Unit 2 — History of the Arts and Culture, Performance, and Aesthetic Responses
Description
This unit addresses the history of the arts and culture through performance and aesthetic responses. Students explore how theatre reflects and is affected by past and present cultures, connect storytelling and drama to oral and written traditions, recognize relationships between theater and community/culture, and distinguish between Western and non-Western storytelling traditions. Students also learn to appreciate that theatre, regardless of place or culture, tells us about ourselves and our lives.
Essential Questions
- How does theatre communicate values?
- How do we use our imagination to tell a story?
- How are the values of culture represented in theatre?
- How do we respond to theatre?
Learning Objectives
- Connect storytelling and drama, as well as recognize how oral traditions are related to the written word.
- Recognize the relationship between theater and community, and between theater and culture(s).
- Understand that theater comes from a desire to pretend and act things out.
- Distinguish between Western and non-Western storytelling and theater traditions.
- Recognize that theater, regardless of place or culture, tells us about ourselves and our lives.
Supplemental Resources
- Yeh-Shen: A Cinderella Story from China, retold by Ai-Ling Louie
- Smoky Mountain Rose: An Appalachian Cinderella by Alan Schroeder
- Nomi and the Magic Fish: A Story from Africa by Phumla
- Teaching With Cinderella Stories From Around the World by Kathleen M. Hollenbeck
- Animal Fables from Aesop, adapted by Barbara McClintock
- Native American Animal Stories (Myths and Legends) by Joseph Bruchac and Michael J. Caduto
- String Stories: A Creative, Hands On Approach for Engaging Children in Literature by Belinda Holbrook
- Folk Tale Play Lesson Plan
- Glossary of Terms
Visual Arts - Connecting
Media Arts - Connecting
Students analyze how characters, events, and ideas develop in stories through dramatic performance and retelling. They interpret words and phrases that convey meaning and emotion, participate in collaborative conversations about texts, and write narratives based on theatrical experiences and story dramatizations.
Students explore how theatre reflects cultural values, traditions, and beliefs from different communities and time periods. They examine how individuals and societies are represented through drama and recognize how experiences and events may be interpreted differently based on cultural perspectives.
Students use digital tools and resources to create and communicate original ideas through theatre-based projects. They engage in collaborative learning activities using various media formats to document and share their dramatic experiences and creative processes.
Formative Assessments
- Teacher observations: use a variety of vocal tones and breath control to create a character's feelings and mood.
- Use basic analysis skills to perform a character within a scene.
- Performance rubrics.
- Performance task checklist.
- Written or drawn work (sharing feelings, dreams, and wishes about theatre and acting; planning and documenting acting process; personal responses to performances).
- Self-Assessment: students consider quality of their own learning and performance individually and collaboratively, setting personal goals and checking progress.
- Hand Signals: students display designated hand signals to indicate understanding (thumbs up = understand and can explain; thumbs down = do not yet understand; wave hand = not completely sure).
- Peer Critique/Assessment using rubrics, checklists, protocols with feedback stems: 'I noticed...', 'I like the way... because...', 'Have you thought of...?', 'I would like to suggest...'
- 3-2-1 Reflection: 3 things discovered, 2 interesting things noticed, 1 question still have.
- Journal entries.
- Self reflection.
- Mapping one's journey.
- Use technology to create a presentation.
Summative Assessment
Students create and perform a short scene based on a cultural story or tradition from their community or another culture, using character voices and movements to show how the story connects to people's lives. Students reflect on how the performance helped them understand the story and the culture it comes from.
Benchmark Assessment
Students participate in a brief storytelling and performance task where they retell a short folktale or cultural story through drama, using vocal tones and simple character actions. The teacher observes and documents their ability to connect the story to its cultural origin, use voice to show character feelings, and explain how the story relates to their own community or experiences.
Alternative Assessment
Performance rubric; self-assessment; peer critique/assessment; 3-2-1 reflection; journal entries; written or drawn work; technology-based presentations.
IEP (Individualized Education Program)
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Section 504
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ELL / MLL
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At Risk (RTI)
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Gifted & Talented
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