Physical and/or Vocal Choice - Learning through the Arts



ARTS IMPACT LESSON PLANArts Foundations Theater LessonFigurative vs. Literal MeaningAuthors: Angela Klaassen with Dave QuicksallGrade Level: 5thEnduring UnderstandingUsing different physical and/or vocal choices alters the meaning of a simple phrase.Lesson Description (Use for family communication and displaying student art)Students will learn how to differentiate between the figurative and literal meaning of an idiomatic phrase. By using both vocal and physical choices, students will explore how to alter their own creative decisions and work together to communicate distinct meanings of a phrase.Learning Targets and Assessment CriteriaTarget: Makes a specific physical and/or vocal choice to convey character and action.Criteria: Uses body shape, facial expression, and gesture and/or speaks with volume, pitch, tempo, and/or timbre to communicate who he/she is and what he/she is doing.Target: Understands the difference between two distinct meanings of an idiomatic phrase.Criteria: Changes actions and/or vocal expressions to communicate the literal and the figurative interpretations of the same phrase.Target: Collaborates with others.Criteria: Communicates ideas to others, makes compromises, and incorporates input/feedback.374205577470Learning StandardsWA Arts State Grade Level ExpectationsFor the full description of each WA State Arts Grade Level Expectation, see: Skills and Techniques: Movement, Gesture, Facial Expression1.4.1 Audience Skills2.1.1 Creative Process2.2.1 Performance Process2.3.1 Responding Process3.1.1 Communicates through the Arts00Learning StandardsWA Arts State Grade Level ExpectationsFor the full description of each WA State Arts Grade Level Expectation, see: Skills and Techniques: Movement, Gesture, Facial Expression1.4.1 Audience Skills2.1.1 Creative Process2.2.1 Performance Process2.3.1 Responding Process3.1.1 Communicates through the Arts139700077470MaterialsMuseum Artworks or Performance“American Revolution”, Living Voices, February 29, 2016MaterialsMore Parts by Tedd Arnold; Idiom handouts; Paper for T-charts; Poster of physical/vocal choices; Class Assessment Worksheet00MaterialsMuseum Artworks or Performance“American Revolution”, Living Voices, February 29, 2016MaterialsMore Parts by Tedd Arnold; Idiom handouts; Paper for T-charts; Poster of physical/vocal choices; Class Assessment Worksheet-5905577470VocabularyArts:ActionCollaborationCreative ThinkingPhysical ChoiceBody ShapeFacial ExpressionGestureVocal ChoicePitchTempoTimbreVolumeLiterary:Figurative MeaningIdiomLiteral Meaning00VocabularyArts:ActionCollaborationCreative ThinkingPhysical ChoiceBody ShapeFacial ExpressionGestureVocal ChoicePitchTempoTimbreVolumeLiterary:Figurative MeaningIdiomLiteral Meaning-85090-131445ICON KEY: = Indicates note or reminder for teacher = Embedded assessment points in the lesson 00ICON KEY: = Indicates note or reminder for teacher = Embedded assessment points in the lesson Pre-TeachIntroduce physical and vocal expression.Read More Parts by Tedd Arnold, or another book that incorporates many idioms.Prepare idioms to hand out to students. Prepare poster of physical and vocal choices to present as a reference. Prepare T-chart of figurative vs. literal meanings (with drawings).Lesson Steps Outline1. Introduce idioms, literal and figurative meanings. Draw the figurative and literal meanings of “It’s raining cats and dogs” onto T-chart. Model acting out a figurative meaning and a literal meaning of the same phrase. Have the students act out the figurative meaning of the idiom. Have the students act out the literal meaning of the idiom. Criteria-based teacher checklist and self-assessment: Uses body shape, facial expression, and gesture choices and/or speaks with volume, pitch, tempo, and/or timbre to communicate who he/she is and what he/she is doing. 2. Divide the students into small groups (of four) and assign each group a different idiom (see list at end of lesson). Criteria-based teacher checklist: Communicates ideas to others, makes compromises, and incorporates input/feedback.3. Facilitate rehearsal of idiom performance(s). Criteria-based teacher checklist: Communicates ideas to others, makes compromises, and incorporates input/feedback. Criteria-based self-assessment: Changes actions and/or vocal expressions to communicate the literal and the figurative interpretations of the same phrase.4. Facilitate performance and guide peer reflection. Criteria-based teacher checklist and peer assessment: Changes actions and/or vocal expressions to communicate the literal and the figurative interpretations of the same phrase.LESSON STEPS____________________________________________1. Introduce idioms, literal and figurative meanings.When we were reading More Parts, we came across some phrases called idioms. For example, when the mom said, “I’ll bet that broke your heart,” we talked about how there was both a literal and figurative meaning of the phrase. Idioms are phrases that we use often and make sense to us, but maybe not to someone, like Mari, who is learning the language because the words don’t necessarily mean what they say.The figurative meaning is what we understand when we hear a phrase. The literal meaning is what the words actually mean in the phrase.Let’s look at an example. When we hear the phrase “It’s raining cats and dogs,” what do we think of?Draw the figurative and literal meanings of “It’s raining cats and dogs” onto T-chart.Model acting out a figurative meaning and a literal meaning of the same phrase.Let’s look at an example. I’m going to demonstrate how I would perform both the figurative and literal meanings of the idiom “piece of cake.”What did you notice in the first performance? What did you notice in the second performance? What differences did you notice between the presentation of the figurative meaning and the literal meaning?Have the students act out the figurative meaning of the idiom.Now, let’s bring the figurative meaning of the idiom “It’s raining cats and dogs” to life. How can you use your body and/or voice to show what we understand when we hear the idiom? You can use your body shape, your facial expression, and your gestures. You can use your voice with volume, pitch, tempo, and/or timbre.What kinds of actions did you find yourself doing?If you choose to use your voice, how do you use your voice to communicate the figurative meaning of the idiom?Have the students act out the literal meaning of the idiom.Now, if we actually look at the meaning of the words in the phrase, that it is raining cats and dogs, what do we think of?That’s the literal meaning of the idiom. Let’s use our bodies and/or our voices to show the literal meaning.What kinds of actions did you find yourself doing? How are you using your voice? Criteria-based teacher checklist and self-assessment: Uses body shape, facial expression, and gesture choices and/or speaks with volume, pitch, tempo, and/or timbre to communicate who he/she is and what he/she is doing. _______________________________________________________________________2. Divide the students into small groups (of four) and assign each group a different idiom (see list at end of lesson).Now you’re going to work together to come up with the two meanings of your idiom—both the figurative and literal meaning of the phrase. Remember, one of the goals of this activity is collaboration. You need to work together and involve everyone in the decision-making process.You will communicate your ideas clearly to each other. You’ll compromise with each other. You’ll listen to each other’s feedback and incorporate it when you can. Criteria-based teacher checklist: Communicates ideas to others, makes compromises, and incorporates input/feedback. _______________________________________________________________________3. Facilitate rehearsal of idiom performance(s).Now, with your group, you will be acting out both the figurative and the literal meanings of your group’s idiom. In both of your performances, every member of the group must have a part. You will need to think creatively to make your artistic choices. This means you might consider and try out different ideas while you rehearse and prepare your presentation. Direct student attention to lists of physical choices and vocal choices as a reference.As a group, you decide the best way to say and show your idiom. Once again, one of the goals of this activity is collaboration. You need to work together and involve everyone in the decision-making process.You can use actions, movement, and your voices if you would like to. Each performance will be about 5-10 seconds long.Ask yourselves, what have you done with your voice and or body to show both the figurative and literal meanings of your idiom? Why? Circulate among the groups to monitor understanding of their idioms and support development of their performances as needed. Criteria-based teacher checklist: Communicates ideas to others, makes compromises, and incorporates input/feedback. Criteria-based self-assessment: Changes actions and/or vocal expressions to communicate the literal and the figurative interpretations of the same phrase._______________________________________________________________________4. Facilitate performance and guide peer reflection. Before we see the performances, I want to remind you of what we are looking for as we are watching our classmates perform their idioms. Pay close attention to the choices they are making with their bodies and with their voices. How do they change in the second performance to show a difference between the figurative and literal meanings of their idiom? Direct student attention to lists of physical choices and vocal choices again. After each performance, guide a brief discussion of their observations.What did you notice in the first performance? What did you notice in the second performance? What differences did you notice between the presentation of the figurative meaning and the presentation of the literal meaning? Criteria-based teacher checklist, peer assessment: Changes actions and/or vocal expressions to communicate the literal and the figurative interpretations of the same phrase._______________________________________________________________________List of Idioms ____________________________________________Piece of cakeHold your horsesPulling your legI want all eyes on meLet the cat out of the bagCost an arm and a legBite off more than you can chewPut your foot in your mouthFrog in your throatOn pins and needlesEyes in the back of my headGlued to the screenBreak a legJump on the bandwagonButterflies in your stomachCat got your tongueMy nose is runningGive me a handBreak your heartHold your tongueLose your mindI bet that broke your heartFigurative MeaningLiteral MeaningIt made you sad.Your heart literally broke.It’s sure to crack you upFigurative MeaningLiteral MeaningIt’s very, very funny.Your body will crack up.Hold your tongueFigurative MeaningLiteral MeaningBe quiet.Hold on to your tongue.Jumps out of his skinFigurative MeaningLiteral MeaningHe’s very nervous or scared.He’s actually jumping out of his skin.Cries her lungs outFigurative MeaningLiteral MeaningShe cries very loudly.She cries so hard her lungs actually come out.Lost your mindFigurative MeaningLiteral MeaningYou’re going crazy.You cannot find your mind.ARTS IMPACT LESSON PLAN Arts Foundations Theater Lesson5th Grade: Figurative vs. Literal Meaning CLASS ASSESSMENT WORKSHEETDisciplinesTHEATERTotal4ConceptPhysical and/or Vocal Choice Creative ChoiceCollaboration(21st Century Skill)CriteriaStudent NameUses body shape, facial expression, and gesture choices and/or speaks with volume, pitch, tempo, and/or timbre to communicate who he/she is and what he/she is doing.Changes actions and/or vocal expressions to communicate the literal and the figurative interpretations of the same municates ideas to others, makes compromises, and incorporates input/feedback.literalfigurative1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26.27.28.29.TotalPercentageWhat was effective in the lesson? Why?What do I want to consider for the next time I teach this lesson?How could I connect the concepts in this lesson with other disciplines?Teacher: Date: ARTS IMPACT FAMILY LETTERARTS LESSON: Figurative vs. Literal MeaningDear Family:Today your child participated in a Theater lesson. We talked about the figurative language concept of idioms and their figurative and literal meanings and how to show them with our voices and bodies.We acted out both meanings of phrases like, “It’s raining cats and dogs.”We created short scenes that demonstrated the difference between the figurative and literal meanings of various common idioms.At home, you could act out your favorite idioms with your family, such as “I’m tongue-tied” or “I have ants in my pants!” Enduring UnderstandingUsing different physical and/or vocal choices alters the meaning of a simple phrase. ................
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