This lesson is a continuation of the creation in the space for the Site-Specific Theatre piece. It was the second full visit to the space and time spent creating in the space. (Approximately 2 periods)

Learning Goals
  • Gain a deeper understanding of Site-Specific Theatre
  • Understand the devising process
  • Interpret and reflect on visual art and be able to articulate those feelings to a group of peers
  • Gain a deeper understanding and appreciation for chosen pieces of art in the space
  • Gain a better understanding of movement and Physical Vocabulary
Readiness

If students are new to collective creation, you may wish to support their understanding of this form by exploring CODE's Judith Thompson: Collective Creativity - Visionary Voices resource: In this lesson, students will explore Judith Thompson’s philosophy of collective creation, focusing on authenticity, lived experience, ethical storytelling, and ensemble-authorship. Drawing from the video, students will examine how Thompson gathers stories from her students, honours their voices, identifies emotional and political, and social stakes, and balances authorship with respect. Students will engage in structured collective creation exercises, and will explore tension between individual vs. group needs and reflect on the ethics of representing lived experiences.

Terminology
  • Site-Specific Theatre
  • Devised theatre or Devising
  • Collective Creation
  • Physical Vocabulary
  • Stylized Movement
Materials
  • The paintings and the museum
  • A device to find and play music
  • Space to move and create

Minds On

Whole Class > Warm-ups

Use warm ups that warm up the voice as well as prepare the body for movement and tableau such as 8 Shake / Shakedown, Walk As, Statues or others (See CODE's Physical Warm-ups resource and Vocal Warm-ups resource for inspiration.)

Whole Class > Opening Circle

Recap what happened during Lesson 2 and how it connected to the Devised Collective Creation process. 

Teacher Note: See Readiness for some suggestions about preparing students to discuss collective creation.

Action

Whole Class > Physical Vocabulary

The students engaged in a quick example of a Physical Vocabulary and the characteristics of/criteria for creating a Physical Vocabulary. Click here for an example of a Physical Vocabulary.

Small Groups > Connecting to Lyrics & Interpreting

  • Each group is assigned a painting or piece of artwork.
  • After careful analysis and discussion, they need to agree upon one lesson, moral or theme that they learn from observing the piece.
  • Based on that lesson or theme, they need to search for a song that encapsulates the theme or lesson.
  • They need to analyse the lyrics to the song, identify words and phrases that they want to work with, then physically interpret the word or phrase. Through the analysis they put together a Dance Phrase (or Physical Vocabulary). 
  • Walk through the Physical Vocabulary as a group (PDF #3) 

Consolidation

Whole Class > Talking Circle

Gather the students together in a debrief Talking Circle.

Key Questions for Discussion
  • What worked? What didn’t work? What are your next steps?
  • What song did you choose? How does it fit? 
Differentiation (DI)
  • Alternative to movement or Physical Vocabulary where necessary.
  • Use an Exit Card as a Final Consolidation discussion if necessary.
Assessment as Learning (AaL)
  • Working through the collaborative and creative process with peers
  • Minds on warm up allows for building group mind and working on collaborative skills
  • Participating in the Consolidating Talking Circle
Assessment for Learning (AfL)
  • Talking Circle contributions
  • Physical Vocabulary stylized scene