戏剧活动:这不是……

这是一个简单的, 在向员工介绍艺术计划之前，你可以在员工会议上使用有趣的戏剧活动.  这是从书中摘录的，《正规买足球的App》 佩吉·泰勒和查理·墨菲.  This is the book provided to each arts team at their Fall Arts Team Launch Meetings. 从205-209页 抓住火.

这个开始的游戏是低风险和很多乐趣.

材料:各种简单的物体，每组一个.  例如，棍子，水瓶，魔笔.

步骤:

1. Ask people to form circles of eight to twelve, with one leader in each group.  This is a go-around game, so each person will have a chance to play in sequence.
2. 领导(A)拿着棍子(或其他物体)说, “这不是一根棍子, it is a [fill in the blank with another made-up object – a microphone, 例如].  然后，他们演示使用操纵杆作为麦克风，做出适当的动作和声音效果.
3. The leader then passes the stick to the person on their left (B).
4. B重复领导的演示，尽可能准确地模仿他们的动作和声音，同时说, “这不是麦克风.然后他们给了棍子另一个身份, 说, “这是一个[填空-说, 然后，一把会移动并发出声音的剪刀将剪刀棒传给他们左边的人.继续绕着圆转.

小贴士:

鼓励玩家使用夸张的动作和声音来展示他们的目标.  把身体和声音投入到行动中可以帮助人们摆脱自我意识.  Ask participants to copy the person before them as accurately as possible.  如果参与者告诉你他们所有的想法都被采纳了, 提醒他们，棍子可以是任何东西，不受其实际大小和形状的限制.  There is only one criteria: you can’t repeat anything that has already been done.

Here is another theatre arts integration lesson developed by Gail Sehlhorst
戏剧与文学艺术的融合 Dynamic Understandings Lesson Plan

题目:动态理解

纪律 : Theatre-Literacy Integration (can be modified for other content areas)
年级(s) : K-12(适用于K-2)
长度 : 30-60分钟

描述 :学生通过声音和肢体表达来展示他们对一段文字或概念的理解，同时探索21世纪的沟通和协作技能.

持久的理解 : The central understandings that have lasting value beyond the classroom. 艺术是一种交流的手段.
至关重要的问题 : A provocative question that fosters inquiry, understanding, and transfer of learning. How and why do artists work together to make choices to create a dramatic work?

学习目标 : 我想让我的学生知道并能够做到的.

• Create a dynamic presentation that represents key ideas in a section 的文本.
• Present essential words and phrases with a beginning/ending freeze; at least one choral word/phrase; and at least one sound effect.

华盛顿州K-12艺术学习标准:

• Anchor Standard 1: Generate and conceptualize artistic ideas and work.
• Anchor Standard 6: Convey meaning through the presentation of artistic work.

华盛顿州K-12 ELA学习标准:

• ccs.ELA-Literacy.CCRA.R.1: Read closely to determine what 文本 says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from 文本.
• ccs.ELA-Literacy.CCRA.LS.1:准备并有效参与与不同合作伙伴的一系列对话和合作, building on others’ ideas and expressing their own clearly and persuasively

词汇:

• 剧场:观众, 体型, 对话, 情感, 面部表情, 手势, 物理的选择, 表, 声音的选择
• 识字:性格，证据，推理
• 21世纪技能:协作、沟通

材料/资源/空间:
•文本
•带有文本或突出特定部分的纸张
•开放空间供学生排练
•展示空间

针对不同学习者的差异化策略
额外的支持，将使所有学生在他们的最大能力表现.
• This assessment should be adapted as necessary to meet the needs outlined in an
个人学生的IEP或504•术语词汇表，可能翻译为ELL学生
•额外时间
• Additional adult support for students with special needs, e.g. 英语学习者，
reading below grade level, physical or developmental challenges
• Partner/group non-speaking students or English language learners with more verbal
students, and/or struggling or reluctant students with more experienced students

指令:
第一步:介绍
•介绍课程:反思一篇课文并综合理解
创建一个动态的演示，代表关键思想.
•分发文本.
• Give students time to read 文本 individually, make notes/annotate.
•两人分享一些让他们印象深刻的东西.

第二步:建模
•解释活动:创建一个动态的演示，代表一个部分的关键思想
的文本.
• Explain the criteria for the activity—what students create to show understanding. 帖子
criteria on wall or Power Point so students can refer to it as they work.
− Read 文本 before and after scene to help the audience understand and interpret
文本
−以冻结方式开始和结束
−结合至少一个动作或手势
−提供必要的单词或短语——至少一个
−至少唱一个合唱词
• Model the activity: Show students what the final product might look like using a
不同的文本.

第三步:独立练习
•将学生分成小组(倒计时、分组等).)
•向每个小组分发课文.
•给学生10分钟的时间来交流他们的理解和合作
排练他们的作品.

第四步:呈现
•每个小组展示自己的作品.
• Give a “unified clap” so all groups get the same appreciation and the scenes move
很快.

第五步:反思
•所有在场的小组反映:
− What’s your take away from participating and watching 文本 brought to life?
什么脱颖而出?

视觉艺术活动:传递绘画

This visual art activity helps people find their flow with visual arts.  它来自于一本书， 《正规买足球的App》 佩吉·泰勒和查理·墨菲.  This is the book provided to each arts team at the Fall Arts Team Launch Meetings. 从第172-173页抓住火.

材料: 18″x24″纸，蜡笔，油彩或马克笔

步骤:

1. Break into small groups of six or eight people sitting around a table.  给每人一张空白纸, 然后放上油彩, 蜡笔或记号笔放在桌子中央.
2. 让参与者闭上眼睛，想象他们感到快乐和有创造力的时刻.  Have them begin drawing an image that represents that feeling.  一旦开始绘图，请每个人暂停.
3. 下一条指令的开头是这样说的, “What I’m going to ask you to do next may make you feel uncomfortable, 但无论如何，请接受它.” Then ask people to pass their picture to the person on their left.  Now everyone gets to add images to the new picture just received,  一两分钟后叫了出来, “把照片传到左边.”
4. 让人们想象他们正在给每幅画的创作者一份礼物，因为他们给每幅画添加了新的图像.  Invite them to use words as well as images, but with a focus on images.
5. 一旦照片绕着圆圈转了一圈, 每个人都做一些最后的润色, 然后看着他们的照片，加上一个简短的标题.This activity release a lot of creative energy and generates a good deal of delight.  The groups have fun talking about the process and comparing their pictures.  Of course, the real learning has to do with freeing the voice through the arts. (See this research study on how drawing impacts writing skills.)