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Stage Combat Lesson Plan

The document provides details for a theatre arts lesson plan on stage combat for grades 9-12. The objective is for students to choreograph and perform a stage combat sequence utilizing moves they have learned. Students will warm up, review concepts, and create both a short and long choreographed combination with a partner. They will then perform their long combinations for their classmates and provide feedback. The lesson aims to develop students' stage combat skills while ensuring safety and meeting TEKS requirements for listening, observation, cooperation, and nonverbal communication.

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CHSCougarTheatre
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531 views

Stage Combat Lesson Plan

The document provides details for a theatre arts lesson plan on stage combat for grades 9-12. The objective is for students to choreograph and perform a stage combat sequence utilizing moves they have learned. Students will warm up, review concepts, and create both a short and long choreographed combination with a partner. They will then perform their long combinations for their classmates and provide feedback. The lesson aims to develop students' stage combat skills while ensuring safety and meeting TEKS requirements for listening, observation, cooperation, and nonverbal communication.

Uploaded by

CHSCougarTheatre
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Amanda Breaz

Date: TBA

Class: Theatre Arts I (9-12 grades)

Subject/Topic: Stage Combat

Objective: Students will be able to create and safely execute a choreographed stage combat sequence
performance utilizing a minimum of one of each stage combat moves previously taught.

Lesson Frame:

 We will…create a stage combat movement sequence performance in partners.


 I will…safely execute a stage combat sequence with my partner that utilizes learned moves,
impact sounds, as well as believable physical and vocal reactions.

TEKS:

 LEVELI.1.1A understand the value and purpose of using listening, observation, concentration,
cooperation, and emotional sensory recall;
 LEVELI.1.1B develop and practice theatre preparation and warm-up techniques;
 LEVELI.1.1C develop and practice stage movement techniques such as mime, pantomime, stage
combat, Laban, Lecoq, or Viewpoints consistently to express thoughts, feelings, and actions non-
verbally;
 LEVELI.1.1F demonstrate a working knowledge of the language of theatre such as stage
terminology, elements of theatre or theatrical conventions;
 LEVELI.1.1K identify and recognize the importance of safe theatre practices;
 LEVELI.2.1A demonstrate safe use of the voice and body;
 LEVELI.2.1F create, write, and refine original monologues, improvisations, scenes, or vignettes
that reflect dramatic structure to convey meaning to the audience through live performance or
media forms;

Materials:

 Computer/Projector in order to project a timer and power point slide(s)


 Stage Combat Feedback Sheet

Pre-Class Preparation:

 Write the We will/I will statement on the white board.


 Cue up the power point and timer on the computer/projector.
Vocabulary in Unit:

Attacker/Victim Invitation Stomach Punch


Stance Change Beat Straight Punch
Distance Knap/Impact Sound of a Strike Slap
Eye Contact Lunge/Push Recover
Fall Partnering Retreat
Choke Hair Pull Stomach Kick
Foot Stomp Reaction/Response Sounds Knee Kick
Fluidity of Movement Believability Audience Perception

Instruction (90 minutes)

Warm-ups (10 minutes):

- Students and teacher form a circle on open side of classroom. Execute routine warm up
techniques including a one word check-in, stretches, neck rolls, shoulder rolls, body shake
down, “Oh Lei Lei,” as well as vocal warmups including “Vocal Roller Coaster, “Red
Leather/Yellow Leather,” “Unique New York,” and “To Sit in Solemn Silence.”

Prior Knowledge Activation (20 minutes):

- Students are instructed to freely partner up with a peer.


- Students are instructed to spread out around the classroom.
- Teacher questions various students at random in order to activate prior knowledge of stage
combat terms and moves such as: safety, attacker, victim, eye contact, stance, distance.
- Teacher questions various students at random to review steps to one learned stage combat
move (i.e. slap, punch, lunge, fall, foot stomp, choke, hair pull, elbow) with the group and
students execute the move in ¼ speed (slow motion).
- Teacher walks around and monitors pairs and gives feedback about combat moves, gives
corrections, and praise.
- Students demonstrate the same stage combat move in ½ speed, and finally real time.
Teacher monitors and provides feedback, corrections, and praise.
- Each learned stage combat move is reviewed with the class in ¼ speed, ½ speed, and real
time. Teacher monitors and provides feedback, corrections, and praise.

Short Combination (10 minutes):

- Teacher instructs each partner group to execute a fluid short combination stage combat
sequence that includes four specific moves (i.e. slap, punch, lunge, fall, foot stomp, choke,
hair pull, elbow).
- Students are given about 10 minutes to execute and practice the short combination.
- Teacher monitors pairs and provides feedback, corrections, and praise.

Long Combination (20 minutes):


- Teacher instructs each partner group to independently create a fluid combination utilizing
one of each of the learned moves they have been taught. (i.e. slap, punch, lunge, fall, foot
stomp, choke, hair pull, elbow) in 20 minutes time.
- Teacher puts up a list of the required moves on a power point slide on the projector.
- Teacher starts the timer and will give time warnings in 5-minute increments.
- Teacher will monitor pairs, as well as aid, feedback, corrections, and praise as needed.

Performance (25 minutes):

- Teacher instructs students to sit at their tables and face the performance space.
- Teacher reminds the class to utilize good audience etiquette and hands out the Stage
Combat Feedback Sheet.
- Students are instructed to write down one positive comment and one thing they can
improve.

Reflection (5 minutes):

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