March/April
Theatre Focus Lesson 1a:
Target: Recognizes and uses actor neutral.
Criteria: Moves and freezes normally.
AEl 1.1 concepts: body, neutral
AEl 1.1.2 principles of organization: tableau
AEl 1.4: applies audience skills
N/A Arts: active freeze body neutral super expressive body tableau
Using exaggerated and dynamic physical expression helps actors to convey emotion, character attributes, and states of being in order to tell stories.
March/April
Theatre Focus Lesson 1b:
Target: Applies projection to AEl 1.1 concepts: speaking in an auditorium.
vocal center
AEl 1.2 skills and techniques:
Criteria: Presents a spoken projection phrase in a loud, clear voice heard throughout a large space.
N/A Arts: center diaphragm vibration projection
March/April
Theatre Infused Lesson 1c:
Target: Understands and conveys characteristics and temperament as a complete portrayal of the animal.
Criteria: Combines attributes of shape and movement with an emotional quality or behavior in a full upright physical representation of an animal.
AEL 1.2 skills and techniques: imitates and uses movement
AEl 2.2 creative process: gathers information
AEl 3.1 expresses ideas feelings expressed through the arts
WEL 2.1.2
Understands how to create mental imagery
Arts: character characteristic emotional quality temperament trait vibrant
Projecting sounds from the body center produces a loud, clear voice.
Identifying and portraying specific animal characteristics and temperament through upright movement can create a vibrant expression of that animal.

ARTS I~PACT....lN.SI.ITUT.E
Core Program Year 1 Arts Foundations
THEATER LESSON The Super Expressive Body
Artist-Mentor: Dave Quicksall Grade Levels: K - Fifth Grade
Examples:
Enduring Understanding
Using exaggerated and dynamic physical expression (The Super Expressive Body) helps actors to convey emotion, character attributes t and states of being in order to tell stories.
Target: Recognizes and uses actor neutral.
Criteria: IVloves and freezes normally.
Target: Understands and demonstrates an active freeze.
Criteria: Holds an exaggerated, frozen position that represents an emotion, character or state of being.
Target: Makes a specific physical choice to convey actions.
Criteria: Uses posture and movement choices to communicate a specific emotion, character, or state of being.
Target: Communicates a non-verbal narrative using the body.
Criteria: Creates and performs a story using specific physical choices that communicate character and action.
Teaching and learning Strategies
1.
Instructs students to walk around the class as themselves.
Prompts: In theater we call movement without character added to it as neutral.
When you are acting as yourself, you are neutral.
Student: Walks around the class in a neutral manner.
2. Guides directional change.
Prompts: When I clap my hands-you change direction.
Change direction quickly and sharply without thinking about it. Change direction every time I clap.
Student: Walks in a different direction.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
3. Introduces the concept of Freeze. Prompts.' We will walk around the room (not as a character, just as ourselves). I will shout out ''Freeze!'' and you freeze wherever you are. I will then callout a word and you tum your body into a statue ofthat word.
Student: Walks around until teacher says "Freeze!" Turns body into statues of the given words.
Embedded Assessment: Criteria-based teacher checklist-room scan, reverse checklist
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body

4. Calls the first cue.
(e.g. banana).
Observes group to make sure everyone understands what they are to do. The exercise continues with other options: policeman, teacher, pirate, rock star, baby, tiger, astronaut, wizard, monkey, etc. After a few statues, teacher introduces the concept of exaggeration.
Prompts: Focus on your own work instead of looking around to see what everyone else is doing. Now I want you to exaggerate your statue; make it ten times bigger! Use your Super Expressive Bodies to exaggerate the statue you already have.
Student: Responds to first and subsequent word cues.
THE SUPER EXPRESSIVE BODY
5. Divides class in half for
exercise, giving each group several opportunities to creates frozen tableau of given situations. Leads the audience-half of the class in a group reflection of what they see.
Prompts: Actors tell entire stories with just their bodies.
We7e going to start by interpreting one word. When I say 3,2,1, Click!, make a committed exaggerated physical choice and create a frozen picture together of the cue. (e.g. the beach, a grocery store, a gym, etc). As you create the picture, no talking! In the theater, when we create a frozen picture, we call it a "tableau." Tableau is French for painting.
Student: Upon hearing "I Wish I Had a Picture of a (word), makes a physical choice fitting with the group tableau. Participates in audience reflection on what is seen.
Embedded Assessment: Criteria-based peer/group critique
6. Divides class into small groups to tell a story non-verbally.
Prompts: I am going to assign your group a nursery rhyme. Your job is to work together to tell the story of the rhyme without talk. The class will then attempt to guess your nursery rhyme. You have three minutes-Go! Don't forget, exaggeration is a great tool to use in your storytelling.
Student: Works with group to cast and rehearse the non-verbal story. Participates as an audience member, watching group performances and attempting to identify nursery rhymes.
Embedded Assessment: Criteria-based peer/group critique; teacher checklist
Performing Arts: active freeze, body, neutral l
Super
Expressive Body, tableau
Performing Arts:
Tacoma, WA
Broadwav Center for the Performing Arts: Mad
Science: CSI Investigation Show Way 017 Tour, Spirit Horse l
Billes Joume~ The Phantom Tollbooth, Red Riding Hood and Other Stories
Seattle, WA
Seattl~ Children's Theg.tre:
Bluenose, The Wizard of Oz, Tomas and the Libraly Lady,
Pharaoh Serket and the Lost Stone of Fire, A Tale of Two
Cities, Goodnight Moon, I Was A Rat!
AEL 1.1 concepts: body, neutral
AEL 1.1.2 principles olorganization: tableau
AEL 1.4
applies audience skills
- - - - - - - - - - - ' - - - - - - - - _ . _ - - - - - - - - -
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body

THEATER LESSON - The Super Expressive Body
SElf-ASSESSMENT WORKSHEET
Student
Name:
Actor Neutral
Moves and freezes normally
Exaggeration
Holds an exaggerated, frozen position that represents an emotion, character or state of being
Character
Uses posture and movement choices to communicate a specific emotion, character, or state of being
Narrative
Creates and performs a story using specific physical choices that communicate character and action
Total
4
Criteria-based Reflection Questions:
Self-Reflection:
How does using exaggeration create a Super Expressive Body?
Peer to Peer: How did your peers communicate a character or story part using a Super
Expressive Body?
Name: Date: _
Arts Impact Core 1 - Arts Foundations Summer Institute - Theater - The Super Expressive Body

I~PACT
THEATER LESSON The Super Expressive Body
ASSESSMENT WORKSH EEl
Students
Actor Neutral
Moves and freezes normally
Exaqqeration
Holds an exaggerated, frozen position that represents an emotion, character or state of being
Character
Uses posture and movement choices to communicate a specific emotion, character, or state of beinq
Narrative
Creates and performs a story using specific physical choices that communicate character and action
I
Total
4
8.
9.
10.
11.
12.
13.
14.
1.
2.
3.
4.
5.
6.
7.
19.
20.
21.
22.
23.
15.
16.
17.
18.
24.
25.
26.
27.
28.
Total
Percentaqe
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection:
How does using exaggeration create a Super Expressive Body?
Peer to Peer: How dId your peers communicate a character or story part using a Super
Expressive Body?
Thoughts about learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson
Which classroom management techniques supported learning?
Teacher: Date:
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body
.

Dear Family:
Today your child participated in a theater arts lesson. We talked about developing a Super
Expressive Body so that we could tell stories effectively, the way actors tell stories.
We used our Super Expressive Bodies to:
<II • • • • create characters and express emotions or states of being.
<II • • • • create frozen snapshots of different environments like the zoo or the beach.
<II • • • • tell the story of a nursery rhyme without talk. Then the audience tried to guess the nursery rhyme.
At home you could ask your child to teach you to play "on/off" to show an actor neutral position, and practice using the Super Expressive Body to become different characters.
Using exaggerated and dynamic physical expression (The Super Expressive Body) helps actors to convey emotion, character attributes, and states of being in order to tell stories.
Arts Impact Core I - Arts Foundations Summer Institute - Theater - The Super Expressive Body

Core Program Year 1 Arts foundations
THEATER LESSON finding Your Big Voice
Authors:
Norman and Dave Quicksall Grade Levels: Second - Fifth Grade
Example:
Enduring Understanding
Projecting sounds from the body center produces a loud, clear voice.
Target: Identifies and isolates personal body center (the diaphragm).
Criteria: Hums vocal vibrations from the diaphragm.
Target: Creates vocal sounds and words without stress or tension.
Criteria: Uses a clear, open sound.
Target: Applies projection to speaking in an auditorium.
Criteria: Presents a spoken phrase in a loud, clear voice heard throughout a large space.
Target: Combines physical and vocal choices in a single exaggerated expression of a word.
Criteria: Creates a simultaneous exaggerated expression using body and voice.
Teaching and learning Strategies
1.
leads students into an exploration of vibrations that are created from the center of the body (the diaphragm) through humming. Instructs students to hum and touch their toes.
Prompts students to unbend their bodies to a standing position, humming all the while. When students have reached their full height, prompts students to release the sound by simply opening their mouths and letting it out.
Prompts: Relax the body. Don't forget to breathe.
Sustain the sound as though on a long sigh ofrelief. Don't force the sound as you open your mouth, just let it spill out.
Student: Finds center and identifies the diaphragm from the vibrations in the body caused by the humming.
Embedded Assessment: Criteria-based self-reflection
2.
Divides students into pairs and leads them in the "HEY!" exercise, which "Frees" the voice from the body. Guides students to decide on who is "A" and who is "B". Repeats as often as necessary to achieve criteria.
Prompts: Connect to your center. Feel the desire to communicate before using the voice. Don't strain or push the sound. Think of the sound coming from your center and not from your throat
Student: Acts out the follOWing scenario: "A" is waiting for a bus and sees "B" across the street.
"A" feels an overwhelming desire to callout to "B" and does so by saying "HEY!" with a big voice. "B" acknowledges "A" and returns the greeting. Repeats as often as necessary to achieve criteria. Releases the voice and communicates to partner with an open channel and with no visible signs of tension. Evaluates partner by watching how s/he says "HEY!" and gives critical feedback.
Embedded Assessment: Criteria-based peer critique
Arts Impact Core I - Arts Foundations Summer Institute - Theater - Finding Your Big Voice
5-8

3. Assigns phrases from the phrase sheet that the students will use to project from the stage into the auditorium.
Prompts: Open the channel to your center. Think about where you are sending the words.
Student: Practices, refines and presents a phrase that is heard throughout the auditorium.
Evaluates classmates as to how well they were heard in the auditorium.
Embedded Assessment: Criteria-based teacher checklist; peer critique; class critique and personal and peer reflections
Performing Arts:
Tacoma, WA
Broadway Center for the
Performing Arts: Mad Science: CSI
Investigation, Show Way on Tour, Spirit
Horse, Blues Journe~ The Phantom
Tol/booth Red Riding Hood and Other
Stories
AEL 1.1 concepts: vocal center
AEL 1.2: skills and techniques: projection
Seattle, WA
Seattle Children's Theatre:
Bluenose, The Wizard of Oz, Tomas and the Library Lady, Pharaoh Serket and the Lost Stone of Fire, A Tale of Two
Cities, Goodnight Moon, I Was A Rat!
Classroom Resource: Phrase sheet
Exercise Resource: Kristin Linklater,
Freeli7 the Natural Voice
Arts Impact Core I - Arts Foundations Summer InstItute - Theater - Finding Your Big Voice
5-8

PERSONAL ASSESSMENT WORKSHEET
Partners: Observed by:
What!
Heard:
HEY!
First Second
Finding Your Big Voice
Peer Reflection
Third Last
------o-~----(7utffere----------------------------------- -------------------------------------------------------------------------------
2.ERSONAUSSESSMfNT WORKSHEET
Finding Your Big Voice
Peer Reflection
Partners: Observed by:
What I
Heard:
HEY!
First Second Third Last
------o-~----(7utffere----------------------------------- -------------------------------------------------------------------------------
PERSONAL ASSESSMENIWORKSI:IEET
Finding Your Big Voice
Peer Reflection
Partners: Observed by:
What I
Heard:
HEY!
First Second Third Last
Arts Impact Core 1 - Arts Foundations Summer Institute - Theater - Finding Your Big Voice
5-8

lESSQN..£.lA~
THEATER LESSON - finding Your Big Voice
ASSESSMENT WORKSHEET
Students
Personal Body Center
Hums vocal vibrations from the body center
Uses a c1ear( open sound
Vocalization and Projection
Presents a spoken phrase in a loud( clear voice without stress or tension heard throughout the auditorium
Total
3
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
20.
21.
22.
23.
16.
17.
18.
19.
24.
25.
26.
27.
28.
29.
30.
Total
Percentaqe
Criteria-based Reflection Questions: (Note examples of student reflections.)
Self-Reflection:
What do you notice about your breathing when you are projecting best? What do you notice about your sound?
Peer to Peer: How was your peer standing when they projected best?
Thoughts about Learning:
Which prompts best communicated concepts? Which lesson dynamics helped or hindered learning?
Lesson Logistics:
Which classroom management techniques supported learning?
Teacher: __ _______.
Date:
Arts Impact Core I - Arts Foundations Summer Institute - Theater - Anding Your Big VOIce
5-8
_

Dear Family:
Today your child participated in a theater arts lesson. We talked about ways to project the voice in a theater.
@
We found our center by realigning the body and using our diaphragms. We sustained sound as though it was a long sigh of relief.
@
We learned to "free" the voice from the body. Instead of straining to push out sound, we connected to the body center and communicated to a partner.
@
We spoke different phrases and projected from a stage into an auditorium.
At home you could project across the liVing room, then across the back yard.
Projecting sound from the body center produces a loud and clear voice.
Arts Impact Core I - Arts Foundations Summer Institute - Theater - Finding Your Big Voice
5-8

CLASSROOM RESOURCE
Phrases for Big Voice practice.
1.
Allison Beals had twenty-five eels.
2.
Toot a whistle, kick a can.
3.
I like to fly from roof to roof.
4.
Don't keep things locked up deep inside.
5.
Hop toads hop, but hogs are fatter.
6.
The hot winds slapped my face.
7.
Stars explode.
8.
I am the color of night.
9.
The big wind will come.
10.
Cats sleep fat.
11.
My mother roared like the ocean.
12.
You t'ink me name chicken!
13.
Make music with your life.
14.
It's lemonade. It's lemonade. It's April!
15.
It's spring when the world is puddle wonderful.
16.
Hold fast to dreams.
17.
My belly starts to bubble.
18.
Listen, it's raining rhythm.
19.
Quick, sunrise, come....
20.
He's got a nose like strawberries
Shel Silverstein
Shel Silverstein
Alma Luz Villanueva
Walker Gibson
Donald Hall
Nancy Gorell
Naomi Shihab l\lye
Lucas Smiraldo
Simon Ortiz
Rosalie Moore
Pat Mora
Ashley Bryan
Bob O'Meally
Marcia Masters e.e. cummings
Langston Hughes
Willie Perdomo
Mariahadessa Ekere Tallie
Langston Hughes
Dylan Thomas
Arts Impact Core I - Arts Foundations Summer Institute - Theater - Finding Your Big Voice
5-8

Sample Lesson Plans
SCHOOL: IVIT. MEADOW GRADE: K THEATER ARTS
Teacher: Karen Petschauer Artist-Mentor: Dave Quicksa//
Reflects attributes of shape and movement of a specific animal.
Combines shape with emotional quality to represent animal.
How do actors use their bodies to communicate animal characters?
Identifying and portraying specific animal characteristics and temperament through upright movement can create a vibrant expression of that animal.
Students use vibrant, upright movement to convey the characteristics and temperament of specific animals.
Evidence
Student learning
Knowledge and skills: The student:
Target: Identifies and portrays characteristics of an animal.
Criteria: In an upright position, moves in a way that reflects attributes of shape and movement of a specific animal.
Target: Identifies and portrays the temperament of an animal.
Criteria: Uses specific movements linked with an emotional quality or behavior of a specific animal.
Upright movement reflecting characteristic and temperament of a specific animal.
Target: Understands and conveys characteristics andtemperament as a complete portrayal of the animal.
Criteria: Combines attributes of shape and movement with an emotional quality or behavior in a full upright physical representation of an animal.
Day 1:
1.
Teacher: Reads Brown Bear, Brown Bear by Bill Martin Jr., illustrated by Eric Carle: talks about illustrations and animals in the book.
Student: Discusses animals in the story.
2. Teacher: moves.
Asks students to move through the room as a specific animal without prompts of how the animal
Student: Moves through the room in character as the specific animal.
3. Teacher: Introduces dictionary-looks up definition of characteristics after asking students what they think it means. Asks students to generate a list of words that describe the characteristics of the specific animal. Has students move through the room again incorporating the characteristics they brainstormed.
Prompts: When you think ofa (animal) what words would you use to describe them? When you think ofan (elephant) how do you picture it moving? How would you describe how they look? Ifyou gave that animal a hug how would it feel?
Embedded Assessment: Criteria-based checklist
Student: Participates in generating a list of descriptive words about the specific animal. Moves through the room again incorporating the characteristics they brainstormed. Repeats activity several times portraying different animals.
109 Arts Impact Final Report: 2003-2004

Sample Lesson Plans
Day 2:
1.
Teacher: Reviews Day 1 discoveries: Portrays several animals as review.
Student: Discusses animals in the story.
2. Teacher: Asks students to generate a list of words that describe the temperament or behavior of the animal. Has students move through the room incorporating the qualities they just brainstormed.
Prompts:
When you think ofa (animal) what words would you use to describe the animal's behavior or temperament? When I think ofan elephant I imagine the elephant feeling vety proud. Can you show me a proud elephant body? How else might an elephant feel? Can you show me with your body? Embedded Assessment: Criteria-based checklist
Student: Participates in creating a list of descriptive words to show the temperament and behavior of animals.
Moves through the room incorporating the qualities brainstormed.
3.
Teacher: Asks students to describe an animal by using a characteristic and a temperament using words from the generated lists. Has students move through the room demonstrating the combination of the two elements.
Prompts: Let's review some of the things we wrote for characteristics and some of the things we wrote for temperament/emotion. Let's choose one word from each list to describe an (elephant). Now let's move through the room using our bodies to show the (prou~ stomping elephant). Embedded Assessment: Criteria-based checklist
Student: Moves through the room demonstrating a combination of both elements.
Vocabulary
• character
• characteristic
• emotional quality
• temperament
• trait
• vibrant
Selected Resources
Classroom Materials: Brown
Bear, Brown Bear by Bill Martin Jr., and books and pictures about animals
Student Applications of
Learning
Students use upright body position to convey characteristics and temperaments of animals.
Essential learnings
AEL 1.2
Skills and techniques; imitates and uses movement
AEL 2.1
Creative process; gathers information
AEL 3.1
Expresses ideas feelings expressed through the arts
Arts Impact Final Report: 2003-2004 110

Sample Lesson Plans
Knowledge and skills: The student:
Target: Identifies and portrays characteristics of an animal.
Criteria: In an upright position, moves in a way that reflects attributes of shape and movement of a specific animal.
Target: Identifies and portrays the temperament of an animal.
Criteria: Uses specific movements linked with an emotional qualityor behavior of a specific animal.
Target: Understands and conveys characteristics andtemperament as a complete portrayal of the animal.
Criteria: Combines attributes of shape and movement with an emotional quality or behavior in a full upright physical representation of an animal.
Student
Characterization
In an upright position, moves in a way that
Uses specific movements linked reflects attributes of with an emotional shape and movement of a trait or behavior of a specific animal.
specific animal.
Combines attributes of shape and movement with an emotional quality or behavior in a full upright physical representation of an animal.
Total Points
3
Student l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ll.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Total
Percentage
Mean
Median
!.
i i i '
./
Arts Impact Final Report: 2003-2004
Characterization
In an upright position, moves in a way that
Uses specific movements linked reflects attributes of with an emotional shape and movement of a trait or behavior of a specific animal.
specific animal.
Combines attributes of shape and movement with an emotional quality or behavior in a full upright physical representation of an animal.
Total Points
3
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111

Sample Lesson Plans
Teacher Comments:
Arts Impact Final Report: 2003-2004 112

Sample Lesson Plans
1.
Identifying and portraying specific animal characteristics and temperament through upright movement can create a vibrant expression of that animal.
113
Arts Impact Final Report: 2003-2004