Harlem Renaissance Performance Curriculum- Dragon’s Tooth

This is a two-week performance intensive that involves increasing knowledge about the Harlem Renaissance, the importance of black theatre arts during that era and the value it has today. The Harlem Renaissance was a cultural, social and artistic period comprised of prominent black scholars. Students will work on a specific play from the Harlem Renaissance that will result in a culminating performance. Students will receive specific lessons on verbal communication, physical training, and performance etiquette. Most of our training is centered around the Stanislavski’s method and encourages actors to use emotional memory, dramatic and self-analysis.

Throughout the workshop, students will complete multiple Tennessee curriculum standards in social studies and language arts. In script analysis students will understand the principles of basic scene writing during our adaptation lesson. Students will be able to write opinion pieces of texts with reasons and information involving the scene study. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Students will be able to explore dramatics situations within the script and be able to share through classroom discussion. Our adaptation lesson focuses on improvisational techniques to structure the rewriting of a script. Students will use their imagination to create character. Students will continue to build on creating characters through movement exercises and tools. As we continue to build on the performance, student will learn about professional etiquette on/off stage. Students will learn about the different jobs behind the production. We encourage students to ask questions and discuss different topics so we see their growth of comprehension. Hattiloo creates an environment to cultivate young scholars to be future leaders and artists.

Hattiloo is the only place for students to get this educational opportunity while also engaging in a fun experience. We use lecture based instruction to discuss the Harlem Renaissance and engage with our students. We understand some students learn more through auditory communication. We also use media/technology to engage our visual learners through a series of PowerPoint presentations and video. Most of our students enjoy our tactile method through games and exercises. Every program we offer engages students with all three methods because we understand how to reach our students. During this process, we make sure each student can grasp the lessons prepared.

Tennessee Standards Met

The Students Will UnderstandScript Writing 1.0Character Acting 2.0Research 5.0Theatrical Presentation 6.0Scene Comprehensions 7.0Context 8.0

Course Level Expectations:Day 1, 2, &3---- -----Script Writing - 1.1, 1.2,1.5, 1.6Day 3, 6-10----------Character Acting – 2.1, 2.2, 2.6Day 1 & 2 ------------Research – 5.2 Day 6-10th, ----- -----Theatre Presentation - 6.1Day -1-10, -----------Scene Comprehensions – 7.2Day 1-3, -------------Context 8.2

Student Performance IndicatorsDay 1,2, &3----------Script Writing – 1.1.3, 1.2.2, 1.5.2, 1.6.1-3Day 3, 6-10----------Character Acting – 2.1.3, 2.2.2, 2.6.3Day 1 & 2 ------------Research – 5.2Day 6-10-------------Theatre Presentation – 6.1.2 Day 1-10-------------Scene Comprehensions - 7.2.2Day 1-3 --------------Context 8.2.

Lesson Plans

Day 1–Theatre Performance 1. Introductions of Ensemble & Development

A. Name Game! - Students will give name with an action or gesture that best describes them. The student’s name will then be repeated as well as the action (Call & Response) by the ensemble.

B. Go! – Students will form a circle and learn about sending energy to their ensemble members one by one. The game starts with one person sending energy vocally and physically to their partner on the left. This student will vocally say go to their partner and physically open both arms out to their partner in a v-shaped fashion. The

partner receives the energy when eye contact is made and the initiator is committed to the action.

C. The Clap! Students form a circle and turn one by one to the person beside them to clap. The students are asked to clap at the same time by making eye contact without talking.

Introduction to Script Analysis & Adaptation 2. Discuss Harlem Renaissance

Discuss Characters & Setting of the PlayUse Dry Erase Board to a Circle Chart (Compare & Contrast)

Day 2 – Theatre Performance1. Short Warm Up 2. Exploring the Process of Adaptation with Improvisation & Theatre

GamesDiscuss Ideas About Adapting a Play.

3.Gain an Understanding of Improvisation Techniques A. Explain Improvisation B. Things to Remember: Yes and, No Questions, High

Stakes----Greater Than- Students will form a line of three and one will start an idea and the other two will add on to that idea making it greater than it was. This activity will help students practice going with the flow.----Questions Students will form two lines to question each other back and forth until someone says a statement.

Day 3 – Theatre Performance1. Short Warm Up 2. Creating A Production – Character & Projection Workshop/Language

(Secrets & Blabber) Students will form a circle and communicate with their ensemble one by one in any direction. {Similar to Go} The students will have the option of whispering (“I have a secret)” or yelling “(I have no secrets)”

using full projection. Whenever a student answers he/she must say Well _I have_____ and deliver the line to the ensemble.

Discuss Gesture Work & The Purpose A. Gesture Work to Help You Jump into The Character

ImmediatelyB. Animal ExplorationC. -How Does This Animal Walk, Communicate, Etc.D. -How Do You Use Those Traits for a Character?E. >Cow - {Scale (1-10)F. >Chicken- {Scale (1-10)G. >Monkey- {Scale (1-10)H. Pig - {Scale (1-10)I. Mouse- Scale (1-10)J. Wolf-{Scale (1-10)

Day 4 – Theatre Performance1. Warm Up 2. Understanding the Rehearsal Process– Stage Directions/Learning

LinesTeach Stage Directions Show Methods on How to Learn Lines Show Stage Presence & Awareness

. Environmental Work “Tragedy in the Park Pt 1”

Instructions:● Have the class to walk around in the space… ● Start to see animals and people in the park ● React to the animals for example you reach for the duck but

remember you’re allergic ● You’re walking and the ground turns into quick sand but you’re

trying to reach your friend “Environmental Sounds & Music Pt 2”

● Students will walk around to music that reflects and environment● Music will later be turned off and Students will vocally express a

new environmentDay 5 -Theatre Performance

1. Warm Up2. Starting the Rehearsal Process – Learning Blocking/ Movement (45Minz)Students Will Start to Write Down Blocking for Show

Day 6 – Theatre Performance1. Warm Up 2. The Rehearsal Process – Walk Through with Script Blocking Students Will Continue to Write Down Blocking for Show

Day 7 –Theatre Performance1. Warm Up 2. The Rehearsal Process –Block & Workshop Performance Aspects

Students Will Work on Projection and Stage Presence Scene by Scene Workshop & Notes

Day 8 – Theatre Performance1. Warm Up 2. The Rehearsal Process- 1st Run Through

Day 9 –Theatre Performance1. Warm Up 2. The Rehearsal Process- Dress Rehearsal

Day 10 – Theatre Performance1. Warm Up 2. The Rehearsal Process- Dress Rehearsal/Tech Rehearsal