Japan Via Mime

Torsha Lenix, Lisa Carpenter, Anissa Miller

1. Understand how various sources provide information about the past.
2. Understand how various cultures influence communities.
3. Understand how events, individuals and ideas have influenced the history of local and regional communities.
4. Understand how diverse cultures are visible in local and regional communities.
5. Use technology tools and skills to reinforce classroom concepts and activities.
6. Apply the research process by participating in whole-class research.

Materials

Art from Japan: Nirvana from TNM collection paintings
Folk Tale: The Tongue-Cut Sparrow (Japan) – 2 versions
Photos of people: ndl.go.jp/portrait/e/contents/list
Japan.org
Origami-instructions.com/orgami-for-kids.html
Tnm.jp

Activities

(Prerequisites: Language arts, adjectives and adverbs, Drama: mime, Art, water color)
**Field Trip to foods from Japan before day 3**

Day 1
1. Literacy:
2. 2 groups different versions of: The Tongue – Cut Sparrow
3. Discussion (WG) – Folk tales: passed down or translated
4. Traditions
5. Compare and Contrast – different versions
6. Geography: Find Japan on Map
Centers: Water Colors, Writing in Japanese, Origami, Mime from YouTube
**Make sure art has covered watercolor**

Day 2
1. Guest Speaker
2. Cultural Awareness
3. Art
4. Music
5. Clothes
6. Food, etc.

Day 3
Fruits & Vegetables* – using Japanese Food & Adjectives & Adverbs*

Day 4
Sensory Paper Bag Poetry*

Day 5
Metaphorical Tightrope Walkers*

Day 6
Need To Tell Lesson* (students will select their photos at this point) Demonstrate with one photo

Day 7
Need To Tell Lesson * Continues

Day 8
Memory Paragraph Lesson

Day 9
Physical Characterization & Body Language* – leading into chair activity

Day 10
Editing – Turning Paragraphs into Poetry

Day 11
Merging/Editing poetry and monologues

Days 12 and 13
Pull into performance

Day 14
Informance

* Refer to Jef Lambdin and Mimi Herman’s 2013“Poetry in Action: Teaching Descriptive Writing through Poetry and Mime” workshop unit plan for more details.

Differentiation Approaches

Already embedded in the lesson.

Assessment

Rubrics

Follow Up and Extension Ideas

Students will use tools learned in this lesson to explore China and Canada.

Additional Details

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Arts Standards

Theatre Arts
2. C.1.1 &3.C.1.1 Use non-verbal expression to communicate elements of characterization, including age and physicality.
2.C.1.2: Use vocal variety and animation to create distinct voices for characters.
2.A.1.2: Analyze the relationship between events, characters, and settings.
3.C.2.1 Use improvisation to present a variety of simple stories or situations.
3.AE.1.1 Organize spaces to reflect the setting of stories.
3.CU.2.1 Illustrate theatre etiquette appropriate to the performance situation.
3.CU.2.2 Understand the role of the actor in relation to performance, such as memorization, blocking and characterization.

Visual Arts
2.CX.1.1 Exemplify visual arts representing the heritage, customs, and traditions of various cultures.
2.CR.1.1 Use art terminology to describe art in terms of subject and physical characteristics.
3.CX.1.1 Exemplify how visual arts are used by various groups for artistic expression within the local community.
3.CX.1.2 Understand how art documents the history of the local community.
3.CX.2.1 Understand how artist fit or function within society.
3.CR.1.1 Analyze art in terms of the Elements of Art and Principles of Design.

Non-Arts Standards

Arts Vocabulary

Water color
Metaphorical
Physical characterization
Body language
Informance
Performance

Non-Arts Vocabulary

Multiple Intelligences