Reaching the Audience!
Grades 5 - 6
Days 5 - 6
Music: CD/Music: Music of current local performances (eg: Cats; Star Trek; Lone Ranger; Superman (Man of Steel); Operas etc).
Books: Short Storybooks: Include Perimeter, Area and Volume by David A. Adler for Day 4
Homework: Math Minutes and spelling words
Computer: www.IXL.com; mathandmovement.com; Video:
Materials/Food: Worksheets; Light source; 12 jump ropes; 6 decks of cards; black Bristol board; skewers; brads; scripts; 2 flags; Toolbox Matching Game. Snacks
Subject Area
Cooperative
Activities
Day 3
Lesson 1: Reaching the Audience
The idea here is for kids to be able to explain how elements of drama
and dance can have different effects on the audience.
Have you ever laughed out loud while watching TV? Or has a sad show
ever made you feel like you want to cry? Entertainers use different
elements and techniques to move the audience:
They make characters believable so that you can relate to them. They
want you to feel like you are a part of the performer’s conflict or
resolution. The structure (or storyline) of the drama is designed to
hold your interest by addressing real life events. Scenes change
quickly so that you do not get bored, and turn your attention
elsewhere.
The element of suspense is used to keep you on the edge of your seat.
It is often created with music and lighting. These effects are used to
reach the audience by stimulating many senses at once, making their
experience more intense. In dance, the timing of music and
movement is very important. The energy of a dance is also contagious
and can invite the audience to join in. Upbeat music calls the audience
to smile and clap along. Lighting can add to the mood created by the
dancer’s movements. The dancers themselves reach the audience
through their facial expressions. By reading the emotions on the
dancer’s faces, the audience is able to understand the overall mood of
the dance piece.
Performance artists have an incredible ability to influence the
audience. The use of music, lighting, staging, and other effects seem
to enrich the performances they give. Together, these elements are
Day 4
Lesson 2: Drama and Dance in the Community
The idea is for kids to identify the function of dance and drama in the
community and their contributions to the economy. Have any of the
kids ever participated in a school play or been to a local film festival?
The arts create many jobs, from advertising to electrical work (discuss
these) and there is a need for many other trades as well. Carpenters
are used to build the sets, and costumes depend on the skills of a
dressmaker and clothing manufacturers. The people selling tickets at
the box office have a role too. Most of these workers can be found
within your community. Drama and dance performances can almost
be seen as one big community project!
Some cities depend a lot on the entertainment industry. Larger cities
such as Toronto, Montreal and Vancouver have an active theatre
district, where you can watch anything from musicals or ballet, to
murder mystery dinner theatre. Local performing arts bring together
our national community, and provide quality experiences for people all
over the country.
Smaller cities are involved in the performing arts too. Stratford,
Ontario, has visitors come from all over the world to see performances
of Shakespearean plays.
The performing arts should be valued and supported in our
communities; they entertain us, bring us together, educate us, and can
give us a different perspective on our world.
Have kids research various performances taking place in Toronto over
the school year (Try: The Royal Alex; Young People’s Theatre; Sony
Centre, Soulpepper, musicals, Second City and other comedy, TIFF etc.)
able to change a viewer’s mood, opinion, or response! Go over
worksheet (135) with kids as a group. What types of factors could be
used to reach the audience at: a clown show; an action movie; play or
ballet? List suggestions and then provide worksheets.
structure character suspense role timing energy
freeze meaning
time
conflict
audience
plot
space
voice
music
staging
lighting direction
pathway moral fable mood opinion response
Have each student print out the brochure (or info) that they found
from the computer. Then they can cut it out and glue it into the space
on worksheet (139) and answer the questions on the page.
Weekly Spelling Skills Page for Specific Grade Levels or Friday Test
Teacher Reading: Literature – Choose a Readers Theatre story that is
well-known to kids and is liked - or a Mini-Mystery. Print off a version
for everyone and then guide them through the story as you read it.
Make a note of the dramatic elements and discuss them.
Levelled Readers related to the topic at individual levels.
Wonder Stories at individual levels.
Related graphic organizers, grammar or comprehension questions.
Weekly Spelling Skills Page for Specific Grade Levels or Friday Test
Student Reading: Literature – non-fiction and stories that kids are
reading at home or in chapters in class. Have kids read a chapter on
their own and then ask: Would the book you’re reading make a good
play or movie? Who is the main character? What kind of personality
has s/he? What happened in the part you read today? Why did it
happen? How did the main character feel? What does s/he hope for?
Could also use: Levelled Readers related to the topic at individual
levels or Wonder Stories at individual levels if appropriate.
Writing
Reaching the Audience: Have kids think of a time when they felt
scared, excited, happy, or sad because of a performance they saw.
Then provide them with worksheet (136) pencil, markers or other
colours and have them fill in the information and draw a scene
illustrating the moment in the performance that affected them the
most. If they’d like they can share with each other too.
A Performing Arts Piece for My Community: Kids plan a
(hypothetical) performing arts piece that might educate, entertain
and include members of the community. Then present the idea to
the class. Answer questions about the kind of piece, the target
audience, what it will be about, location, number of performers
and who will play what. Provide worksheet (140) to each child.
French
French Plays and Movies:
During the daily period of 20 minutes daily designated to “French only
immersion” in which teachers use French – with many gestures – to
engage kids and increase interest, have kids watch a simple video
(puppet or otherwise) that is performed in French.
In order to make props, settings and staging, the stage crew need
to be able to use a variety of tools and equipment. Provide kids
with the Toolbox Matching Game. How many can YOU identify?
French Immersion – 10-20 minutes of French (No English!)
Play the games of the day using Français vs. Anglais words only.
In addition, simple French videos, plays and music can be played
and discussed – in French – using body movements and gestures to
help articulate the content for the audience.
Lego (Hero) Characters and regular Lego blocks can be used to
create various fictional themes which can be discussed according to
the elements of drama. Toolbox Matching Game is good as well.
Area and Perimeter: Stage work involves constructing settings and
props. Introduce the concept of area and perimeter by reading the
book by David Adler (see above) then play this game.
Goldilocks and the Perimeter Bears: Narrator: Once upon a time there
Vocabulary
and
Spelling
Reading
Fine Motor
& Games
Math
Body
Movement
Numeracy
Perimeter
(Jump ropes,
Jumping Frenzy: Kids are divided into partners and each set of
partners is given a small stack of playing cards (King, Queen and Jacks
removed) and two jump ropes. Players take turn drawing cards. For
each card they are to jump the number of times listed on the card and
depending on the suit, they are to jump a certain way, which will be
listed on a poster for all students to see:
Hearts: Forwards; Clubs: Cross Forwards; Diamonds: Backwards;
Spades: Cross Backwards
Each student records the total number of jumps on a piece of paper
Words: Go over the vocabulary words and play a game in which
kids can pick a word from the list and then give a meaning and/or
act it out. Others can add to it. Teachers – or kids – can write the
responses (point form) on the board.
were three bears who lived in a little house in the forest. Since their porridge
was too hot to eat, they decided to go for a walk along the rectangular path
through the woods. Papa Bear, waving to Mama and Baby Bear to follow, said
gruffly: Papa Bear: The Perimeter is the path that surrounds a 2-dimensional
shape.
Narrator: Mama Bear nodding her head happily agreeing to go, replied lightly:
Mama Bear: The Perimeter is the path that surrounds a 2-dimensional shape.
playing cards;
script)
and will add up their total score as they go, until they reach 50.
Regular Math work (individual) and Math Minutes
Narrator:Baby Bear, not sure where they were going, asked in a squeakyvoice:
Baby Bear: The Perimeter is the path that surrounds a 2-dimensional shape?
Narrator; As soon as the bears were gone, a little girl with long golden hair
came to the door of the tiny house and knocked on the door while calling out:
Goldilocks: The Perimeter is the path that surrounds a 2-dimensional shape.
Once the kids have the idea they could create their own repetitive fairy tales.
Science
Shadow
Creatures and
Body
Movement
(light source)
Arts
Shadows! Kids can use shadows to experiment with the properties of
light as well as to create a lot of creepy creatures! Materials from Art
below or a light source, white sheet or clean white board.
Shadow Creatures: Hand out the hand position sheet (175) to kids and
let them try them out. Where is the darkest part of the shadow? How
does moving your hand close to or farther from the light source affect
the size of the shadow? What’s the largest shadow you can make?
The smallest? The most distinct? How does the shadow formed when
yur hand is parallel to the light source compare to one made when
your hand is held at right angles to the light source? What is the
longest or widest shadow you can make? Does an empty glass cast a
shadow? If you fill it with water? What if you ripple the water with
your finger? Do the ripples create shadows? What new shadow
creatures can you create? Play: What Am I? One person makes a
shadow and others guess what the shadow represents.
Shadow Puppets Materials: Short stories to use as framework; black
Bristol board; wooden shish-kabob skewers; paper fasteners; thin,
vinyl shower curtain, spot lamp and various coloured cellophane- filter
Motivation: to produce a short skit that makes use of a variety of
techniques to create different effects for different audiences.
What to do:
1. In groups, create a simple, short script retelling a short story.
2. Set up a shadow puppet theatre. Drape an inexpensive white
shower curtain so there is room between it and the light
source for the puppeteers to work.
3. Decide which characters you will include. Outline your
puppet on the Bristol board and cut it out. Remember that
the puppets will be viewed from the side.
4. If you are making a moving puppet, make sure you allow
enough overlap on moving pieces (arms etc) Use a paper
fastener to attach the two pieces.
5. Attach one skewer perpendicularly to the main puppet part
and another to the part that moves (if applicable).
6. Turn off all other lights, and practice using the puppets with
the light source from behind, revealing the image or
Go to ww.IXL.com on the computer or whiteboard; sign in: Username:
mindwerx4kids Password: mindwerx4kids and Select Perimeter
Animal Yoga: Let animals give kids a lesson in body awareness and
relaxation. Materials: Soft Surface like the carpeted classroom floor.
Animal Yoga Positions: Hand out the animal positions sheet (101) so
kids have an idea of how the position looks. Then guide them through
each position. As you go through the positions, move slowly and
smoothly. Never stretch muscles until they hurt. Hold each position
for a slow count of 3 to 10 seconds (depending on what seems to feel
right). Breathe I through your nose and out through your mouth while
holding a position.
Can you stretch like a cat? Sit like a frog? Pose like a cobra? Fly like a
bird? Balance like a stork? Kneel like a camel? Walk like a monkey?
Yawn like a lion? Or relax like a jellyfish?
Becoming more aware of – and mimicking – animal movements can
help people understand the similarities and differences between
animals and humans. Human beings may have more brain power, but
that doesn’t mean we can’t learn a few things from other creatures.
Advertising the Arts: Materials: markers, pencil crayons, Bristol Board
Motivation: to make a poster to highlight/advertise the local
performance. Using the research that the kids did in the morning,
have kids think of how they will get more people out to see it.
What to do:
1. Look on the internet or in the brochures that the kids printed
out and choose one they would like to support.
2. Encourage kids to learn as much as they can about this
production. What is the style? What kind of music will be
played? What audience is targeted? (Is it for kids, elderly,
adults or a mixture of age groups?
3. How will you get others to be interested in this performance?
4. Make a poster to advertise the event.
Then post them!
“shadow” on the screen or wall. Prepare the music and
lighting and start your performance.
Follow up: Would the play be as effective without lighting and music?
Physical
Education
Area and
Perimeter
Capture the Flag: There are flags on top of mountains and on the moon.
They flutter back and forth proclaiming “We did it, we were here!”
Capture the Flag is a game of speed, strategy and patience. Be prepared
to stand guard for your flag or risk prison to snatch your opponents’. Set
up generous but safe boundaries, choose two teams of at least 3 people,
find or make a flag for each team, and you’re ready for any action.
Playing the Game:
Divide the playing area in half (using a rope etc.) and mark a “safe zone” 1
metre (or 3 ft) on either side of it.
1. Each team chooses a tree branch or pole to fly its flag. It must be
visible.
2. The object of the game is to find and capture the flag of the
opposing team and return it to your territory, without being
touched. At the same time, each team tries to protect its own
flag.
3. If a player crosses into the opponents’ territory and is touched by
a player on that team, he becomes a prisoner and must sit near
the opponent’s flag. A teammate can free prisoners by sneaking
in and touching them. The rescuer and rescued players must
return to their own side before attempting to capture the flag.
Tips:
In defending the flag or in trying to capture your
opponent’s flag, be sneaky. It’s best to not be seen.
It is hard to defend your flag and win this game if your
teammates are captured. Rescue them first, snatch the
flag later.
If it’s a larger group, wearing something to identify each
team member (bandanna or hat etc.) is helpful.
Evaluation
What did kids remember about communication with an audience and
conveying meaning? What activities did they like best? Completion of
worksheets, writing, art as well as participation in other activities
should be both noted and actively supported.
References
Art Lessons Grade 5-6 Popular Book Company (Canada) Ltd.
Bosak, Susan (1991) Science Is… (2nd Edition) Scholastic Canada
Area and Perimeter: This activity may not be dramatic, but it adds a little fun to
solidifying a concept!
1. Divide the class into 2 groups.
2. Explain that each student is equal to 1 unit (metre, kilometer, foot,
mile etc.) when standing (for perimeter) and 1 unit square when lying
curled up on the floor (for area).
3. Have the students practice the two positions first before playing by
calling out "area" -students curl up on the floor, call out "perimeter" students stand with hands at sides
4. begin calling out specific dimensions that each group must make:
1) "Make the perimeter of a field 3 by 4." Students must make the
rectangle with the correct number of units (bodies) standing and
shout out the correct perimeter as soon as the figure is made.
2) "Show the area of a floor 2 by 6." Students must curl up on the
floor, side by side in 2 lines of 6 to cover the correct area and shout
out the correct area.
5. As the students progress, call out new measurements quickly to keep
them moving.
6. In order to try larger numbers, have the class work as one large
group and use game show music to make it a "Beat the Clock"
activity. You will probably only have enough kids to do either area or
perimeter for each round.
7.
Practice then evaluate…!
Have kids self-evaluate their performance today. Provide positive
feedback. Encourage comments about:
Body Awareness (what the body does, its actions)
Space Awareness (length, width, perimeter, area)
Dramatic Activities (researching, writing and art poster)
Strategy/Teamwork (partnerships, team games etc).
Adler, David (2012) Perimeter, Area and Volume
Drake, J/Love, A (2012) Get Outside – Kids Can Press pgs: 116-117