Learning Goals

By the end of this lesson, students will:

  • learn the functions of the chorus, tragedy/comedy, and the elements of Greek Theatre that were informed by habitual religious practices
  • develop understanding about myths and consider their role in our lives
  • improvise using narrative, gesture, facial expressions, and body language
Materials
  • chart paper/white boards and markers (optional)
  • handout and/or show film clips about Greek theatre (see Appendix 6)

Minds On

Small Groups > Typewriter

  • One person narrates an improvised story while 4-5 players act it out simultaneously on stage. This could be a story that the student invents, or one that incorporates natural phenomena, such as thunderstorms, waterfalls, rivers, the invention of the stars, etc.

Action

Whole Class / Small Group > Discussion

  • This activity could be done as a whole class discussion, or as a small-group brainstorm with chart paper and markers. Teacher Prompt:
    • What is a myth? What elements do myths often have?
    • Where do myths come from?
    • With which myths are you familiar?
    • Can you think of any books/movies/video games, that closely resemble myths, or contain mythic elements? (such as the quest, the hero, etc.)
    • What do myths try to explain about ourselves and the world we live in?

Consolidation

Whole Class > Greek Theatre Introduction

  • Distribute handout and/or show film clips about Greek theatre. Go over functions of the chorus, tragedy/comedy, etc.

Small Groups > Typewriter Myths

  • Ask volunteers to narrate the Typewriter game with myths that they know well.
Assessment for Learning (AfL)
  • Gauge student awareness of myths and of Greek Theatre to inform further study as needed
  • Use anecdotal records as a diagnostic about student use of body language and facial expressions, etc. from the Typewriter activity