K-6 Visual and Performing Arts Curriculum Guide:Examples of Integrated Lessons

Produced by:Los Angeles CountyOffice of Educationin cooperation withLos Angeles UnifiedSchool District

Project Coordinator,Geraldine Walkup

National Consultant,Karen Erickson

From the Page To the Stage: an integrated lesson in Social Studies and Theatre

How can examining a moment of through help us understand its causes, effects and implications?

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Theatre Vocabulary

Tableau—A silent, motionless depiction of a scene created by actors, often from a picture.

Theatre Vocabulary

Improvisation— A spontaneous style in which scenes are created without advance rehearsing or scripting.

Theatre Vocabulary

Pantomime—Acting without words through facial expression…

Pantomime—Acting without words through facial expression, gesture…

Pantomime—Acting without words through facial expression, gesture and movement…

Jean and Brigitte Soubeyran, Pantomime Artists

Warm up

1)“Space bubble” and slow motion (Detailed description included in the PowerPoint

notes.)

Warm up

2) Pantomime (Detailed description included in the PowerPoint notes.)

Exploring Tableau

Sample Checklist:(Taken from www.artsedge.com)

Communication:Does the tableau tell a story? Are the poses and expressions bold and strong?

Skills:Are the students frozen? Do the students use and maintain appropriate focal

points?

Compositional Qualities:Is the tableau balanced? Are there varying physical levels (high/medium/low)?

Integrating tableau and social studies

Social Studies Content Standard

5.5 Students explain the causes of the American Revolution.

1. Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

Culmination

1)Read aloud the letter from George Hewes, a participant in the Boston Tea Party. (Letter included in the PowerPoint notes.)

2) Assign groups to create a tableau of one of the starred paragraphs.3) Have each group present their tableau and hold for 15-30 seconds.4) Discuss each tableau using the Tableau Checklist as a starting point.

Reflection Questions…

1)How would your students benefit from using tableau in the classroom?2)Are their any areas of your curriculum that would naturally lend themselves to tableau?3)What would you need to know and be able to do to teach tableau in your classroom?

This presentation was created by Robert Bullwinkel, VAPA Coordinator for the Fresno County Office of Education based on a lesson by Ginny Gaimari-Dultz, Los Angeles Unfied Arts Specialist. This work was funded by the Hewlett Foundation through a grant to the California County Superintendents Educational Services Association’s Arts Initiative. This work may be used free of charge for all non-commercial applications. Please give appropriate credit as listed above.

K-6 Visual and Performing Arts Curriculum Guide:Examples of Integrated Lessons

Produced by:Los Angeles CountyOffice of EducationIn cooperation withLos Angeles UnifiedSchool District

National Consultant,Karen Erickson

Project Coordinator,Geraldine Walkup