Green PSA’s (Public Service Announcements)
Complement a classroom teaching unit on ecology and pollution issues,
by creating four student-performed “public service announcements.”
Teaching artist: Richard Clairmont
Grade: 4-5
Lesson: Students identify ecology/pollution-related concepts (carbon footprint, food chain, glacial melting, ozone depletion), then brainstorm and develop 60-second illustrative sketches suitable for broadcast.
Target learning: Learns process of developing performance script through improvisation.
Criteria: Offers suggestions throughout process and enters into dialogue about the workability of ideas as the script plot and action evolve.
Target learning: Reinforces classroom learning by incorporating concepts into performance modality.
Criteria: Based on material studied during classroom teaching unit, identifies themes for inclusion into sketch.
Target Learning: Develops performance material within specific identified time and space criteria (60-seconds and within camera frame).
Criteria: Employs multiple elements of theatre craft, including characterization, physical acting, clowning and comic timing.
Target Learning: Refines performance.
Criteria: Views recording of ensemble’s performance, identifies areas of theatre craft to strengthen and adapts performance for “Take 2” based on observations.
Vocabulary (click here for the glossary)
blocking
character
characterization
clowning
comic timing
conflict
dialogue
downstage
ensemble
improvisation
physical imagery
physicalization
plot
setting the scene
timing
upstage
Resources
Classroom material and web research as used in context of ecology unit; volunteer parent cameraman.
Materials
As needed for costuming and background elements.
Resources introduced and creative process
Teaching artist:
In consultation with classroom teacher, identifies the range of concepts covered during ecology unit, then meets with class to review various concepts and identifies which might lend themselves to theatrical presentation. Discusses, with students, staging concepts including setting the stage, plot, physical imagery and conflict to establish common theatrical language. Identifies groups of 6-7 seven students, assigns concept to group, then allows time for various groups to work independently as an ensemble on a first version of sketch.
Teaching artist then views initial student efforts as performed for class and begins to craft each sketch in a way that preserves student inspiration and concept while incorporating principles of staging and performance. Facilitates process of improvisation as a tool for refining dialogue/script and timing. Demonstrates stage blocking (upstage, downstage) and coaches students in developing and physicalizing character. Offers direction based on student strengths and ability.
Once sketches are polished, they are recorded on DVD. Students then watch their material and self-direct regarding needed improvements for ‘Take 2’ recording.
Assessment
Reflection Questions: How did this project strengthen your knowledge about the issues you’ve been learning as you study about global pollution?
What are the elements that make a good public service announcement?
What did you learn about how theatre can be used to make a statement?
How does improvisation result in a finished theatrical product?
Essential learnings
1.1 student understands and applies theatre knowledge and skills
2.1 student applies creative process
2.2 student applies performance process
2.3 student applies responding process in theatrical presentation
3.1 student communicates using theatre
Theatre Performance Process:
Use of recording as a rehearsal tool, creation of performance CD, and live performance during school assembly.