Creating Inanimate Objects in Small Groups

Learning Resource Type

Learning Activity

Subject Area

Arts Education

Grade(s)

9, 10, 11, 12

Overview

Students will practice using pantomime skills by creating inanimate objects. Students will work in small groups and in pairs to create various objects. The object ideas will be provided by the teacher. Students will have to quickly transition from one object to the next without overthinking. Students will have the opportunity to observe and comment on this exercise.

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

Phase

During/Explore/Explain

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.

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.

Learning Objectives

Learning Targets

I Can:

work in small groups and in pairs to create inanimate objects.
listen and transition quickly from one inanimate object to the next.
comment on what I observed.
change the way I hold each object based on the size and shape.
change the way I hold/interact with each object based on the type of person/character that might be using the object.

Activity Details

Strategy #1

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 stand beside a partner. (You may choose to assign partners in advance. You may want to pair a more shy student with an outgoing student.)
You will call out the name of an object.
The partners must work together to create the object. They may choose to move. This does not have to be a frozen picture of an object. For example, if you called out "blender" one student might make the container and another might make the fruit going around in circles inside.
They must create their objects immediately. No pausing. No over thinking.
As soon as each pair has created their object, tell them to relax.
Allow the players a few seconds of relaxing before you call out the next object.

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

Strategy #2

If your class is successful at becoming objects in pairs, you may choose to have them become objects in groups of four or five. You may decide to pre-assign groups or call them up on the spot.

During this group exercise, students will create frozen statues of appliances/tools. When you clap, the appliance/tool will begin to work.
Everyone must be involved in the appliance, no operators!
You may play this with the entire class working simultaneously, or bring up two groups at a time so that the rest of the class can observe.
Encourage students to imagine what type of character might be using each object. You could add a person to each group who will interact with/use the object.

*See Activity Preparation and Notes for a list of group 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 made by two people or the ones made in small groups?
Was it easier to identify objects that were being used by a person?
Were you able to imagine what type of person/character might use each object?
Did it help seeing the object frozen and then active?

Assessment Strategies

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

Students were actively participating in becoming/creating inanimate objects.
Students were actively observing their classmates becoming inanimate objects.
Students demonstrated their ability to interact with/use the objects created by other students.
Students were able to imagine and discuss what kinds of people/characters would use each object.
Students were able to communicate what did and did not work.
Students were able to communicate their opinions on this exercise.

Variation Tips

This lesson would work well in teaching Proficient and Accomplished standards.

Background / Preparation

In preparation for this lesson, you will want to create a list of objects that can be created in pairs and in small groups.

Examples of Objects to Create in Pairs:

vacuum cleaner cleaning
lawnmower mowing
kettle heating up
fridge with a door that opens
UFO
blender
race car
triangle
melting ice
a leaf falling from a tree
a spraying hose
bouncing ball
key turning in a lock
seesaw
drinking fountain

Examples of Objects to Create in Small Groups:

coffee maker
toaster
chainsaw
washing machine
blender
hairdryer
mini-van or SUV
school bus
speedboat
motorcycle
bicycle
helicopter
skateboard
airplane

Approved Date

2018-05-02

Owner (Author)

vlemmons