The Many Sides of Til

PURPOSE

By the end of the lesson, the student will be able to:

  • Determine changes in character
  • Associate changes in music with changes in character

MATERIALS

PRIOR KNOWLEDGE

Ability to identify characters in stories

PROCEDURE (45 minutes)

1. Assign students to partners. Groups of 3 are fine as needed.
2. Discuss how gestures/body movements can go along with actions and feelings. Think about a television with the volume turned down and how you can often tell what characters are going through without the words.
3. Ask students to take turns showing their partner what a character might be doing to express feelings for each of the following prompts, only using movements or sound effects (no words)
     a. Allow about two minutes for each prompt (you can call these "one-minute challenges to create urgency)
  b. After each prompt, choose one or two students to demonstrate for the whole class.
    Prompts:
 
  • Think of a time when you were doing something you weren’t supposed to be doing, but nonetheless, felt you needed to.
 
  • Think of a time when you snuck up on someone to scare them.
 
  • Think of a time when you were right, and someone else was wrong (even if they would not admit this).
 
  • Think of a time when you were in big trouble and felt guilty.
 
  • Think of a time when you were watching someone (or a group of people) doing something wrong or mean that you didn't like.
 
  • Think of a time when you didn't understand something
4. Introduce listening - when you listen, think about what you think the main character is up to in this music.
5. Discuss some of the character responses as a group. What was it about the music that made them interpret each type of character action? Listen once more and write down character plot.
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