Lesson Description: .
Within a cooperative learning environment, the program is designed to help students:
In addition, students will gain an increased appreciation of and additional experience with communication using
the mediums of writing and performance as a means to learn this skill.
1) Story Writing - Students will form writing teams and create stories which are one and a half to two minutes
in length, by a character which must be from the student’s age range. Students will be given free - writing
prompts that will help encourage them to explore, generate, and develop feelings, ideas, and values through the
written word. Monologues may be created based on personal experience and heritage, imagination, literature,
and history. Students will outline dramatic structure and brainstorm plot scenarios.
2) Staged reading of the work – In order to help students reveal a true understanding of both the character
and the full context of the story, they will be given feedback from the instructor to help them develop better
communication skills, improving upon good vocal projection, clear diction, and body control.
3) Peer analysis of the work - Students will learn to discuss the meaning of their own work or that of others
beyond the literal level. Here, students will demonstrate skills of reflection, interpretation, and assessment,
demonstrating their understanding of connection to characters, character development, and intention.
4) Re-write of the work - Writing teams will re-read and analyze their story, make drafts of the same piece of
work, show alternative ways the piece may be developed, and cite reasons for the strongest version.
5) Final performance - Students will showcase their ability for teamwork and their cumulative efforts in
combining their written communication work with that of performing.
6) Final critique - Students will be given feedback regarding multiple interpretations of their work.
Within a cooperative learning environment, the program is designed to help students:
- creatively express themselves
- gain a sense of accomplishment
- better comprehend the world
- communicate with others in a team environment
In addition, students will gain an increased appreciation of and additional experience with communication using
the mediums of writing and performance as a means to learn this skill.
1) Story Writing - Students will form writing teams and create stories which are one and a half to two minutes
in length, by a character which must be from the student’s age range. Students will be given free - writing
prompts that will help encourage them to explore, generate, and develop feelings, ideas, and values through the
written word. Monologues may be created based on personal experience and heritage, imagination, literature,
and history. Students will outline dramatic structure and brainstorm plot scenarios.
2) Staged reading of the work – In order to help students reveal a true understanding of both the character
and the full context of the story, they will be given feedback from the instructor to help them develop better
communication skills, improving upon good vocal projection, clear diction, and body control.
3) Peer analysis of the work - Students will learn to discuss the meaning of their own work or that of others
beyond the literal level. Here, students will demonstrate skills of reflection, interpretation, and assessment,
demonstrating their understanding of connection to characters, character development, and intention.
4) Re-write of the work - Writing teams will re-read and analyze their story, make drafts of the same piece of
work, show alternative ways the piece may be developed, and cite reasons for the strongest version.
5) Final performance - Students will showcase their ability for teamwork and their cumulative efforts in
combining their written communication work with that of performing.
6) Final critique - Students will be given feedback regarding multiple interpretations of their work.
Objective: Through personal monologues students will foster a strong self-image with pride in their skills and
talents alongside the necessary ability to facilitate appropriate communication between themselves, family,
friends, and community members relating to personal tragedy and loss.
Curriculum Introduction: The imagined and enacted world of theater is an art form in which students learn
what it means to be a human being in various settings and where thoughts and feelings can be safely
explored and experienced. Through writing, role-playing, theater games, and developing characters in
particular circumstances, participants will create situations and actions that allow them to make sense of their
world and to understand those who are different from them.
Timeline: 50% writing, 50% performing, 1-2 public performances
Primary Goals:
Within a cooperative learning environment students will utilize playwrighting, directing, performance, and
creative focus groups to explore the following possible themes:
1. Playwrighting
Students will:
2. Performance
Students will:
3. Directing
Students will:
Have an opportunity to co-direct a peer performance
4. Creative Focus Groups
Students will form a group with 1-5 peers that will:
talents alongside the necessary ability to facilitate appropriate communication between themselves, family,
friends, and community members relating to personal tragedy and loss.
Curriculum Introduction: The imagined and enacted world of theater is an art form in which students learn
what it means to be a human being in various settings and where thoughts and feelings can be safely
explored and experienced. Through writing, role-playing, theater games, and developing characters in
particular circumstances, participants will create situations and actions that allow them to make sense of their
world and to understand those who are different from them.
Timeline: 50% writing, 50% performing, 1-2 public performances
Primary Goals:
Within a cooperative learning environment students will utilize playwrighting, directing, performance, and
creative focus groups to explore the following possible themes:
- Primary themes: passion, trust, freedom, comfort, joy, power, God
- Secondary themes: mission, understanding, courage, safety, self-acceptance, nourishment, growth
1. Playwrighting
Students will:
- Write and draft a 1-2 minute monologue (approximately 1-2 pages) relating to a story that happened
to them.
- Contain unedited content during the first draft and then be re-written 1-3 times after being read aloud
as to contain: appropriate subject matter, a beginning - middle –end, Fry tags plot curve, comedic
elements.
2. Performance
Students will:
- Participate in physical and mental theater exercises in order to improve body awareness on stage.
- Memorize their monologue to improve oral communication skills.
- Learn how to block their performance to better understand body language.
3. Directing
Students will:
Have an opportunity to co-direct a peer performance
4. Creative Focus Groups
Students will form a group with 1-5 peers that will:
- Help them shape their monologue.
- Enable them make appropriate comments on others work.
- Help them become better listeners.
| Curriculum Samples (k-12) |
Sample 2: Healing Community – Helping Students
Come to Terms with Tragedy, Loss and Violence
Lecture & Curriculum
Running Time: 1-3 hours. One day up to 20 days
Modeled after the success of his award winning one man show and created to
meet SOL objectives, this curriculum is meant to provide students with a safe
space in which to explore their feelings about loss, tragedy and violence. This
lecture and workshop is now being taught to both public school teachers and
students ages 12 and up.
Come to Terms with Tragedy, Loss and Violence
Lecture & Curriculum
Running Time: 1-3 hours. One day up to 20 days
Modeled after the success of his award winning one man show and created to
meet SOL objectives, this curriculum is meant to provide students with a safe
space in which to explore their feelings about loss, tragedy and violence. This
lecture and workshop is now being taught to both public school teachers and
students ages 12 and up.
|
Slash Coleman, MAEd Performer/ Playwright |
Sample 1: Storytelling Bootcamp
Lecture & Curriculum
Running Time: 1-3 hours. One day up to 20 days
As a group we will create a series of stories. The writing may proceed
to a staged reading of the work, a peer analysis of the work, a re-write of
the work, a final performance, and a final critique. I decide with the
teachers, which portions of this process are most appropriate to the
current curricula and the time constraints of the program
Lecture & Curriculum
Running Time: 1-3 hours. One day up to 20 days
As a group we will create a series of stories. The writing may proceed
to a staged reading of the work, a peer analysis of the work, a re-write of
the work, a final performance, and a final critique. I decide with the
teachers, which portions of this process are most appropriate to the
current curricula and the time constraints of the program
|
Slash Coleman, MAEd Performer/ Playwright |
| The Virginia Commission may pay up to 50% of the total fee |
| © Slash Coleman 2008 |
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