How can we use our voices to express meaning and tell stories? This lesson delves into the wonders of poetry, and eases students from individual work to partner work to whole class performance. Designed for grades 3-12, this lesson is a fantastic way to help students practice concentration, collaboration and vocal skills.
Memorizing vocabulary words can be one of the most tedious tasks for students to do – so how could it possibly lend itself to drama? Using the drama concepts of tableaux, collaboration and planning, this exciting lesson for grades K-12 will break up the tedium of vocabulary learning by challenging students to research their own words, then share vocabulary inspired images with their classmates. This lesson integrates drama with Language Arts by teaching figurative language, dictionary skills, and tableaux in tandem.
NOTE: Building Vocabulary Through Drama: Vocabulary Statues is part of our unique library of integrated lessons. These specialized lessons simultaneously teach concepts and skills related to drama and the other subject(s) targeted in the lesson. In addition, these lessons are designed to meet National Standards for Drama and for the integrated subject(s), so you can reach learning goals across multiple disciplines.
Witches, goblins and ghosts... oh my! This spooky Halloween-themed adventure provides the perfect opportunity for students in grades 2-6 to practice transformation, collaboration and creating sound effects. You may also integrate Language Arts into this lesson by discussing how these factors can help create a setting. We have included some step-by-step delivery instructions to help you turn this poem into a full lesson.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Whether or not you are new to Reader’s Theater, this lesson will provide you with innovative ways to bring it into your classroom. Providing a bridge from drama to theatre as well as an excellent opportunity for vocal work, Reader’s Theater is a versatile learning tool and tons of fun for all! Adaptable for all age groups, you can even extend this lesson to introduce public speaking to older students. There is also a rubric available which can be used to teach up to 7 different skills of your choosing. Inflection, tone, pitch, rate, and projection are all skills introduced through this lesson.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses.
Objective: Students analyze artistic choices used to communicate emotion.
In this lesson, students learn about communicating emotions by studying and imitating works of art (ideas & examples provided). Particular attention is paid to the way posture, gesture, and facial expressions can reveal how characters feel. Working in small groups, students have the chance to prepare tableaux and then make them come to life. In addition, there are ample possibilities for integrating this lesson with visual arts or language arts. This lesson is a part of our recommended sequence in the Fifth Grade Curriculum.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each lesson in the curriculum, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses. If you use the journal for assessment and would like more assessment tools, visit our Fifth Grade Curriculum.
Objective: Students communicate emotion and mood through story element choices.
This lesson begins by giving students visual images as an inspiration for creating a drama. After identifying the emotional content in a piece of artwork, students use teamwork working in groups to develop a story based on their interpretation. This lesson provides an excellent activity to assess skills in collaboration and plot formation. It can be seamlessly integrated into a language arts classroom (by studying the elements of a story) or a visual arts classroom (by studying the emotional content of artwork). Students will fill out a Process Observation Worksheet as part of the activity (worksheet included). This lesson is a part of our recommended sequence in the Fifth Grade Curriculum.
To maximize student achievement, download this drama journal for students to use as reflection or formative assessment. For each lesson in the curriculum, we have created a corresponding journal page for your students. A drama journal allows participants to reflect on their learning and artistic growth (metacognition). It also allows you, the teacher, to see how students are using the drama vocabulary, thinking about big ideas, and perceiving their own strengths and weaknesses. If you use the journal for assessment and would like more assessment tools, visit our Fifth Grade Curriculum.
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This story is designed to be played by a group of 4, but it can be told with any number of students. In this story, students learn to identify and imitate emotions such as pride, silliness, anger, fear, frustration, joy, and shock.
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This story is for small groups of 3-4 and is adapted from Joel Chandler Harris’s Uncle Remus. Participants can enact both animal characters and body objects. If you tell the story in a slight dialect, the students might be interested in using that dialect in their drama, but it is not essential. It is good before you begin to determine if the students know about a briar patch.