: Students will participate in four theatre exercises that work with the concepts of levels, proximity, speed, and shape.
(Watch the ballet videos below)
Activity 2: In partnered groups students will work on a brief dialog using only the four base principles. They will then perform these dialogs for the class.
Activity 3: Students will learn body language in the form of posture and position of extremities and centering (hand, leg and, spine positions).
(Watch the body language video below)
Activity 4: Students will apply the principles of body language to the previous scene. They must create juxtaposing emotional dialogs with the same movements using the first four principles, but change the body language to create differentiation in visual dialog.
Exit ticket - Watch the ballet videos again and comment in a journal entry using concepts an principles you learned in this unit.
Activities for MOST students:
Participate in all of the above proficiently and without complaint.
Activities for SOME students:
Participate with all of the above with proficiency and without complaint while helping fellow students understand the concepts. All of this is done with constraint and humility.
Content Standards:
TH:Cr1.1.HSI
a. Apply basic research to construct ideas about the visual composition of a drama/theatre work.
c. Use script analysis to generate ideas about a character that is believable and authentic in a drama/theatre work.
TH:Cr2.1.HSIII
b. Collaborate as a creative team to discover artistic solutions and make interpretive choices in a devised or scripted drama/theatre work.
TH:Cr3.1.HSI
a. Practice and revise a devised or scripted drama/theatre work using theatrical staging conventions.
b. Explore physical, vocal and physiological choices to develop a performance that is believable, authentic, and relevant to a drama/theatre work.
TH:Pr4.1.HSII
a. Discover how unique choices shape believable and sustainable drama/ theatre work.
TH:Pr5.1.HSI
a. Practice various acting techniques to expand skills in a rehearsal or drama/theatre performance.
TH:Pr6.1.HSII
a. Present a drama/theatre work using creative processes that shape the production for a specific audience
TH:Re8.1.HSI
a. Analyze and compare artistic choices developed from personal experiences in multiple drama/theatre works.
b. Identify and compare cultural perspectives and contexts that may influence the evaluation of a drama/theatre work.
TH:Re9.1.HSI
a. Examine a drama/ theatre work using supporting evidence and criteria, while considering art forms, history, culture, and other disciplines.
TH:Cn11.1.HSI
a. Explore how cultural, global, and historic belief systems affect creative choices in a drama/theatre work.
