Blog Post # 6

The standard of focus I’m using for this course is Theatre Arts Grades 5-8. Examples of linking visual learning with Inspiration and digital imagery follows:

Inspiration For Creating A Script (Content Standard 1): Student is assigned to create a 10 minute script of 10 scenes covering a theme. First a map is produced identifying each character and their role, such as protagonist, antagonist, secondary characters and their purpose; off of that main level are some basics about each character, such as age and how character dresses; then off that level each character has a list of specific traits which should be color coded with the other characters if the traits are opposite, as that will result in conflict. Then a map of the overall design is produced: theme; hook scene; introduction of characters and environment segment; instigating catalyst driving the script; middle segment of script consisting of part A, middle, and part B; climax of script; and the denouement. Each of these sections has their own color code. Off of each identified segment is a color coded brief description of what happens. Off of the brief identification of what happens are the coordinating color coded specific elements needed to accomplish the goal of the segment, taking into consideration both the motivations of the characters and the writer’s desired emotional impact upon the audience. Off of that level the student identifies each scene with more specifics: scene location, location elements, character actions, character clothes and actions, emotional impact upon audience. Using this map, the student can then begin writing dialogue. Everything within this second map can be color coordinated in a variety of ways: by scene, by individual scene element, by emotional impact the individual scene element will have on audience.

Digital Imagery For Ensemble Acting (Content Standard 2): A group of students are assigned to gather digital images based on a theme they decide upon or using sources assigned by the teacher and then come up with a story. From the group of images, a limited number are selected to tell a story. The images do not have to be people, as animated movies do have talking and singing objects and elements of nature. The images can be used either as is or altered if software is available. For example, if the students have an image of an evil sorcerer resting at a tree, this could be altered to have a large flower with a face next to the sorcerer and then dialogue is assigned to both the flower and sorcerer. The students within each scene of the image would decide how they want their character to act and develop dialogue. Action can be conveyed either by the original image or through alterations, such as raising and turning the image of the sorcerer, so it looks like it’s levitated and trying to overpower the flower; or, the flower could have an arm with a magic wand attached to it. The possibilities of image enhancement are endless. After all the images are finalized with the chosen action and/or emotions conveyed and accompanying dialogue decided, the students then record a voice over to “act” the vocal part of acting. In this example, digital imagery is used to take the place of the necessity of a set design, costumes, and the actions of characters. Use of digital imagery in this way leaves the students to convey their character’s interpersonal motivation and emotions through their voice.