Social+Sustainability+and+Armed+Conflict


 * ADA4O**

**Unit Plan** // **"EN(ACT)ING CHANGE"** // __** Social Sustainability and Armed Conflict through Drama **__ //**with Guerilla Theatre**//

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=Unit Summary= In this unit students will learn about social sustainability and its relationship to themselves and the world around them, particularly how it relates to armed conflict. These will be explored through various drama activities, with a focus on guerrilla theatre. At the end of the unit, students will put on a collectively created guerrilla theatre piece in a public place. Students will also work on individual GT assignments about a topic they will choose, about which they would like to see and enact change.

=Overall Expectations= By the end of this unit, students will:
 * describe various approaches to acting
 * demonstrate an understanding of various aspects of the elements, principles, and techniques of dramatic arts
 * interpret a variety of roles/ characters, using the techniques of character development
 * create and present an original or adapted dramatic work
 * identify strategies for audience involvement and response, and incorporate them in the creation and performance of dramatic presentations
 * evaluate each of the steps taken in the process of creating and presenting their dramatic pieces, using appropriate dramatic arts terminology
 * evaluate dramatic performances presented in the school and the community
 * explain how dramatic arts represent, influence, and contribute to culture and society
 * explain how the study of dramatic arts can foster self-development and global awareness
 * analyse the personal, social, and career skills aquired through the study of dramatic arts

=Specific Expectations= By the end of this course, students will: __Role/ Character__:
 * describe the process of creating a character (e.g., script analysis, character analysis, experimentation with movement and voice)
 * describe methods of re-creating roles and characters in a script, and of presenting them convincingly (e.g., methods involving observation, analysis, improvisation, rehearsal)

__Elements, Principles, and Techniques__: __Creating:__
 * describe how the elements of a dramatic setting are affected by the type of drama, the identified theme, and the available performance space
 * describe the conventions of different forms of drama (e.g., kabuki, bunraku, theatre of the absurd)
 * create the inner and outer life of a character, using a variety of strategies (e.g., improvisation, research, textual analysis)
 * develop the background of a character, using appropriate techniques (e.g., writing in role; analysing a character's motivation and influences)
 * reinterpret roles in rehearsal and performance, demonstrating insight into the characters
 * apply appropriate voice and movement techniques in rehearsal and performance
 * create an original or adapted dramatic presentation, using a variety of strategies (e.g., research, improvisation, workshop techniques)
 * create a working script for production, using a variety of strategies (e.g., improvisation, revision of drafts, experimentation with time and place)

__Presenting__:
 * demonstrate the ability to take responsibility, both as an individual and as a member of a group, when working in a theatre ensemble (e.g., making artistic decisions, give support to others)
 * identify the needs and interests of different audiences, and use the elements and principles of drama in ways that are appropriate for each audience
 * select and prepare an original or adapted dramatic presentation for a specific audience (e.g., scenes from a Shakespeare play for an English class, a presentation on violence against women for health education class)
 * de monstrate an understanding of the dynamic role of the audience in a live performance (e.g., the audience may laugh in response to an action, or may "give advice" to characters)
 * use technology effectively (e.g., synthesized music for sound effects, animated slides projected as backgrounds) to convey theme, setting, or time

__Analysis and Evaluation__ :
 * evaluate their dramatic presentations, using specific criteria
 * explain how skills, con cepts, ans theories in dramatic arts are applied in the creation and performance of drama
 * justify their artistic choices of elements, principles, and techniques in their dramatic presentations
 * demontrate an ability to review theatre performances given in the school, in the community, or on video

__Personal Development and Career Preparation__:
 * analyse, through journal writing, discussion, and questioning, the significance of what they have gained from their artistic experiences

=Culminating Task= The Culminating Task for this unit will be a performance by the whole class in he style of Guerrilla Theatre, to be performed in a public or semi-public place or places. Possible locations can include busy street corners (eg. Dundas Square), in front of city hall, outside or inside a mall, or outside the school. This task can also be timed to coincide with Remembrance Day, such that all or part of the piece can be performed during an assembly. To generate the collective piece, students will conduct and bring to class various types of research, finding statistics, first-person accounts and interviews, literature, poetry, and other forms of primary source material. They will then work in small groups to present this material and, with the teacher, incorporate it into the unified Guerrilla piece. By the performance, each student will have created and presented to the class a monologue, based on a character developed in class, and two short group scenes. The teacher will select from these the pieces that will make up the culminating performance, ensuring that each student has at least one monologue or scene to perform. Students will also submit a 5-page paper that will include reflections they have been generating throughout the unit, as well as a reflection on the performance(s), and audience reactions. In the paper, students will evaluate their own performances based on specific criteria, as laid out in the rubrics for the culminating task and the subtask (see below). Students will discuss:
 * their own process of creating a character, scene, and performance
 * how the type of drama (guerrilla theatre) and its conventions affect their choices
 * the theme of the piece as it relates to GT
 * skills required to generate and perform a successful GT piece
 * their experiences with audiences and the community

Rubric

 * ||= **Level 1** ||= **Level 2** ||= **Level 3** ||= **Level 4** ||
 * Identification of strategies for audience involvement and response and incorporation in the creation and performance || identifies some strategies for audience involvement || identifies strategies for audience involvement and tries to incorporate them || identifies strategies for audience involvement and incorporates them somehow || identifies and successfully incorporates strategies for audience involvement ||
 * explanation of how dramatic arts represent, influence, and contribute to culture and society and how dramatic arts can foster self-development and global awareness || demonstrates limited clarity in the explanation || demonstrate moderate clarity in the explanation || demonstrates considerable clarity in the explanation || demonstrates a high degree of clarity in the explanation ||
 * understanding of various aspects of the elements, principles, and techniques of dramatic arts - conventions of Guerilla Theatre- how the dramatic setting is affected (by the type of drama, the theme, available performance space, etc.) || demonstrates limited understanding of elements, principles, and techniques || demonstrates some understanding of elements, principles, and techniques || demonstrates considerable understanding of elements, principles, and techniques || demonstrates thorough and insightful understanding of elements, principles, and techniques ||
 * analysis of the "gains" (acquired personal, social, career skills, etc.) || uses critical analysis with limited clarity and effectiveness || uses critical analysis with moderate clarity and effectiveness || uses critical analysis with considerable clarity and effectiveness || uses critical analysis with a high degree of clarity and effectiveness ||
 * evaluation of each of the steps taken in the process of creating and presenting (use of appropriate dramatic arts terminology) || demonstrates limited evaluation of some of the steps || demonstrates moderate evaluation of all the steps || demonstrates considerable evaluation of all the steps || demonstrates thorough evaluation of all the steps ||
 * review and evaluation of dramatic performances presented in the school and the community as well as their own performance || demonstrates limited clarity in reviews and evaluations || demonstrates moderate clarity in reviews and evaluations || demonstrates considerable clarity in reviews and evaluations || demonstrates a high degree of clarity in reviews and evaluations ||
 * development, interpretation and convincing presentation of the character, using the techniques of character development - character analysis (motivation, influences)-experimentation with movement, voice- rehearsal || demonstrates limited development and/ or limited insight into the character || demonstrates some development and some insight into the character || demonstrates either thorough development or insightful presentation of the character || demonstrates thorough development and insightful, convincingly presentation of the character ||
 * creation and presentation of an original guerilla theatre piece using a variety of strategies (e.g., research, improvisation, revision of drafts, experimentation with time and space, etc.) || demonstrates limited variety of strategies in the creation OR presentation || demonstrates limited variety of strategies in the creation and presentation || demonstrates a high degree of variety of strategies in the creation OR presentation OR demonstrates a considerable degree of variety of strategies || demonstrates a high degree of variety of strategies in the creation and presentation ||

Subtask - Video Project
The video assignment gives students an opportunity to show their individual and personal connections with the work. Students will develop a short guerrilla theatre piece, with the purpose of enacting a change in an area of social sustainability of their choice. Students will perform their piece in a public or semi-public place, and record themselves and the reaction of their unsuspecting audience (students could be formally paired up to record each other's pieces). Students will first choose a topic, which may be the topic they chose in Lesson 1, or may be a new topic. Students will conduct their own research and put it together to develop a character, movement, monologue and performance using any of the techniques studied to date. Performance ideas must be cleared with teacher before the presentation. Students will also bring in their work to update the teacher on their progress, and will write reflections for the end of each week, which will be handed in as well as later compiled as part of the culminating task paper.

Rubric

 * ||= **level 1** ||= **level 2** ||= **level 3** ||= **level 4** ||
 * create and sustain a character/role || demonstrates limited development, limited insight, and/or limited commitment into role || demonstrates some development, insight and/or commitment into role || demonstrates a development, insight into role, and is able to maintain it in performance || demonstrates thorough develpment and deep insight into role, and is able to ||
 * carry out all aspects of rehearsal and production effectively (use of time, recording and assimilating notes from the teacher, etc.) || does not use rehearsal time and resources effectively, demonstrates little ability to incorporate feedback from teacher || uses rehearsal time and resources somewhat effectively, incorporates some feedback from teacher || uses rehearsal time and resources effectively, assimilates feedback from teacher into work || uses rehearsal time effectively, discovers new resources for rehearsing and creating, and works with teacher and peers to create most effective work ||
 * carry out all apects of performance effectively (proper warmup, maintaining focus, commitment, etc.) || demonstrates few aspects of performance, no warming up, loses focus, does not stay committed to theme of piece || demonstrates some aspects of performance, some breaks in focus and/or departs from theme of piece during performance || carries out effective warmup, keeps focus throughout performance, maintains commitment to role and theme of piece || carries out effective warmup, focus is maintained, role, theme of piece, and purpose are clear and committed ||
 * demonstrate an understanding of responsibility to audience, peers, and school/community environment || shows no understanding of responsibility to audience before, during or after performance, distracts and/or fails to work well with classmates and peers, shows disregard for school and/or community || shows little understanding, respect towards audience, does not work well with peers, and/or fails to engage with school and/or community || shows understanding of responsibility, respect for audience, works well with and encourages peers, works positively with school and community environment || shows deep understanding of responsibility, works with audience to enact change, engages positively with peers, school, and community with the aim of creating positive change in the world ||
 * take into account community interests and concerns (anticipate opposition and adjust work accordingly) || demonstrates little understanding of community interests and concerns, fails to create/adjust work at all to reach intended audience and/or is offensive || demonstrates some understanding, does not adjust work sufficiently to be appropriate for potential audience || demonstrates understanding of community interests and concerns, creates work that is effective and appropriate for intended audience || demonstrates deep understanding of community interests and concerns, tailors work to reach audience in effective, appropriate, and creative ways ||

=Lesson Breakdown=

__Calendar of Lessons__
Introduction: social sustainability, Guerrilla Theatre || Where do you want to see change? The Child Soldier Mind map on War || 'soap box' exercise; research: present to class || character sketch questionnaire (see appendix); improvization || monologue, draft 1 || flash mob; reflection || Flashmob – to get some ideas, how people react, Write down different reactions in different locations || Subtask: video project; research for subtask || work on monologue, draft 2 || monologue presentations; groups: monologue into scene || short scene presentations; research 2 || flash mob 2; reflection || Rehearsal for culminating task + work outside of class for short scene to present || advertising, producing guerrilla & street theatre; poster design; present research 2 || Subtask work, video projects Afterschool: Rehearsal || research group scenes 2 || Present video projects || Putting it Together; reflection || Performance || Performance outside school ||
 * || **Monday** || **Tuesday** || **Wednesday** || **Thursday** || **Friday** ||
 * **Week 1**
 * **Week 2**
 * **Week 3**
 * **Week 4** || Rehearsal, last video projects || Rehearsal || Rehearsal || Remembrance Day
 * **Week 5** || Paper due: Reflection on Process; relate to theme, research, techniques, historical context ||  ||   ||   ||   ||

Week 1
Lesson 1
 * Introduce Unit
 * "guerrilla" interruption (arranged ahead of time with two members of the class)
 * debrief as intro to Guerrilla Theatre and culminating task


 * on your own, jot down something you would like to change
 * social / political issue; environmental, pet peeves, etc.
 * Think/Pair/Share
 * in groups of 3 or 4, demonstrate briefly (1 min total, 30 sec. each) the conflict in this issue in 2 parts,
 * 1: show the problem
 * 2: potential resolution
 * using any techniques we have learned to date (tableau, movement, monologue, dialogue, scripted or improv)


 * Perform in groups, one at a time, to music
 * [|Glenn Kotche: Clapping Music Variations]
 * Discuss music, choices, images and words
 * video of CBC interview of child soldier, Ishmael Beah
 * ([])
 * [|Edited WMA version]
 * role on the wall
 * inside: describe character, then and now
 * outside: words/quotes in your head
 * diagnostic:
 * discussion of role on the wall and mind map -- facts about war and armed conflict


 * Closing discussion
 * 1) How can we find out more about armed conflicts and wars? Discuss which sources are likely to give: the most factual information; the most interesting; the most up-to-date; the most neutral; the most biased etc.
 * 2) Pupils should list three things that they have learned about armed conflict in the world today and give the source.
 * for next class: students will bring in primary sources about current armed conflict

Lesson 2
 * introduce political theatre
 * Intro Culminating Assignment: street theatre piece
 * show clip of guerilla theatre
 * 'soap box' exercise
 * jot down ideas re: pet peeve
 * walk around room, muttering
 * select students (1-4) to stand on milkcrate and rant at full voice
 * research: present to class somehow

Lesson 3
 * Scan the paper for reports of child soldiers or civil wars in Africa and around the world.
 * Discussion: Do the articles focus on the children involved? Do they suggest ways that governments or groups can help the children?
 * character sketch questionnaire (see appendix)
 * improvization?
 * write monologue, draft 1, hand in?

Lesson 4
 * Teacher assigns groups based on monologue compatibility
 * students come up with situation - improv in character
 * present short scenes as works-in-progress

Lesson 5
 * Discuss "Flash Mob" historically
 * discuss possible locations for our own Flash Mob: library, cafeteria?

Week 2
Lesson 6

Lesson 7 Lesson 8 Lesson 9 Lesson 10
 * look at excerpt from chapter 1 of //A Long Way Gone: Memoirs of a Child Soldier// by Ishmael Beah (for some discussion questions, and vocab: see the [|Teacher's Guide] on the book's official website)
 * [|A Long Way Gone, Chapter 1, on the book's official website]
 * [|A Long Way Gone, Chapter 1, on GoogleDocs]
 * work on monologue, draft 2
 * monologue presentations
 * discussion:
 * what did you see?
 * what was most effective?
 * students put into groups (3-4) based on monologue compatibility (discretion of teacher)
 * in these groups, students share piece of monologue, at first just one line at a time, then in full
 * work monologues into scenes
 * come up with a place these characters might feasibly meet
 * a reason each is at this place, goals
 * invent a conflict
 * improv
 * re-integrate lines from monologues to show inner thoughts (or as actual dialogue)
 * meet up with group, work on scenes
 * where they are in the room, groups go through scenes one at a time (teacher may prescribe an order based on a teleological theme s/he noticed)
 * time for writing reflections
 * what is important to you about your character's situation?
 * what thoughts/images remain with you after working with the Ishmael Beah text?
 * prepare for "Flash Mob" in cafeteria or other public place in school
 * spread out around caf, acting 'normal'
 * all freeze on predetermined signal (eg. the dropping of a handful of utensils at once)
 * film audience reaction
 * Flash Mob in school
 * debrief in classroom
 * if possible, give time for reflections

Week 3
Lessons 11

Lesson 12 Lesson 13 Lesson 14 Lesson 15
 * rehearsing and individual subtasks: video project
 * students will work in groups of 3 or 4 to design and create posters, pamphlets, announcements, etc. to be displayed around the school
 * half of the class time will be spent working on marketing & advertising, while the duration of class time will be used for rehearsal
 * students will continue to work in their groups to work on marketing and advertising this production
 * half of the class will be spent working on marketing & advertising, while the duration of class time will be used for rehearsal
 * students will continue to work in their groups to work on marketing and advertising this production
 * half of the class will be spent working on marketing & advertising, while the duration of class time will be used for rehearsal
 * students must have completed their projects (e.g. poster, school announcements) and can now use this time to display their work throughout the school
 * the duration of class time will be used for rehearsal

Week 4
Lessons 16

Lesson 17 Lesson 18 Lesson 19 Lesson 20
 * class will be used to present final video projects
 * duration of class time used for rehearsal
 * entire class time used for rehearsal
 * entire class time used for rehearsal
 * performance (Remembrance Day)
 * performance (Outisde of school)
 * Week 5** Lesson 21
 * paper due- Reflection on Process; related to theme, research, techniques, historical context

=**Appendix**=

__**Character Questionnaire**__

Answer the following questions about your character. Be as specific as possible.
 * Part I:**

Name:

Sex: Age: Height: Weight:

Colour of Eyes, Hair & Skin:

Posture

Income

Occupation

Education

Marital Status Parents Brothers/Sisters


 * Background/Nationality/Religion

Amusements/Hobbies

Personal Ambitions

Frustrations/Chief Disappointments

Attitude Towards Frustrations

Abilities/Talents

Qualities (Imagination, Taste, Judgement, etc.)

__**Character Questionnaire**__

 * Part II:** Now that you have sketched the details of you character's identity, explore some of the more personal characteristics that contribute to her/his personality. Ask you character the following questions. **Ask you character:**


 * 1) What is your earliest childhood memory?
 * 2) What is the most recent thing you did that you were proud of?
 * 3) How would you describe yourself?
 * 4) How do other people see you?
 * 5) What do you like about yourself?
 * 6) What would you change about yourself?

Links
**Resources for lessons:**
 * Music: [|Glenn Kotche: Clapping Music Variations] (on GoogleDocs)


 * [|Video of CBC interview of child soldier, Ishmael Beah]
 * [|Edited WMA version] (on GoogleDocs)


 * [|A Long Way Gone, by Ishmael Beah: Official Website]
 * [|A Long Way Gone, Chapter 1, on the book's official website]
 * [|A Long Way Gone: teacher's guide]

**other resources:**
 * [|Resources 4 Rethinking: social sustainability lesson ideas]
 * [|Oxfam.org: resources for teaching, World Conflict]