On the Spot Creative Drama

GRADE 3 ARTS EDUCATION – Drama/Dance Lesson Template

Lesson Time Required: 50 Minutes

Required Resources and Materials:

  • Audio speakers
  • Music or Nature sounds (youtube)
  • A visual reference (a piece of Artwork that matches the music or sound, can use Google images)
  • Props (objects from around the classroom ex. Backpacks, scarves etc.)  
  • Large clean space for students to sit in circles (either on floor or in chairs)

Grade Level and Conceptual Focus: Grade 3 (Environment)

Key Inquiry Questions: What could we tell people about our concern for the environment through our own arts expressions? How are artist influenced by their environment?

Arts Education Components Addressed: Creative/productive, cultural/historical

Proposed Learning Outcomes and Indicators:

Drama/Dance:

Outcome: CP3.1 – Generate a variety of alternatives and solutions in movement explorations (improvisation) using the environment (e.g., natural, constructed, imagined) as stimuli.

Indicator – c. Create a wide variety of movements to a given stimuli.

Outcome: CH3.1 – Compare how arts expression from various groups and communities may be a reflection of their unique environment.

Indicator – d. Describe how an art expression tells something about the community and culture in which it was created.

 

Planned Learning Activities:

  1. Clear a big space in the classroom where students can sit in group circles of about 6 students each.
  2. Gather props from around the room, example: backpacks, water bottles, scarves, hats, pencil cases, money. It’s a good idea to have one prop per student.
  3. Place different props in the center of each group.
  4. Ask each group to focus on the props put in front of them without discussing them.
  5. Pull up the visual representation that you have chosen to match the music or nature sounds for the activity. For this lesson example, the painting Exotic Landscape by Henri Rousseau was chosen.
  6. Ask the children to close their eyes and try to imagine the story that is being told using these props in the environment that is provided.
  7. Play a piece of music or nature sounds while their eyes are closed.
  8. When the music is finished, ask the students to share their stories and images with one another.
  9. Ask each group to choose one person’s idea, or combine several ideas to put a movement piece together to tell a story, using the props to perform for the rest of the class.
  10. Allow each group to perform their piece using the props while the music is playing, incorporating the rhythm into their performance.
  11. At the end of each performance, allow the audience to describe what they think they saw. What story they thought was being told through the performance.

 

Remind children that no interpretation of a performance piece can be wrong.
After all the students have performed, ask them the key inquiry questions and discuss the different answers.

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