Richards Middle School
Purvis – Jen Weisphal
Learning Objective/Exit Outcomes:
- Students will be able to correctly explain the steps taken to create their previously completed weaving project.
- Students will be able to use communication skills to listen carefully to their peers.
- Students will be able to work together to create a cohesive sentence about subject matter.
- Students will be able to demonstrate effective verbal communication by projecting their voice and using diction when speaking.
- Students will be able to practice appropriate behavior as an audience member.
Visual Art/ELA & Theatre
VA7.CR.2 Choose from a range of materials and/or methods of traditional and contemporary artistic practices to plan and create works of art.
- Produce original two-dimensional works of art using a variety of media (e.g. pencil, marker, pastel, paint, printmaking materials, collage material, media arts).
- Produce three-dimensional artworks using a variety of media/materials (e.g. clay, papiermâché, cardboard, paper, plaster, wood, wire, found objects, fiber).
- Use technology in the production of original works of art. d. Produce works of art that demonstrate awareness of a range of intentions (e.g. realistic, abstract, non-objective).
VA7.CR.3 Engage in an array of processes, media, techniques, and/or technology through experimentation, practice, and persistence.
- Demonstrate a variety of skills and techniques for two-dimensional and three-dimensional works of art.
- Demonstrate quality craftsmanship through proper care and use of tools, materials, and equipment.
- Utilize and care for materials, tools, and equipment in a safe and appropriate manner.
ELAGSE7SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
- Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
- Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- Acknowledge new information expressed by others and, when warranted, modify their own views and understanding.
TA7.PR.1 Act by communicating and sustaining roles in formal and informal environments.
- Execute effective verbal and non-verbal communication skills in performance (e.g. rate, pitch, volume, inflection, posture, facial expression, physical movement).
- Participate in a variety of acting exercises and techniques that can be applied in a rehearsal or theatre performance.
- Engage in various performance styles.
TA7.RE.1 Engage actively and appropriately as an audience member.
- Assess the role and responsibility of the audience as an integral part of theatre performances.
- Summarize the relationship between the audience and performers.
- Predict how audience relationships will differ with venue and performance type.
- Demonstrate appropriate audience behaviors.
Open space at front of class
The teacher picked a couple of volunteers to come up to the front of the class. The teacher had students use Three-Headed Expert to review their weaving project, including the steps needed to create separate sections of the artwork and putting it all together.
For Three-Headed expert, three students make up on “expert” and each student gives one word to a sentence that is being created by the group. For example:
Student 1: “We”
Student 2: “started”
Student 3: “the”
Student 1: “weaving”
Student 2: “project”
Student 3: “by”
Student 1: “choosing”
Student 2: “a”
Student 3: “shape”, etc…
The teacher asked the Three-Headed Expert about the first steps to creating the weaving project. The teacher chose a new group of three students every couple questions to give many students the opportunity to play.
As the ‘expert’ answered one of these questions, one student in the group of three made a stop to ask what happens if the expert was explaining the wrong thing. This was a great learning moment for working together and fixing the problem. The PAIR Specialist suggested that the student who knew the answer was becoming incorrect should give a sudden exclamation such as “Wait!” or “No!” to clue in the rest of the expert to the problem and try to redirect the answer as best they could. The teacher then asked the audience to raise their hands for the correct information, thus giving the Three-Headed Expert a little extra support.
It’s helpful to talk to the class about what an audience needs to do with respect to the performers. Students generally know from previous experience, but having a reminder before the game starts helps the audience start on the right foot with them.
Making sure students know that projection and diction are part of theatre performance will aid in their success when speaking in a large group. Not only do they need the other two players to hear their word, but the audience needs to be able to hear as well to raise their hands to help should things begin to go off course.