Learning Activity

Becoming Inanimate Objects

Subject Area

Arts Education

Grade(s)

9, 10, 11, 12

Overview

Students will practice using pantomime skills by creating inanimate objects. Students will work individually to create or use a variety of imaginary inanimate objects. The object ideas will be provided by the teacher. Students will have to quickly transition from one object to the next without overthinking.

This activity was created as a result of the Arts COS Resource Development Summit.

Content Standards

Arts Education (2017) Grade(s): 09-12 - Theatre

AE17.TH.PRO.10
Shape character choices in response to given circumstances in a drama/theatre work.

Unpacked Content

Vocabulary

Research

motivation
origin

Analysis

rising actions
climax
protagonist vs antagonist

Vocal

Alexander Technique
diction
consonants
vowels

Movement

motivated movement
blocking

Characterization
Design
Theatrical production

Essential Questions

EU: Theatre artists make strong choices to effectively convey meaning.
EQ: Why are strong choices essential to interpreting a drama or theatre piece?

Skills Examples

Students will discuss in a classroom setting the differences in dealing with friends, family, fellow workers, employees or a boss: how you speak, listen and react differently in each of those relationships.
Students will have improvisational scenes using those roles as starting points in the scenes.
Students will study Viola Spolin techniques in class and use those techniques in classroom scene work.
Students will research scenic painting and how it can enhance scene aesthetic for their various plays and performances.
Students will create Living Newspapers for their classroom audience, using modern articles, various roles for each student and rehearsal to refine the final performance.

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Interdisciplinary Connections

Phase

During/Explore/Explain

Learning Objectives

Learning Objectives

Learning Targets

I Can:

use my body and facial expressions to create inanimate objects by myself and with others.
adapt my body movement and facial expressions depending on what type of obect I am creating or on what type of character may be using my object.

Activity Details

Activity Details

You may play this game with the whole class or divide your class in half and ask one group to watch as the other half goes onstage (or in your designated performance space).

Have the students spread out in your classroom or onstage and begin walking at a moderate pace. "If one is the slowest and five is the fastest we are walking at a three."
You will call out the name of an object.
The players have two choices - they may USE or BECOME the object.
They must do so immediately. No pausing. No over thinking.
If they choose to USE the object they must change their facial expressions and body language based on what type of person/character might use the object.
As soon as everyone is using or has become the object, you tell them to walk around the room again.
Allow the players a few seconds of walking before you call out the next object.

*See Activity Preparation and Notes for a list of object ideas.

Lead the class in a discussion of what worked and what did not.

What made objects easily identifiable?
Was it easier to identify objects that were used or created? Why?
Were you able to adapt your body language and facial expressions based on what type of person/character would use the object?
Was it easier to identify objects made by one person or multiple? Why?

Assessment Strategies

Assessment Strategies

Assess your students based on your observations of their participation and discussion.

Students were actively participating in using or becoming inanimate objects.
Students were actively observing their classmates using or becoming inanimate objects.
Students demonstrated their ability to change their body language and facial expressions based on the type of character/person who might use the object.
Students communicated what did and did not work during the exercise.
Students communicated their opinions on the exercise.

Acceleration and Intervention

Variation Tips

Consider assigning a peer helper to Spanish speaking students. You could give them the list of objects in advance (and the order that you will call them out). They could work together to create the list in Spanish, so the Spanish speaking student could participate with ease.

Background and Preparation

Background / Preparation

Create a list of inanimate objects and coaching questions.

For Example:

Washing Machine
Guitar
Computer
Light Bulb
Camera
Motorcycle
Napkin
Scissors
Vacuum Cleaner
Blender
Jack Hammer
You are a jar of mayonnaise. Opened or not? Full or empty? Fresh or not? Show it.
You are a flower. What kind of flower? Blooming or not? In a vase or in a field? What color? Freshly picked or not? A present to a loved one or at a funeral?
You are water. Still or not? In a glass, jar, puddle, lake, or an ocean? Fresh or dirty?
You are stone, air, sand, fire
You are blue, red, green
You are a clock. Big Ben or a grandfather clock? Working or not? Is your time right or not? Are you a watch? Who is wearing you?
You are French fries. McDonald's or Wendy's? Hot or cold? Is there ketchup? Are you on a plate or in a cardboard box? Eaten or not? Delicious or gross?

Approved Date

2018-05-02

Author

Owner (Author)

vlemmons

Design by Adaptive Theme