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INSTRUCTIONAL UNIT:

TEACHER
Ms. Valerie Martinez

COURSE
EDUC 349
DAY
March 4, 2015
CAMPUS
University of La
Verne

GRADE
3rd
SUBJECT
Visual Arts: Theatre/
Drama

LESSON TITLE
Impressionistic
Improvisation
LENGTH OF LESSON
45 minutes-1 hour

CONTENT STANDARDS AND CONTENT OBJECTIVES


SUBJECT STANDARD
1.0 Artistic Perception: Processing,
Analyzing, and Responding to Sensory
Information Through the Language and
Skills Unique to Theatre.
Comprehension & Analysis of the Elements of
Theatre:
1.2 Identify who, what, where, when, and
why (the five Ws) in a theatrical experience
2.0 Creative Expression: Creating,
Performing, and Participating in
Theatre.
Development of Theatrical Skills:
2.1 Participate in cooperative scriptwriting or
improvisations that incorporates the five Ws.
Creation/Invention in Theatre
2.2 Create for classsmates simple scripts
that demonstrate knowledge of basic
blockings and stage areas.

GOAL OF UNIT
The goal of this unit will be for students to
not only learn about the influences of
Impressionism on artists such as Henri De
Toulouse-Lautrec, but to actively engage
them in the components of theatre by
creating and acting out their own scripts
interpreting some of Lautrecs PostImpressionistic paintings.
OBJECTIVE OF LESSON
Given 45 minutes and shown pictures of
Henri De Toulouse-Lautrecs famous PostImpressionistic paintings inspired by Moulin
Rouge, students will take on the roles of the
figures in the paintings and perform a skit
with dialogue/storyline based on their groups
interpretation of their assigned painting.

MULTIPLE INTELLIGENCE ADDRESSED


The lesson involves a lot of interpretation,
group work, and acting which may fit the
needs of Interpersonal, bodily kinesthetic,
and verbal linguistic diversified learners. The
interpersonal learners have the ability to
work with others in cooperative groups and
through role playing. Bodily-kinesthetic
learners are being stimulate by going up and
performing by acting out their skits. Verbal
linguistic learners are able to use language
through the use of dialogue and creative
writing.

ASSESSMENT
STRATEGY FOR ASSESSMENT
When the students are creating a storyline and dialogue for their groups painting, the
teacher stresses the importance of utilizing the five Ws in their theatrical experience.
Through their participation in cooperative scriptwriting they should be addressing who is
playing who, what is happening, where its happening, when is it happening, and why is
happening and be able to convey all of this through their improvisation. The final activity is a
way to access whether they can act out an emotional scene given the scenario, a picture,
and background information.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
The lesson involves a lot of interactive activities which may fit the needs of hyperactive or
impulsive students who have a hard time staying still. Rather than reading a play out of the
book, these students are encouraged to act out what they feel the paintings are conveying
and use their body to portray different scenes. They are able to release some of their energy
and apply it into a constructive environment that fits to their needs.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
http://www.ibiblio.org/wm/paint/auth/toulouse-lautrec/ , Au Moulin Rouge (painting), Anglais
at Moulin Rouge (painting), Reine de Musette by Emile Vacher (song), and Photography of
Lautrec with his mother at Malrome.

STEPS THROUGH THE LESSON


INTO (Orientation)
Instant Activity:
http://www.ibiblio.org/wm/paint/auth/toulouselautrec/
A brief history of Henri De Toulouse-Lautrec is
given and how that not only was he a bestknown painter of the Post-Impressionistic
period, a friend of Vincent van Gogh. Explain
that Henri was born 11 years after Vincent
Van Gogh in 1864. Unlike Vincent, he was
born to a very rich family and never was poor.
Vincent came to look at Henri's paintings in
France a lot. Henri showed his art in a studio
owned by Vincent Van Gogh's brother Theo.
Henri was a strange looking man who was
very short. He stopped growing after the age
of 8. Henri had two accidents with his legs
when he was little. In 1878 he broke his thigh
and had several very painful operations to fix
it. He later fell and broke his other leg. It was
at this point that his legs quit growing due to
the injuries. Henri walked with a cane, had a
beard and usually wore a tall, black hat. Show
a picture of Henri.
Anticipatory Set
Have everyone stand up and move to the
edge of the room where they can move
around somewhat. Tell them that they are
going to pretend that they are Henri and will
act out everything I say.
Say out loud, 'You are Henri de ToulouseLautrec and are asleep in your bed. It is
morning and you wake up and stretch. You are
glad to be alive. You stand up, pull on your
pants and put on your black suit and tie. You
pull up your pants as high as you can because
they are too long. It's hard finding pants that
fit when you're as short as you are. You put on
your long, black overcoat you always wear
when you go out, grab your tall hat and put it
on your head, and grab your cane by the bed.
You hobble and limp down the street to the
theatre to see your friend, Lily Grenier.'

RATIONALE
Tying in the with the rest of Impressionism
theme of this unit, in this activity students are
able to see how Impressionistic painters like
Vincent van Gogh paved the way for other
artists to come about like Henri De ToulouseLautrec.

By giving a description of Lautrec, the


students are able to form a visual
representation of what they believe he looks
like in their minds and then apply that to the
nest activity.

This is warm-up activity to get the students up


and moving and to prepare them for the
activities ahead. By giving them instructions
the teacher is able to access if they are able to
follow directions and interpret the directions
into movements.

Have students return to their seats.


THROUGH (Presentation, Structured Practice,

RATIONALE
By providing background information on the
Explain to students that Henri frequently
subjects of Henris paintings, the students
painted scenes from the Moulin-Rouge, a very have an idea of who these people were, the
famous Paris nightclub. Many times he even
time period they lived in, how they acted, and
asked people there to come to his studio, so
where the scenes take place. All of this will
he could paint them personally. Henri was
help them come up with a skit later and
asked to make posters advertising dancers at address the five Ws.
the Moulin-Rouge. Many of Henri's best
pictures are posters.
Guided Practice)

Demonstration/Lesson Modeling
Show students the two paintings listed in the
materials needed. Explain that they are the
two best examples of his Moulin-Rouge
paintings. Have 10 students study the Au
Moulin Rouge and choose their character. The
remaining students in the classroom will study
the other painting and also choose their
characters to dramatize.

By diving the group up and giving them


different paintings to dramatize, they are
learning how to work as a team and creating
unique storylines to accompany their specific
paintings. They are also being exposed to
different perspectives and learning the
importance of being open to new
possibilities/ideas and interpretations.

Practice
Tell the first group that they are to sit at a
table and pose in the exact position of that in
the painting. They are to imagine what's
going on in the scene and make up a dialogue
for each character. Tell them that the short
figure at the back of the painting is that of
Henri. They have 5 minutes to come up with a
story. The other group is to pose in the
position of their painting with one change.
When it's time for their performance, I'm
going to play a French song and they will
dance like the people in this painting

By having them act out their specific paintings


and create their own dialogue, it is addressing
the content standards for creative expression
for theatre.

Activity
After 5 minutes, have the group at the table
go first. Start them out in the exact position of
the painting. When I say "action" they will
begin their short skit. When done, the other
group will take their pose. When I start the
music, they begin dancing

By complicating the story and adding Henri


into the picture, the teacher is able to access
whether or not they can think on their feet
and come up with a new storyline by
improvising.

The students are asked to perform the skits


they have come up with and by observing
them the teacher is able to see whether they
have covered the 5 Ws. In their skit and have
truly immersed themselves in time period of
figures in the paintings they are portraying.

BEYOND (Independent Practice)


Closure
Show students the photograph listed in the
materials above. Explain that Henri was
asleep in this picture because he was very
weak near the end of his life. He died at the
young age of 37 because he overdid
everything. He wanted to enjoy life to it's
fullest but he didn't know when to quit.
Henri's life is an example of what happens
when you do too much of anything. Henri
drank too much, smoked too much, and had
several diseases because he carried things
too far. Ask: What are some things that people
do too much of today?

RATIONALE

By showing them a picture of Henri near the


end of his life it allowing the lesson to come
full circle. The teacher is able to describe in
detail the final details of his life and have the
students respond to a question and reflect on
things in their own life that are similar to
Henri. This is making the lesson more personal
with simultaneously teaching them to feel the
emotions that are encompassed within the
Explain that Henri's father was the last to see picture.
him alive. On September 9, 1901, his father
found him paralyzed on the bed and near
death. His father would swat at the flies to
keep them away from Henri's face. Finally,
Henri looked up at him and said, 'You silly old
bugger,' and died. Henri's father wrote to
Although this last activity may seem a bit
Henri's first teacher, Princeteau..,' the little
morbid, students are learning that there are
one, as you called him, died at 2:15 a.m... for different genres and feelings that can be
him death meant the end of suffering, and we conveyed through theatre. This final activity is
hope for another life where we shall meet
a way to see if the students are able to take all
again...'
that they have learned and interpret it by
reenacting the scene. They essentially take
Application
the wheel and utilize whatever they can find in
Have two volunteers to come up to the front
the classroom and immerse themselves in the
of the room. Tell them to reenact the scene
scenario provided.
that I just described between father and son.
Put some chairs together to form a bed for
Henri to lay on.

Paintings Utilized in Lesson Plan: