Shadow puppetry flesh and blood11/22/2023 ![]() ![]() What props need to be represented to create the space?ĭiscuss and define each character's traits, qualities, and attitudes, and use these to help describe their physical appearance.Draw pictures of the different places in which the action of the story takes place. In what ways do the stories reflect the culture they came from?Ĭreate the space in the story that allows the action to flow.What can you tell about the characters from their body language?.Understanding traditional shadow puppetry Discuss the features of shadow puppetry:.Show exemplars of shadow puppetry – an authentic puppet, and a video.Did the character/s behave in a way that was true to their personalities.Students are assessed on their ability to incorporate the elements and conventions into the adaptation of the myths to strengthen the modern day story. Record the process as it happens by making notes on the worksheet provided. ![]() Move through the freeze-frames (from one improvisation to the next) until the story is devised.Are the character's intentions believable?.Obtain/give feedback to answer these questions:.Using the first freeze-frame as a starting point, improvise the story until the moment in time of their second freeze-frame.Why does/does not this freeze-frame reflect the crisis point?.In what ways do levels contribute to the effectiveness of this freeze-frame?.Can you see the tension in the bodies of the characters in this scene?.What changes are there in the characters' attitudes?.How could this be shown in a freeze-frame?.What relevance does this story have to today?.How can the convention of slow motion be used to heighten the point of focus in a scene?.What elements and conventions will you use to strengthen your story?.Each group reflects on the previous group's work, commenting on the effectiveness of:.Groups show freeze-frames to the class.Journal entry: Freeze-frame images to structure the story.Journal entry: Developing a character through flashback.Present this flashback as a freeze-frame and show the class. Students think of a moment before the crisis point of this story.Students think about the main crisis point in their story.Hot seat each character to get a sense of who s/he is.ĭevise a story using flashback and freeze-frames, that is, students create still pictures that describe the key moments in the story.In-groups, students discuss the theme they will choose.For example, the story of Icarus flying too close to the sun and causing his wings to melt just as his father predicted, could be updated to parents warning about unprotected sex, then a teenager ignoring them and getting pregnant. As a class, discuss how the themes of these myths could be translated for today's world.Combine the conventions within the re-telling.Re-tell the chosen myths, using a variety of dramatic elements and conventions, such as:.'A' tells a story beginning "Once upon a time.".'B' tells a story beginning "Once upon a time.".student 'A' lays picture in front of student 'B'.Ask students to draw the image that touched them in the story.Key questions to guide formative assessment and/or develop the drama Drama Senior Secondary Teaching and Learning Guide.Journal Entry: Developing a Character through Flashback.Understanding traditional shadow puppetry.Journal Entry: Features of Indonesian Shadow Puppetry.Journal Entry: Creating a Shadow Puppet.Journal Entry: Using Freeze-frame Images to Structure the Story.'Now That the Rain Has Stopped the Sheep Will Be Dry Enough to Shear'.No Nukes in the Pacific: Making Yourself Heard.Huia beak brooch: 'I just didn't think!'.Back to the 'Jump link' navigation, at the top of the page Arts Online sub navigation ![]()
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |