Learning Goals

By the end of this lesson, students will be able to …

  • Learn more about their peers and build trust in each other as a class community.
  • Play with different types of body language, tones of voice, facial expressions, and gestures, to portray different emotions and respond to various fictional prompts.
  • Define “tableau” and apply their understanding to creating tableaux with different groupings of peers.
Materials
  • Blackboard or whiteboard
  • Chalk or whiteboard markers
  • A large open space
Terminology

Minds On

Whole Class > Oh, No You Don’t! 

Have the whole class stand in a circle. In this game, each student will share a fact about themselves that they think is unique only to them. They will share this fact aloud, and if the fact is not true to anyone else in the class, move on to the next student in the circle. If someone else in the class does resonate with the fact, they will step forward, shake their finger, and say, “Oh, No You Don’t!”  The student who shared the fact must then share something else unique about themselves. The game concludes once everyone in the circle has had a chance to share.

Considerations: You may choose to come up with a different signal than “Oh, No You Don’t!”, such as “So Do I!”, “Nuh-uh-uh!” Alternatively, you can have students come up with a sound effect that they can create with their voices, or a physical signal, such as clapping or snapping their fingers. Another consideration to keep in mind is that some students may struggle with finding something unique about themselves. Give the class a few moments to think and/or offer prompts to help them brainstorm. 

Teacher Prompts:

  • Do you have a unique pet?
  • Do you love an obscure band that not many people are familiar with?
  • Have you ever randomly injured yourself?
  • Do you have a ‘hot take’ or an ‘unpopular opinion’ about something mundane?

Considerations: If a student has shared two or three facts about themselves and hasn't found something unique to them that no one else shares, move to the next person in the circle.

Action

Whole Class > Foundational Drama Concept Mini Lesson

Ask students: Does anyone know what a tableau is? Listen and write the correct (or mostly correct) student definitions on the board. Possible brief definitions could be: a frozen picture where actors pause in a moment in time to represent an action or an interpretation of a theme. In a tableau, actors don’t move their bodies and are usually silent as well. 

Whole Class > Atom! 

Begin by having students walk around the room independently, encouraging them to fill the empty spaces as they walk (this can help them stay aware of their bodies so that they don’t bump into each other). While they are walking around the room, you can offer them prompts to respond that allow them to use their bodies, voices, and facial expressions in different ways. 

Teacher Prompt: How might a toddler move around the room? How might an astronaut walk on Mars? Uh oh, you’re running late for school! Congratulations, you’ve just won the lottery! On a scale of 1-10, show me what level 2 happiness looks like. Great, now you’re so happy, you’re at a level 10!

As they walk, you’ll call Atom! followed by a number (e.g., Atom, 5!). Hold up that many fingers as well, to offer students a visual cue. Students must then get into groups of 5 (or whichever number you call). 

Once in small groups, give students a prompt for a tableau that they will create together. Locations are a great starting point for tableau ideas (e.g., the school playground, a dentist’s office, the zoo etc.). Each group will then create a tableau that portrays the prompt. Give them a countdown of 10 seconds to create the tableau. If applicable, you can instead offer additional time to account for any information/auditory processing concerns or students who generally need more time for any reason.

After the countdown, call “freeze!” to prompt students to freeze in place. Walk around the room, offering praise as you see fit. Have students relax and then have them walk around the space once again. Repeat the previous steps.

For the last grouping, call “Atom, 4!” to create small groups for the next activity. If there are any students without a group, encourage them to join the group physically closest to them to make a group of 5. Give each group a number (e.g., Group 1, Group 2, etc.)

Small Groups > Tableau Creation 

In their groups, students will create a tableau that represents a mundane problem of some kind. Ensure each group comes up with their idea quietly, as they will be presenting their tableau to their peers, who will not know what the tableau is meant to represent. If students are struggling, feel free to offer them prompts (e.g., the printer isn’t working, you’re stuck in traffic, you spilled spaghetti sauce on your shirt, etc.). Give students 5 minutes to create their tableau. As you circulate the room, you can ask students to show you their tableau and offer them feedback as needed to ensure their tableau is clear.

When all groups are ready, have students sit down in an audience formation, and invite the first group to present their tableau (have them freeze for 10 seconds so that students in the audience can have a good look). Ask students in the audience to share what mundane problem they think the tableau is representing. Once the audience guesses the problem correctly, invite 4-5 volunteers to improvise a tableau alongside the original group that presents a solution to the problem. Continue this process until all groups have presented and had their problems solved!

Consolidation

Whole Class > Discussion

Invite students to sit in a circle. Facilitate a discussion about the learning today using the following questions, taking note of how students are understanding tableau.

Questions for Discussion:
  • If you had to explain what a tableau is to a Grade 3 student, what would you say?
  • What did you find easy about creating tableaux?
  • What did you find challenging about creating a scene without using your voices?
  • Why might actors use tableaux in plays or movies?
  • What kinds of purposes might tableaux serve?
Assessment for Learning (AfL)

Look out for how students are engaging throughout the lesson.

  • Do they understand the prompts you’re giving them?
  • Are they able to use their minds, bodies, and voices to respond to the prompts you’re giving them?
  • Are students modelling inclusive, collaborative behaviour?