This lesson expands on the work of the previous lesson. Students will revise, refine and perform a series of tableaux related to the poem “Art is Power”. Students will explore issues of equity and inclusion in their interpretations of Adjei’s work. Students will work collaboratively as an ensemble for a final performance of this poem.

Lesson Overview

Estimated Time: 1 class (75 minutes)

Learning Goals

At the end of this lesson, students will be able to:

  • Interpret a creative text in small groups and as a whole class
  • Connect their work through the lens of equity and inclusion
  • Work collaboratively to create a culminating performance of the text
  • Create, rehearse and perform the poem as an ensemble
Readiness

The final performance in this lesson builds on learning and work from the previous lesson.

Students need to have the ability to work collaboratively in small groups. 

Set up a large performing space with chairs and some blocks to help with levels/surfaces. Allow for a smooth rotation of groups to the stage area when their stanza comes up.

A Note on Safety

It is important when exploring poetry that exposes issues of exclusion and inequity, that teachers establish a safe space or “brave space” for students. Be cognizant that some students may not wish to share personal stories, and might need options to pass or opt out of some discussions. Consider having students voice their opinions and ideas separately (in their journal).

Terminology
  • Tableaux
  • Transitions
  • Movement
Materials
  • Chairs
  • Blocks
  • PDF #1 Art is Power
  • PDF #3 Scene/situation cards
  • Appendix 4 Journal Prompts
  • PDF #4 Performance Rubric

Minds On

Whole Class > Tableau in 10 Seconds

One student is given a “scene” or “situation” card (PDF #3), proceeds to the stage, and creates a tableau connected to the word on the card. As the teacher counts down from 10 slowly, the rest of the class will run and join the student and become a part of the “scene”, based on what they think is on the card and the first tableau.  

At the end the scene (card) is revealed by the teacher. Engage in a short debrief discussion with students.

Extend this activity by using thought-tracking.

Key Questions for Discussion:

  • What did you like about this exercise?
  • How important is clarity in tableau?
  • Is group tableaux more effective than an individual frozen picture?

Action

Small Group > Revising, refining your poem stanza performance

In small groups, students will revisit the work they did in the last lesson, fine-tuning their tableau work.

Students may consider the ideas/images presented by other stanza groups, and discuss transitions that might be effective for the whole ensemble to incorporate into the final product.

Allow students to rehearse their sections, and encourage as much memorization work as possible.

Remind students that there can be meaningful movement during the transitions from tableau to tableau, and to be aware of their entire bodies in those transitions as well as the frozen tableaux.

Whole Class > Culminating Task: Tableaux Performance of Poem

The teacher will design a “rotation” sequence in order for each group to, as seamlessly as possible, be the focal point of the scene when they are performing their stanza in the space.  This can take many forms, depending on the size or shape of your Drama space.

Once students have gone through the creative process to create their stanza performances, they are ready to present the poem.

Note: This activity could be done in one period, or over several periods. Extensions could include appropriate/subtle atmospheric music in the background, costumes, lighting and tech.

Consolidation

Individual > Final Reflection Journal

Once the poem has been performed, have students reflect on the remaining two journal prompts for final reflection (Appendix 4).

Assess the journal using this Journal Rubric from the CODE website.

Connections

Students should use their knowledge of the poetry text along with issues of equity and inclusion with the elements of tableau in their work.  This work could be extended/refined to be performed in a public forum (ie: Uplifting Black Voices Assembly or Defining moments and members of the Black Community)

Differentiation

Consider giving students the option of designing tech suitable to the tone and mood of the performance.

Assessment of learning

Assess culminating scenes/performance using Appendix #7 Performance Rubric

Additional Resources

Continue or extend the discussion to the art of spoken word and poetry. Brick Books “The Brickyard” is one possible resource.