Drama: Collective Creation

Class: Grade 9                                    
Date: March 11, 2021
Topic: Character and Motivation          
Subject: Drama

Lesson Plan75 minutes
Content: Class is divided into two groups and each group is given a situation (mountain climbing expedition and a dinner party). Each group member is then given a character type and the group spends time developing a scene which encompasses all of these characters. Each group performs their scene for the others in class.
Outcomes and Indicators:
CP9.4 Demonstrate how roles may be developed and how dramatic characters communicate meaning to an audience. Assume and develop different kinds of roles in drama work; (swapping character types)Analyze how the various roles assumed interact with others and help to further the drama work; (in development section: how does their character interact with other characters) Demonstrate how roles may be developed (e.g., through interaction with others, through improvisation and research); (first in development)Investigate ways that dramatic characters communicate meaning to others; (closure) Demonstrate focus and concentration in role; (closure) Collaborate with other students to explore inquiry questions to develop roles and characters (What if your character came to school in the morning and heard that …?). (end of set, beginning of development)
Assessment: Formative: move between groups listening for group collaboration, ideas, input, creativity, inquiry questions.
Prerequisite Learning: Definition of focus (the center of interest or activity) and concentration (the action or power of focusing one’s attention or mental effort).
Lesson Preparation Equipment/Materials None Advanced Preparation Prepared situations/ character types, pre written/ typed
Presentation
Set: (5-8 min) Hand out prepared character types to students (one each) and then ask the students: What if your character came to school in the morning and heard that summer holidays have been canceled, school will run through the entire year?

Development: (45 min) Divide students into two groups of five, different group of five from the last lesson. Have groups discuss their own questions/ scenarios (Who, What, Where, When, Why, How) that their characters could encounter in order to develop role and character. (10 minutes)   Now assign a situation. Have each group spend some time developing a scene which encompasses all of the characters. Each student is to make their particular characteristics evident through the playing of the scene, remind them that communication is important. Encourage students to think about how their character interacts with the other characters; how does this further drama work? (approximately 25 minutes)  

Closure: (20-25 min) Have each group perform their scene for the rest of the class. Swap the character types from each group into the situation of the other group and repeat the exercise using a different character but the same situation. Round 2 does not need to be performed.   Leave students the challenge: Continue thinking how characters communicate meaning to an audience.
Classroom Management Strategies   Allow time for responses, may need to prompt students, reminding them they are thinking of how their character would respond. If time really lags, I can go first.   Encourage students to focus on developing their character using set question and their own scenarios/ questions. Students may need help/ prompts for questions.      
Scene is to be 5 minutes long, use lots of movement, may use drama boxes, and you can use anything you may have in your backpack that you think will contribute to your character’s development.        
Discuss the approaches made. How did the characters communicate with others? Did the characters demonstrate focus? Concentration while in role? Why/ why not? Discuss the responses to the altered scenario. Was it different playing a character who is afraid of heights at a dinner party? Was it more difficult to portray the character’s essential characteristics?

Extensions:

Fill out a sheet on what character traits of their character are similar to them/ unlike them.
Anybody willing to share?
Is there a student willing to be interviewed in character by the class?

Add one external characteristic to their character to create a more vivid character such as voice, posture, walk, stance, movement, look, anything that can be seen.

Adaptive Dimension:

Do not swap the character types from each group into the situation of the other group.

Drama: Character and Motivation

Class: Grade 9                                   
Date: March 11, 2021
Topic: Character and Motivation          
Subject: Drama

Lesson Plan75 minutes
Content: Class is divided into two groups and each group is given a situation (mountain climbing expedition and a dinner party). Each group member is then given a character type and the group spends time developing a scene which encompasses all of these characters. Each group performs their scene for the others in class.
Outcomes and Indicators:
CP9.4 Demonstrate how roles may be developed and how dramatic characters communicate meaning to an audience. Assume and develop different kinds of roles in drama work; (swapping character types) Analyze how the various roles assumed interact with others and help to further the drama work; (in development section: how does their character interact with other characters) Demonstrate how roles may be developed (e.g., through interaction with others, through improvisation and research); (first in development) Investigate ways that dramatic characters communicate meaning to others; (closure) Demonstrate focus and concentration in role; (closure) Collaborate with other students to explore inquiry questions to develop roles and characters (What if your character came to school in the morning and heard that …?). (end of set, beginning of development)
Assessment: Formative: move between groups listening for group collaboration, ideas, input, creativity, inquiry questions.
Prerequisite Learning: Definition of focus (the center of interest or activity) and concentration (the action or power of focusing one’s attention or mental effort).
Lesson Preparation Equipment/Materials None Advanced Preparation Prepared situations/ character types, pre written/ typed
Presentation
Set: (5-8 min) Hand out prepared character types to students (one each) and then ask the students: What if your character came to school in the morning and heard that summer holidays have been canceled, school will run through the entire year?

Development: (45 min) Divide students into two groups of five, different group of five from the last lesson. Have groups discuss their own questions/ scenarios (Who, What, Where, When, Why, How) that their characters could encounter in order to develop role and character. (10 minutes)   Now assign a situation. Have each group spend some time developing a scene which encompasses all of the characters. Each student is to make their particular characteristics evident through the playing of the scene, remind them that communication is important. Encourage students to think about how their character interacts with the other characters; how does this further drama work? (approximately 25 minutes)  

Closure: (20-25 min) Have each group perform their scene for the rest of the class. Swap the character types from each group into the situation of the other group and repeat the exercise using a different character but the same situation. Round 2 does not need to be performed.   Leave students the challenge: Continue thinking how characters communicate meaning to an audience.
Classroom Management Strategies
Allow time for responses, may need to prompt students, reminding them they are thinking of how their character would respond. If time really lags, I can go first.  
Encourage students to focus on developing their character using set question and their own scenarios/ questions. Students may need help/ prompts for questions.      
Scene is to be 5 minutes long, use lots of movement, may use drama boxes, and you can use anything you may have in your backpack that you think will contribute to your character’s development.        
Discuss the approaches made. How did the characters communicate with others? Did the characters demonstrate focus? Concentration while in role? Why/ why not? Discuss the responses to the altered scenario. Was it different playing a character who is afraid of heights at a dinner party? Was it more difficult to portray the character’s essential characteristics?

Extensions:

Fill out a sheet on what character traits of their character are similar to them/ unlike them.
Anybody willing to share?
Is there a student willing to be interviewed in character by the class?

Add one external characteristic to their character to create a more vivid character such as voice, posture, walk, stance, movement, look, anything that can be seen.

Adaptive Dimension:

Do not swap the character types from each group into the situation of the other group.

Choir

Class: Grade 10-12                             
Date: March 23, 2021
Topic: Eras                                        
Subject: Choir

Lesson Plan50 Minutes
Content: Introduce: The Baroque Era, composer: Antonio Vivaldi The Four Seasons. The Classical Era, composer Ludwig van Beethoven Symphony No. 5. Readers Theatre, attached. The Romantic Era, composer Franz Schubert Erlkonig. The Modern Era, composer Igor Stravinsky The Right of Spring.
Outcomes and Indicators: Formulate a greater understanding of the role of music in contemporary societies. Explore and discuss the various roles that music plays in students’ personal lives. Explore and discuss the roles that music plays in contemporary Canadian societies. Become discerning consumers and producers of music demonstrate reflective thinking when analyzing and consumers and evaluating musical performances make informed evaluations of musical compositions encountered in repertoire and other listening activities
Assessment: Formative:
Prerequisite Learning: None
Lesson Preparation Equipment/Materials   Advanced Preparation  
Presentation
Set: (5-8 min)

Development: (45 min)

Closure: (20-25 min)  
Classroom Management Strategies              

Extensions:

Adaptive Dimension:

Reader’s Theatre:        

Ludwig Beethoven (Grandpa)Hello! My name is Ludwig and I am the Kapellmeister at Electoral court in Bonn, Germany. My grandson is Ludwig van Beethoven but I died when he was 3 years old.
Johann BeethovenI have three sons; Ludwig van, Kaspar, and Nikolaus. I am a singer and instrumentalist at the Electoral court and I gave Ludwig his early musical training.
NarratorJohann was a harsh, severe parent and became an alcoholic.
Ludwig van BeethovenI am an organist and violinist. I traveled to Vienna to study with Mozart.
MotherI am Ludwig’s mother but I fell ill requiring my son Ludwig to return home early from Vienna to care for his brothers. I died soon after his return and Ludwig van become financially responsible for his brothers.
Ludwig van BeethovenI finally get to move to Vienna where I studied with Haydn. I get established- I am well known for my ability to improvise.
Prince LichnowskyI am a prince whom pays Ludwig van Beethoven but I quickly realize he has a ferocious temper where he storms off frequently. He moves 33 times in 35 years because he cannot get along with his landlords (& he was apparently a terrible tenant).
NarratorLudwig van Beethoven has many romantic relationships but remains single. He begins to lose his hearing in his mid-twenties and all treatments fail.
Ludwig van BeethovenI am deeply troubled and going through a lot of inner turmoil. In 1802 I write a letter to my dear brother telling him of my struggles. I contemplate suicide.
KasparI am Ludwig van Beethoven’s brother and I die in 1815. My wife and my brother have a long legal custody battle over my son, my brother wins. This is not good for my son and he attempts suicide in 1826, devastating my brother.
Ludwig van BeethovenI am now completely deaf and I spend my final years living in isolation causing me to become withdrawn and antisocial.
NarratorLudwig van Beethoven dies of pneumonia in March 1827, highly respected in Vienna.
Narrator 2Ludwig van Beethoven was a bold innovator, highly original and an influential figure. He was a superb musical architect: he planned and revised.
Narrator 3He used explosive accents, extreme dynamic contrasts and he incorporated new instruments into the orchestra such as the piccolo and trombone.

Choir

Class: Grade 10-12                              Date: March 12, 2021

Topic: Theory  Subject: Choir

Lesson Plan20 minutes warm ups, 20-30 minutes theory work
Content: Physical and vocal warm ups to prepare students for their 30 minutes of singing. Large group separated into two groups. Jana works with 3 advanced students: teach what a minor scale is, how to find a minor key, a minor key’s key signature.
Outcomes and Indicators: Develop an understanding of the fundamentals of music theory and their application to structural elements of music. Extend knowledge of scale structures and how they apply to musical repertoire encountered.
Assessment: Formative: Sit with small group of three students that already have understanding of major scales/ basic music theory. Hand out photocopied page 44, Minor Scales.
Prerequisite Learning: Understanding of major scales and basic music notation.
Lesson Preparation Equipment/Materials 3 photocopies of pages 41, 44 from The Complete Elementary Music Rudiments. Advanced Preparation Photocopies
Presentation
Set: (5-8 min) Have you ever heard the word ‘minor’ in reference to music before? Explain that minor is often associated with a “sad” sound.

Development: (45 min) Technically, minor means that the 3rd, 6th, & 7th notes in a scale are altered. The 3rd note is (usually) always lowered a half semi-tone.   The 7th note of the natural minor scale (third is still lowered a semi tone from the major scale) will be raised a half semi tone and this is called a harmonic minor scale. 7th note is raised for both the ascending and descending scale. Then there is a melodic minor scale in which both the 6th and 7th notes of the natural melodic scale are raised one half semi tone ascending but descending both 6th & 7th are lowered. How do we know what the key signature will be for a minor scale? Every major scale has a relative minor scale. The major scale along with its relative minor have the same key signature. The relative minor is three semitones lower than the tonic major.

Closure: (20-25 min)  
Classroom Management Strategies
Allow students time to give their ideas and suggestions about minor sounds. Allow for a lot of practice time finding relative minors: I find it easiest to use a keyboard.            

Extensions:

May introduce more relative minors (there are 15 major scales and 45 minor scales) so lots of room for practice. See page 40, The Complete Elementary Music Rudiments

Adaptive Dimension:

If the concept is difficult, just focus on C M (Am)= no sharps/ flats.
F M, (Dm)= Bb