PDF document:Unit 2 1444KB

Unit 2: Storytelling and play
Part 1: Storytelling and puppet-making
English
Visual Arts
Music
Strand: Competence
and confidence in using
oral language.
Strand: Construction
Strand: Composing
Strand unit: Oral
language
Strand unit: Making
imaginative structures,
finding how materials
can be joined together
Strand unit:
Improvising and creating
the sequence of events in
the story through sound.
Strand unit: Exploring
and making drama in
role during the Story
Whoosh.
Drama
Strand: Drama to
explore feeling,
knowledge and ideas,
Strand unit: Coleading to understanding
operating and
communicating in
making drama.
Activities:
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Hansel and Gretel story
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Story Whoosh
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Puppet-making
Objectives:
1. To watch, listen and respond to the story of ‘Hansel and Gretel’.
2. To re-tell the story of ‘Hansel and Gretel’ using sounds, acting and
actions.
3. To make a puppet and work in small groups to re-tell the story with
puppets.
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Activity 1: Storytelling: Hansel and Gretel
Learning Objective: To watch, listen and respond to the story of ‘Hansel and
Gretel’.
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Ask the children to share what they know about the story of ‘Hansel and
Gretel’. Note the children’s ideas on the Interactive White Board or
flipchart paper.
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Show the class the animated version of ‘fractured fairy tales Hansel and
Gretel’ on the SchoolTube website.
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Display the video on the IWB:
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Pause the animation at different stages to ask the children what they
predict will happen next in this version of ‘Hansel and Gretel’? Who is
their favourite character? Why?
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After watching the animation of ‘Hansel and Gretel’ ask the children how
the characters felt in the story?
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How did Hansel feel when he saw the gingerbread house?
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How did Gretel feel when she saw the witch?
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How would you feel if you were transformed into an aardvark?
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Invite the children to think about a time they felt excited/ worried/scared?
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I feel excited when … , I feel scared when ….
http://www.schooltube.com/video/0038b5109debacd72818/
Plenary: Draw a picture of what makes you feel happy/worried/scared/excited.
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Activity 2: Story Whoosh
Learning Objective: To re-tell the story of ‘Hansel and Gretel’ using sounds,
acting and actions.
The Story Whoosh activity is adapted from: Drama Resource, David Farmer. (20102014) [Online] Available from: http://dramaresource.com/resources/features/284whoosh (Accessed: 12th January 2015)
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A large space is needed for this activity. The whole class sits or stands in a
circle.
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“We are going to tell the story together by becoming characters or objects
from the story. This is called the “Story Whoosh!”
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Each person will have a chance to step into the middle of the circle to tell
the next part of the story. If the children prefer to pass or go into the circle
in a pair or watch in the circle that’s okay.
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When the teacher says “Whoosh!” everyone says “Whoosh!” with her and
does the action and everyone in the centre of the circle returns to their
space in the circle.
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The teacher can model the activity for the class with volunteers and the
class can create an action for “Whoosh!” together.
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“Once upon a time… in a wood (The teacher asks three children to step
into the centre of the circle and make a still picture of a wood) there lived
Hansel, Gretel and their Mum and Dad”. The children creating the wood
stay, four more children act in role as the characters.
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The teacher and the class say, “Whoosh!” and all the children in the middle
of the circle return to their spaces.
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Remind the class that when they are in role as a character or being an
object they can speak the lines of dialogue or speak in role as that
character to help to tell the story. The “Whoosh!” can be used at any time
to continue the story and clear the space for the next part of the action.
Plenary: Tell me one thing you enjoyed about this activity and how we could use
it again?
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Activity 3: Puppet making
Learning Objective: To make a puppet and work in small groups to re-tell
the story with puppets.
Resources: Drawings of the characters (At the end of this section), colouring
pencils, classroom scissors, lollipop sticks, sticky tape.
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Using the drawings of Hansel, Gretel and the Witch available at the end of
this activity , create stick puppets of the characters with the class.
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Model colouring and cutting out the drawings for the class.
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Place one of the cut out puppet drawings on a lollipop stick and stick it
down with sticky tape.
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Repeat these steps to create the other puppets.
Extension: Make a puppet show of the story using the puppets.
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PUPPET ILLUSTRATIONS
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Unit 2: Storytelling and play
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Part 2: Word games and improvisation
English
Drama
SPHE
Music
Strand: Competence
and confidence in using
oral language.
Strand: Drama to
explore feeling,
knowledge and ideas,
leading to
understanding.
Strand unit: Oral
language.
Strand unit: Exploring
and making drama in
role during the
Illustration Station
game.
Strand unit: Cooperating and
communicating in
making drama.
Strand: Myself
Strand unit: Feelings
and emotions
Strand: Performing
Strand unit: Song
singing: show the steady
beat (pulse) when
performing familiar
songs, singing
games or rhythmic
chants.
Activities:
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'Fortunately, Unfortunately' game
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'Illustration Station' game
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'Yes, let’s' game
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'Boom Chicka Boom'
Objectives:
1. To watch, listen and respond to each other’s suggestions.
2. To create still pictures to tell a story.
3. To work together and to lead and follow instructions.
4. To listen and respond to the song.
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Activity 1: Unfortunately, fortunately story game
Learning Objective: To watch, listen and respond to each other’s
suggestions.
The Unfortunately-fortunately game is adapted from: Drama toolkit. (2010-2011)
[Online] Available from: http://www.dramatoolkit.co.uk/dramagames/item/plot/unfortunately-fortunately Accessed: 12th January 2015
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The game can be played in a large circle or in small groups at the table.
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Explain to the class that we are going to create a story together by going
around the circle and adding a line each.
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The only rule is that the lines alternate between: “Unfortunately, … and
Fortunately…”
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The teacher models an example for the class. Decide on a theme or a topic
if that is useful to begin the game.
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“Unfortunately, the shop was closed.” “Fortunately, I had packed a picnic
in my bag.”
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“Unfortunately, my yoghurt burst all over my bag.” “Fortunately, I loved
yoghurt.” The game continues around the circle.
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Encourage the children to play with the theme so the story can develop.
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Pause the game and ask for suggestions or ideas to develop the story.
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Activity 2: Illustration Station game
Learning Objective: To create a still pictures to tell a story.
The Illustration Station game was adapted from: Swale, Jessica. (2009) Drama Games
for Classrooms and Workshops. London, Nick Hern Books Limited.
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Choose a story full of colourful descriptions and big characters. A story the
class are learning about in English or Irish could also be used, or a
traditional tale like “Hansel and Gretel” or “Where the Wild Things Are”
by Maurice Sendak.
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Tell the class that they are going to work in role as the workers from the
“Illustration Station”, the place where pictures for picture books are
painted.
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The children sit in a large circle in groups decided by the teacher. Each
group works together to create a still picture to tell the story. They must
try this activity using only actions, no words!
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The teacher reads out a description from the story and claps, a group goes
into the circle and creates the still picture/live illustration for that piece of
text.
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When the teacher claps again the group sit down and listen to the next
description.
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The teacher claps again once the text has been read and another group
stands up and creates the next piece of text.
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Encourage the children to create as much detail as possible in their
pictures and to work together to create the illustration.
Extension: This activity could be extended by Thought Tracking the children
in role as characters and asking them to speak a line of text from the character
or object they are playing or to say how that character or object is feeling.
Plenary: Ask the class to give two stars of feedback for how well they worked
in their group and one wish for how they could work even better the next time.
Share ideas with the class. (Note: This is the 'two stars and a wish method'
where the feedback is in the format of two positives (stars) and one
improvement (wish.))
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Activity 3: Yes, let’s game
Learning Objective: To work together and to lead and follow instructions.
The Yes, let’s game is adapted from: Drama toolkit. (2010-2011) [Online] Available from:
http://www.dramatoolkit.co.uk/drama-games/item/improvisation/yes-lets Accessed:
12th January 2015
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This game is similar to “Follow the leader”, it can be played as a whole
class or in pairs or small groups.
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Ask the class to stand in a circle. To begin the teacher can model the
activity.
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The teacher begins and action and says, “Let’s put our hand on our head.”
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The class replies, “Yes, let’s” and they all put their hand on their heads.
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The next person continues the game by saying, “Let’s do a star jump.”
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The class replies, “Yes, let’s” and so on until everyone has had an
opportunity to suggest and carry out the action.
Extension: Ask the class to create a mini improvised scene using the “Yes,
let’s” concept. But this time they could go in role as characters, so they could be
Marie and François or Hansel and Gretel. Let's go on the Ghost Train”. “Let's
go to sleep”, etc.. If trying in role as characters de-role by doing a counting
shake out to bring the class back to being themselves in the classroom.
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Activity 4: Boom, Chicka, Boom
Learning Objective: To listen and respond to the song.
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This is a call and response activity.
Teacher: “ I said Boom, Chicka, Boom,”
Class: “I said Boom, Chicka, Boom,”
Teacher: “I said Boom, Chicka, Rocka, Chicka, Rocka, Chicka, Boom,”
Class: “I said Boom, Chicka, Rocka, Chicka, Rocka, Chicka, Boom,”
Teacher: “Uh huh”
Class: “Uh huh”
Teacher: “Oh yeah”
Class: “Oh yeah”
Teacher: “One more time,”
Class: “One more time,”
Teacher: “Robot style,”
Class: “Robot style, “
Repeat the song
The activity can be developed by trying different voices: The teacher could
ask the class for suggestions, or speak the song in the style of a monster, a
robot, etc.
On the last round of the song, the teacher says, “Last time”.
The Boom, Chicka, Boom song
https://www.youtube.com/watch?v=gSgtxBsz-Ik
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Unit 2: Storytelling and Play
Part 3: Character creation and sound design
English
Visual Arts
Strand: Competence
and confidence in using
oral language.
Strand: Construction
Strand unit: Oral
language
Strand unit: Making
constructions: exploring
and experimenting with
the properties and
characteristics of
materials in making
structures.
Making imaginative
structures.
Music
Strand: Composing
Strand unit:
Improvising and creating
the sequence of events in
the story through sound.
ICT
Strand: Enabling the
child to develop and use
ICT skills in the
attainment of
curriculum learning
objectives
Strand unit: Using
online learning tools to
create a soundscape for a
story.
Activities:
•
Junk model character
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Sound story
•
Soundscape
Objectives:
1. To make an imaginative structure of an ogress/monster from the play.
2. To improvise and create a sequence of sounds to tell the story from the
play.
3. To create a soundscape using ICT.
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Activity 1: Monster/ogress character
Learning Objective: To make a monster/ogress character from the play by
exploring the properties and characteristics of the materials.
Resources: Materials for creating junk models: Boxes, shoe boxes, bottle tops,
milk or juice bottles –plastic or card, crepe paper, old comics or newspaper,
paint, PVA glue, glue pasting sticks, paint brushes, water containers, straws,
sticky tape, paper fasteners.
This activity is adapted from Exemplar 20 from: The Visual Arts Primary
Curriculum Teacher Guidelines page 106.
National Council for Curriculum and Assessment, curriculum online, (1999 - 2015)
[Online] Available from: http://www.curriculumonline.ie/getmedia/b47c06be-46d94e98-828b-ff69537d7670/PSEC04A_Visual_Arts_Guidelines.pdf Accessed: 14th of
January 2015
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Follow the class rules for art projects led by the teacher.
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Place newspapers or sheets on the tables. The children can wear paint
coats if available.
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Today the class are going to create a monster character from the play,
After Dark by Mike Kenny.
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Ask the class to think about the description of the ogress and any other
monster-like characters they may have seen in picture books or cartoons.
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Was the ogress friendly in the play? Would you like to make friends with
the ogress? What words/adjectives could you use to describe the
ogress/monster?
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Ask the class to draw their own ogress/monster. What does it look like?
How does it move? Is it friendly?
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Ask the children to choose from the selection of materials available and to
use their drawing of the ogress/monster as a guide to construct their
model.
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Encourage the children to assemble their boxes and materials in different
ways until they are happy with their structure and it can balance.
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Glue the boxes together, ask the children to see if any parts of their
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ogress/monster model can be hinged? Can they use paper fasteners to
move the arms, hands?
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This activity could take place over a number of weeks. The children could
paint the model/structure the following week and add more details or
effects as the project continued.
Plenary: Display the children’s work at the end of each session/week. Ask the
children to discuss what they enjoyed about making the model/structure. Were
there any parts to making the model/structure that they found tricky? How did
they solve any problems they encountered?
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Activity 2: Soundscape
Learning Objective: To improvise and create a soundscape for the play.
The Soundscape activity is adapted from: Drama toolkit. (2010-2011) [Online] Available
from: http://dramaresource.com/strategies/soundscape Accessed: 14th January 2015
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Show the children a picture of a conductor on the Interactive Whiteboard
(available at the end of this activity).
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Show the class the picture of the orchestra, click on the conductor icon and
play the sound clip from the website:
http://www.classicsforkids.com/music/orchestra.asp
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Today we are going to imagine we are an orchestra and using our voices we
are going to create a soundscape of a city.
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Ask the class to think about sounds you might hear in a city. Note the
suggestions on the IWB.
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Ask the class to make the different sounds from the city: cars beeping,
buses slowing down, people chatting, engines roaring, traffic lights
beeping, the wind howling, rain falling.
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The teacher is in role as the Conductor and the class are the orchestra.
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When the teacher/conductor raises their hands the sounds get louder,
when the teacher/conductor lowers their hands the sounds get softer.
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An example of a soundscape of a rainforest is available on the Drama
Resource website: http://dramaresource.com/strategies/soundscape
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Image from: http://www.artscouncil-ni.org/news/ulster-orchestra-conductor-2014-15
Accessed: 14th of January 2015
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Activity 3: Create a soundscape using ICT
Learning Objective: I can create a soundscape using my ICT and listening
skills.
Resources: Computers, laptops and access to the Wild Music, Explore
soundscapes website: http://www.wildmusic.org/soundscapes/buildsoundscape
Adapted from: NEC Foundation, Wild Music, Explore soundscapes. (2007-2015)
[Online] Available from: http://www.wildmusic.org/soundscapes/buildsoundscape
Accessed: 14th of January 2015
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The teacher can try this activity before demonstrating to the class and have
a soundscape ready to show the class.
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The children can work in pairs in individually to create a soundscape using
the website: http://www.wildmusic.org/soundscapes/buildsoundscape
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The Build a Soundscape activity is created with the blocks, each block
represents a different sound.
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The soundscape is created by pressing on the blocks and dragging the
blocks into the blue tray on the screen. You click on the play button to hear
your soundscape.
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This activity can be developed by asking the children to think about the
sounds they wish to use and the different levels they want the sounds in
their soundscape to be heard at.
Plenary: Listen to the different soundscapes. Ask the children to give each other
two stars for what they thought went well in the soundscape and one wish to
make it even better.
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