Registration | Log In

Search Grants | Fulfilled Grants | Foundations | More About Find It, Fund It, Florida

24% Funded

 

Only $729.74 Needed

 

Fund this Project

Share

Please share this page to help in fulfilling this grant.

Goal

I am implementing this project for my theatre students to apply their knowledge and techniques of the theatre, all while utilizing their knowledge of ELA skills. This project will give my students a hands-on experience to creatively dive deeper into the Theatre and ELA standards. 

 

Category

School supplies - Markers, paints, paper, crayons, clay, pencils, sharpies, modeling dough, etc. 

 

What will be done with my students

Southwestern Middle School drama students will be competing in a riveting showdown that will integrate both Drama and ELA standards. Drama students will be competing to see who can create the best translation of “Romeo and Juliet” feud scene: Romeo vs. Tybalt. Students will learn, dissect and translate the summary of the 1968 rendition of Romeo and Juliet. They will then break down and translate the language, analyze the characters in the scene, analyze the costume design and props, as well as the set. Students will then do the same with the movie Gnomeo and Juliet, a garden gnome translation of Rome and Juliet. Students will then compare and contrast the two versions of the Shakespeare play. They will compare the era, the theme, costumes, props, setting, dialogue and characters.
Let the showdown begin! Once students have an understanding of the feud in both variations of Romeo and Juliet, they will create their very own translation and create a tiny scene. Students will be separated into groups, and they will choose their own theme to transform the feud scene. Students will use the following books to assist in choosing their theme: A Child Through Time: The Book of Children’s History; A City Through Time; and A Street Through Time. Each book shows the same visual for the different time periods and shows the difference in setting, wardrobe, and customs.
Students will then take on the role of dramaturg. A dramaturg is an expert in the study of plays. It is their job to provide vital knowledge, research, and interpretation about the play in question. This includes focusing on geographical, cultural, and era in time for their theme. Students will get to determine which dramaturg role they would like to be. The roles will include set design, costume design, prop design and lighting design.
Once each group member has their assigned role, they will begin their research. Students may use the three Through Times books as well as approved websites. Students will compile their research and have group meetings to share with their teammates. Once all research is compiled, students will complete a rough draft of their ideas. Once approved by Mrs. Campbell, they will begin their tiny scene creation.
The set design dramaturgs will work with the light design dramaturgs and use their research to create a sketch rendering of their setting and lighting map. They will be using a shoebox type base and can choose to paint, glue, or build pieces to create their scenery. They will use the spotlights to choose the perfect color and placement to set the tone.
The costume design dramaturgs and prop design dramaturgs will work together to create a rendering sketch of costumes for two roles: the “Romeo” and “Tybalt” characters. They will also create a sketch for the defense tools that will be used in their tiny scene. Once it is approved, for the costumes they will bring their design to life with material and fabric glue. They will use the posable wooden dolls to complete measurements, and as a model for their design. For the defense tools, (there will be clear expectations to make the tools school appropriate), they will choose one item to create on the 3d printer platform and must make one by hand. They can use any material for the handmade defense tool.
The challenges keep coming… each group will receive a tiny bench that they must transform to reflect their theme. This will be the focal point of their set. The bench must be included in their set. They can transform by painting or adding materials to the bench.
There will be a mid-point check in, where students will explain their renderings and rough drafts to Mrs. Campbell.
Last step, the members of the group will work together to create their final proposal explaining each key piece of their scene: Theme, time era, setting, and explanation of why they chose the designs they did. This proposal will be displayed with their completed tiny scenes. The final judgement: Mrs. Campbell and a panel of judges will choose the winners.
To wrap up the showdown each group will present to their peers. The peer audience will then take notes on each presentation and conclude the showdown with a peer review.

Benchmarks:
Drama:
TH.68.C.1.2 Develop a character analysis to support artistic portrayal.
TH.68.C.1.3 Determine the purpose(s), elements, meaning and value of a theatrical work based on personal, cultural or historical standards.
TH.68.C.1.4 Create and present a design, production concept, or performance and defend artistic choices.
TH.68.C.2.3 Ask questions to understand a peers artistic choices for a performance or design.
TH.68.C.3.1 Discuss how visual and aural design elements communicate environment, mood and theme in a theatrical presentation.
TH.68.C.3.2 Compare a film version of a story to its original play form.
TH.68.S.2 Development of skills, techniques, and processes in the arts strengthens or ability to remember, focus on, and sequence information.
TH.68.F.1 Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking.

ELA:
ELA6-8.R.1.1 Analyze how the interaction between characters contributes to the development of a plot in a literary text.
ELA.6-8.R.1.2 Analyze the development of a stated or implied theme throughout a literary text.
ELA.6-8.R.2.1 Explain how individual text sections convey meaning in texts.
ELA.6-8.R.2.4 Track the development of an argument, identifying the types of reasoning used.
ELA.6-8.R.3.2 Paraphrase content from grade-level texts.
ELA.6-8.R.3.3 Compare and contrast how authors from different time periods address the same or related topics.  

 

Benefits to my students

This project will allow my students to work collaboratively. It will give them the ability to explore the different benchmarks throughout the school year in both theatre and ELA. It also will give them the opportunity to get hands on experience with an aspect of theatre that sparks their interest. Lastly, it will provide them with the tools to showcase their creativity, technique, knowledge, and ability to work amongst their peers. This cross-curriculum project will give all students a sense in pride of their hard work this school year gaining knowledge through theatre and their ELA classes.  

 

Budget Narrative

I will be purchasing materials for students to create their very own mini set. The set will portray a student chosen time era. The materials include the following for each group: books through the times to allow them to visually see difference in clothing, scenery and tools; materials to create scenery, felt, cloth, pebbles, colored paper, paint, painting supplies, etc.; glue to put it all together; a bench that will be the focal point of their set; a sewing kit to assist with costume design; mini spotlights to showcase their lighting techniques; acrylic frames to showcase their summary; and ribbons for 1st-3rd place. The three books on my list have been approved by my Media Specialist.  

 

Items