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/Home/Professional Development/Teaching Resources/Lesson Plans/Arts/Drama 79.05.04: Drama in the Classroom: A Ninth-Grade Curriculum Unit Votes:0 Yale-New Haven Teachers Institute Home Drama in the Classroom: A Ninth-Grade Curriculum Unit by Kathleen Jurczak Contents of Curriculum Unit 79.05.04: 1. Objectives 2. Introducing the Unit?Myth 3. Teaching a Play 4. The Unit as a Whole Notes to Translations and Settings Notes Student Bibliography Teacher Bibliography To Guide Entry 1. Objectives This unit is an introductory survey of drama for ninth graders based on six plays, each representative of different historical dramatic period: The Antigone of Sophocles, Everyman , Shakespeare?s Romeo and Juliet, Wilde?s The Importance of Being Earnest , Ibsen?s The Wild Duck , and Ionesco?s The Bald Soprano . I chose this topic for many reasons, one of which was the students? favorable response to drama as a genre. As a first-year teacher, I was Read More Go to Site 84.02.03: Sophocles' Oedipus Rex Votes:0 Yale-New Haven Teachers Institute Home Sophocles' Oedipus Rex by Maureen C. Howard Contents of Curriculum Unit 84.02.03: Narrative To Guide Entry This unit is currently not available. Contents of 1984 Volume II | Directory of Volumes | Index | Yale-New Haven Teachers Institute © 2007 by the Yale-New Haven Teachers Institute Terms of Use ');"> Contact YNHTI Read More Go to Site 84.02.07: The Grouch (Dyskolos) by Menander An Example of Greek New Comedy Votes:0 Yale-New Haven Teachers Institute Home The Grouch (Dyskolos) by Menander An Example of Greek New Comedy by Norine Polio Contents of Curriculum Unit 84.02.07: Narrative I. Objectives II. Strategies A. History Of The Dionysia And The Lenaea At Athens III. Lesson Plans Notes Teacher Bibliography Student Bibliography To Guide Entry As an E.S.O.L. teacher (English to Speakers of Other Languages) on the middle school level in New Haven, I am always on the lookout for simple plays to enhance students? enjoyment of oral reading. After a perusal of many Greek comedies spanning the Old, Middle, and New periods, I chose, for this year?s unit, an example of the latter, The Grouch,1 by Menander, one of New Comedy?s foremost playwrights. I feel that the slapstick nature of the piece in addition to the t Read More Go to Site 85.02.02: Roll Up Your Sleeves: Making the American Musical Theater Work in the Classroom Votes:0 Yale-New Haven Teachers Institute Home Roll Up Your Sleeves: Making the American Musical Theater Work in the Classroom by Janet Melillo Contents of Curriculum Unit 85.02.02: Narrative Bibliography for Teachers Suggested Student Reading List List of Materials Needed To Guide Entry This unit is an introduction to the American musical theater via West Side Story and Fiddler on the Roof . The focus of my unit is on how to direct interpersonal family relationships in the American musical format. I have chosen a sampling from the dramatic musical canon of those musicals that have recorded critical appraisal for their artistic quality and that have as their subject matter interpersonal relationships. Using the literary sources these musicals were based on and the musical dramatic literature in th Read More Go to Site 85.06.04: Toys Are Us Votes:0 Yale-New Haven Teachers Institute Home Toys Are Us by Benjamin A. Gorman Contents of Curriculum Unit 85.06.04: Narrative Toys Are Playthings Toys Are History Toys Are U.S. Toys Are Culture Toys Are Us Lessons for Toys Are Us Bibliography To Guide Entry Almost everyone has had a special toy as a child, and tucked away in a corner of the memory is a special feeling for that toy. For a certain time in one?s life, a toy was the key to a private world of innocent play, of mystery or adventure, and of pleasure. It was a time when the player controlled the world, making the rules, determining the results, playing at being grown up. As adults, we can step back into our childhood by once again holding, feeling, and seeing a favorite plaything. The mind can recall the moments of excitement and conce Read More Go to Site 87.02.12: The Oxcart and A Raisin in the Sun: Romanticism, Realism, or Idealism Votes:0 Yale-New Haven Teachers Institute Home The Oxcart and A Raisin in the Sun: Romanticism, Realism, or Idealism by Cheryl Merritt Contents of Curriculum Unit 87.02.12: Narrative Activities Development Of Morals And Values Symbols About Plays The Oxcart Discussion Questions A Raisin In The Sun (On video) Discussion Questions Dramatization The Black Woman The Puerto Rican Woman Comparative Questions Between The Two Plays Writing Vocabulary Match-Up Name Search Ranking Evaluation Values To Be Ranked Characters And What They Represent Distinguishing Between Statements That Are Provable And Those That Are Not Notes Bibliography Film (video) To Guide Entry In our culture, with its variety of religions, value systems, political ideology, and life styles, people are confronted with many confusing cho Read More Go to Site 88.03.01: An Autobiographical Journey Votes:0 Yale-New Haven Teachers Institute Home An Autobiographical Journey by Carol Leavitt Altieri Contents of Curriculum Unit 88.03.01: Narrative Objectives Suggestions for Teaching Selected Scenes Some Suggestions for Writing Assignments Notes Student and Teacher Bibliography Classroom Materials To Guide Entry Eugene O?Neill?s masterful play Long Day?s Journey Into Night, made its world premier in 1956 in Stockholm, Sweden, under the direction of Jose Quintero. The play originally written (according to O?Neill) in 1939, was not to be published until twenty-five years after his death. It took O?Neill over two years to write the play, working on it mornings, afternoons, and evenings; sometimes crying as he wrote it. Carlotta, O?Neill?s wife stated that, ?He had to write it because it was a thing Read More Go to Site 90.02.01: The Creative Dramatics Cookbook: Recipies for Playmaking Votes:0 Yale-New Haven Teachers Institute Home The Creative Dramatics Cookbook: Recipies for Playmaking by Kelley O?Rourke Contents of Curriculum Unit 90.02.01: Introduction Lesson Plans Student Bibliography Teachers Biblioigraphy To Guide Entry Introduction First, you need a space where anything can happen. Next, you need a group of children that is ready, willing and able. Mix these two ingredients together. Choose and blend in gently the appropriate theater games, acting exercises, and playmaking activities. Select the best dramatic stories, poems and plays. Add some magic with a sense of wonder and imagination. Stir all these ingredients together carefully. Let them steep for thirty to forty-five minutes. At the end of this improvisational cooking time you will have a one-of-a-kind dramatic me Read More Go to Site 90.02.04: Pick-A-Path Playhouse Votes:0 Yale-New Haven Teachers Institute Home Pick-A-Path Playhouse by Carol A. Wong Contents of Curriculum Unit 90.02.04: Narrative Notes Teacher Bibliography Student Bibliography To Guide Entry The design concepts of pattern and theme and variation have been basic to my work, both as an artist in the studio and a teacher in the TAG program, developing curriculum focused on creative and critical problem-solving. It is with my teacher?s hat on that I have developed ?Pick-A-Path Playhouse,? to introduce students, grades K-3, to the dramatization of children?s literature with emphasis on the creation of new stories or thematic variations for play-acting from the original. It is easily adaptable for upper elementary grades. Similar in concept to the ?Choose Your Own Adventure? series published by Ba Read More Go to Site 90.02.09: What?s A Nice Girl Like Me Doing in a Place Like This? Votes:0 Yale-New Haven Teachers Institute Home What?s A Nice Girl Like Me Doing in a Place Like This? by Sally B. Kaczynski Contents of Curriculum Unit 90.02.09: Narrative Student Bibliography Teachers Bibliography To Guide Entry I am a drama teacher at Roberto Clemente Middle School. I have been aware since I was a young girl that males treat females quite differently than their own kind, I do not think that males, in the early days of human history, deliberately set out to discriminate against women. This practice, I believe, developed over time as the social order of various cultures became increasingly complex. My dad was the first male in my life to discriminate against me. I recall one sunny Sunday afternoon when I was eleven, dad and I were playing catch in the back yard. My younger brother Read More Go to Site 90.02.11: Melting Pot Theater: Teaching for Cultural Understanding Votes:0 Yale-New Haven Teachers Institute Home Melting Pot Theater: Teaching for Cultural Understanding by Bill Derry Contents of Curriculum Unit 90.02.11: Narrative Proposed Audience And Time Frame For Unit Objectives Strategies Some Drama In Education Techniques The Idea Of Drama As Context Areas Of Culture And Content Sample Master Schedule Rehearsal/Performance Schedule Actual Project Implementation Sample Lesson Plan #1 Sample Lesson Plan #2 Sample Lesson Plan #3 Sample Lesson Plan #4 Sample Lesson Plan #5 Notes Teachers? And Students? Bibliography To Guide Entry In all ways of learning, the more active the learner the better. As far as possible, passivity must be discouraged and overcome. This does not mean more activity on the part of the teacher, but a different kind of activity from that Read More Go to Site 91.04.10: Working with Shakespeare, the Poet and Dramatist Votes:0 Yale-New Haven Teachers Institute Home Working with Shakespeare, the Poet and Dramatist by Maggie Roberts Contents of Curriculum Unit 91.04.10: Narrative Sonnet Worksheet Bibliography For Teachers Bibliography For Students Additional Reading Suggestions To Guide Entry During the fifth century B.C. Greek poets wrote plays which contained elements so fundamental to dramatic form that they are still considered essential to a well written play. During the Elizabethan age, William Shakespeare studied these plays and reinterpreted the structure and dramatic elements to create plays which captivated the audiences of his day. In this unit we will study portions of Antigone, A Midsummer Night?s Dream and The Tragedy of Romeo and Juliet to learn about dramatic elements and poetic forms. I will begin Read More Go to Site 93.01.02: Buildings as Backdrops Votes:0 Yale-New Haven Teachers Institute Home Buildings as Backdrops by Margaret DeMarino Contents of Curriculum Unit 93.01.02: Introduction/Architecture and Art Architecture and Language Objectives Overview Free-Standing Architectural-Inspired Monologue Theater Games Writing Plays Bibliography To Guide Entry Introduction/Architecture and Art Architecture is not a laboratory science where ideas are hatched in test tubes and confined to the realm of pure academics. Nor is it an art to be viewed with a certain degree of separatism as something one must access is a specialized setting such as a museum, gallery or the homes of those with means to afford it. The beauty of architecture lies in its accessibility and its experience is quite direct. Those who possess the gift of sight, who contain within Read More Go to Site 93.03.05: Windows of the World: Family Identity, and Socialization Votes:0 Yale-New Haven Teachers Institute Home Windows of the World: Family Identity, and Socialization by Trisha Ann Turner Contents of Curriculum Unit 93.03.05: Narrative Family Identity Socialization Rationale Introduction to the Plays Representative Lesson Sequence and Development for ?The Oxcart? And the Soul Shall Dance A Raisin in the Sun Representative Lesson Plans for ?A Raisin in the Sun? Student Bibliography Teacher Bibliography To Guide Entry I presently work with middle school students, primarily sixth and seventh graders. The class consists of self-contained special education students who are labeled either SEM (socially and emotionally maladjusted) or LD (learning disabled). These students exhibit difficulty incorporating interpersonal skills in daily activities. In addition, many o Read More Go to Site 93.03.07: Language Arts And Reading In Theater Votes:0 Yale-New Haven Teachers Institute Home Language Arts And Reading In Theater by Joyce Bryant Contents of Curriculum Unit 93.03.07: Narrative People of the Theater The Stage Manager Theatre Architecture Lesson I Lesson II Lesson III Lesson V Suggested Activities Resource List Bibliography and Suggested Reading for Teachers Bibliography and Suggested Reading for Students To Guide Entry Theater touches the lives of everyone in our society, either directly through family experiences or indirectly through friends and other acquaintances. This unit that I?m designing is to give the learners knowledge in the area of the theater, and its functions, as well as improve their reading and writing skills. This unit can be taught in part or as an on-going process throughout the school year. I will teach Read More Go to Site 93.03.10: Remember the Time: An Exploration of History Through Drama Votes:0 Yale-New Haven Teachers Institute Home Remember the Time: An Exploration of History Through Drama by Nicolette W. Perrault Contents of Curriculum Unit 93.03.10: Narrative Unit Objectives Time Schedule Much Ado About Nothing Arms And The Man Questions For Discussion Notes Student Bibliography Teacher Bibliography To Guide Entry When I thought about participating in this seminar I immediately knew what I wanted to call my unit. I love that new video by Michael Jackson called ?Remember The Time.? I love the costumes, the music, the dancing, and the visual effects. As I watched the video more and more I began to think about traveling back in time. Wouldn?t it be great to travel back to any period in history and experience first hand what it was like to have lived during that time? What better Read More Go to Site 95.02.08: Friday Funtastic and Friends: The Art of Story-Telling Through Film Votes:0 Yale-New Haven Teachers Institute Home Friday Funtastic and Friends: The Art of Story-Telling Through Film by Geraldine Martin Contents of Curriculum Unit 95.02.08: Introduction Stories Via Film Sample Lesson Plans Sample Script Teacher Bibliography Student?s Bibliography Teacher Resources To Guide Entry Introduction: In this paper I would like to explore ways in which puppetry and art can be integrated into a unit for helping young children approach film and literature in a more critical manner. As a key component to my unit, I would like to emphasize the active participation of children in using puppetry and art to retell and analyze literature through film. Focused activities will be implemented in the classroom, using puppetry and film as vehicles for the creation of opportunities to e Read More Go to Site 95.02.09: Teaching Acting Technique and Building a Character Through Cinema Votes:0 Yale-New Haven Teachers Institute Home Teaching Acting Technique and Building a Character Through Cinema by Carol Penney Contents of Curriculum Unit 95.02.09: I. Introduction II. Procedures III. Objectives IV. Case Studies of Films Sample Lesson Plan One Review Of Brando/Kowalski In Streetcar Sample Lesson Plan Sample Lesson Plan V. Fundamental Differences Between Stage Acting and Film Acting Notes Teacher?s Bibliography Student?s Reading List To Guide Entry I. INTRODUCTION This curriculum unit will be directed toward second and third year acting students at The Cooperative Arts and Humanities High School. Two prerequisites for this course are: (1) possession of basic acting skills and experience, and (2) strong commitment both to the individual study of acting and to the concept of theatr Read More Go to Site 95.02.10: Literary, Theatrical and Cinematic Approaches to Drama Votes:0 Yale-New Haven Teachers Institute Home Literary, Theatrical and Cinematic Approaches to Drama by Paul E. Turtola Contents of Curriculum Unit 95.02.10: Introduction Objectives of the Unit Strategies for the Unit Unit Description Two Samples of Literary Work Research on a Shakespearean Actor Conclusion Notes Teacher?s Bibliography Students? Reading List for Curriculum Unit To Guide Entry Introduction One of the many small burdens for high school students seems to be reading a full length play. Some students say they don?t spend the time to read a play because it isn?t interesting enough to them. Some of them hide reading deficiencies that they have, and this disorder makes the chore seem like a nearly endless one (some are unaware that reading deficiencies even exist). Others don?t have the Read More Go to Site 96.03.01: ?Willie Sunday: A Critical Analysis of Factual Information in Film? Votes:0 Yale-New Haven Teachers Institute Home ?Willie Sunday: A Critical Analysis of Factual Information in Film? by Geraldine Martin Contents of Curriculum Unit 96.03.01: Narrative Sample Lesson Plans Teacher?s Bibliography Children?s Bibliography Teacher Resources To Guide Entry Introduction Motion pictures viewed through the critical eye of a puppet and children become the basis for analysis of factual information presented through the art of story telling in film. It is that passive ?eye? of the young child that needs guidance and direction as they sit and watch a story via film. Do children bring any thoughts about issues, people or animals as they watch a story on film? Is it true that all Native Americans talk to trees? Is the wolf really a bad ?guy? as portrayed in ?Little Red Riding Hood Read More Go to Site 96.03.08: People, Places & Pictures Votes:0 Yale-New Haven Teachers Institute Home People, Places & Pictures by Yel Hannon Brayton Contents of Curriculum Unit 96.03.08: Narrative Film ? Education & Entertainment Lesson Plan: (5 Classes) The Unprejudiced Heart ? a poetry performance ? Lesson Plan: (5 Classes) Screenplay Writing Lesson Plan: (5 Classes) What Does America Look Like ? Poetry & Collage Film Appendix Bibliography To Guide Entry In the past academic year (1995/96), many teachers from New Haven participated in the Anti-defamation League?s ?A World of Difference? diversity training workshops. In these workshops, ?empathy? was promoted as the primary means by which diverse ethnic/cultural groups can come together, learn about each other and from each other, and ultimately foster a nurturing environment in which to provide mul Read More Go to Site 96.03.10: Representation in Art and Film: Identity and Stereotype Votes:0 Yale-New Haven Teachers Institute Home Representation in Art and Film: Identity and Stereotype by Martha Savage Contents of Curriculum Unit 96.03.10: Narrative Lesson Summaries The Lessons Bibliography for Teachers Films/Videotapes Reading List for Students Materials To Guide Entry Objectives This unit is designed to make older middle school students look at and reflect upon art and film and to create art work with a deepening awareness of identity and an understanding of stereotype. Examining stereotype in contemporary life, in personal experience, as a tool used by artists to heighten understanding, and the uses and absence of stereotype in depiction of characters in cinema are key components of this series of lessons. In addition to looking at and being critical, students are asked to c Read More Go to Site 96.03.13: Black Actors inAmerican Cinema Votes:0 Yale-New Haven Teachers Institute Home Black Actors inAmerican Cinema by Carol Penney Contents of Curriculum Unit 96.03.13: Narrative Paul Robeson / The Emperor Jones Lesson Plan: Acting Exercises / Emperor Jones Lesson Plan: Acting Exercises / Hallelujah Lesson Plan: Acting Exercises / Ethel Waters Lesson Plan: Acting Exercises / Dorothy Dandridge Lesson Plan: Acting Exercises / Nothing But A Man Lesson Plan: Acting Exercises / A Raisin In The Sun Laurence Fishburn Lesson Plan: Acting Exercises / Othello Notes Student Reading List Bibliography To Guide Entry Students of acting at The Cooperative Arts and Humanities High School have very little knowledge of individual actors and their contribution to to the American cinema. This is especially true of black actors. Since these acting classs Read More Go to Site 97.02.07: Blue Monday and Friends: Traditional Jewish Holidays Come Alive Through The Art of Story-Telling Votes:0 Yale-New Haven Teachers Institute Home Blue Monday and Friends: Traditional Jewish Holidays Come Alive Through The Art of Story-Telling by Geraldine Martin Contents of Curriculum Unit 97.02.07: Narrative Sample Lesson Plans Appendix Teacher?s Bibliography Teacher Resources To Guide Entry Introduction : Family tradition steeped in history becomes the basis of enrichment and enlightenment as young children gather information about traditional Jewish holidays through the aid of a puppet. Are children able to capture the significance of their own family traditions holding onto precious memories and passing them onto future generations? Do children ever look beyond their own cultural traditions with a sense of awe and appreciation? With these thoughts in mind, my paper will explore ways in whic Read More Go to Site ArtsEdge: Teaching Materials Votes:0 We've Redesigned! You should be automatically transferred to the new site in a moment; please update your bookmarks. If you are not automatically transferred, click the link below: http://artsedge.kennedy-center.org/teach/ . Read More Go to Site Education + Outreach Votes:0 Home Visitor Info Overview Calendar Driving Directions Hotel Packages Group Tours Packages + Discounts Rent the Rock! 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