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
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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