Lesson: Comparing Characters’ Mindset
Watch Mr. Elizondo’s performance of I Ought To Be in Pictures. Also watch “Communication” in “Inside Hector’s Head.” Mr. Elizondo sees similarities between this performance and his performance of Antigone. What similarities do you see? What differences are there?
Lesson: Creating a Soliloquy (Multi-Grade Level)
Students will be able to define and understand the uses of the soliloquy by dramatists. They will be able to create their own soliloquies/monologues.
Lesson: Connecting to the Literature
View “Importance of Words” in “Inside Hector’s Head.” Why did Elizondo enjoy playing Cyrano? Students will journal about characters they would like to play. What qualities would these characters have? Why?
Lesson: Writing Persuasive Letters to Historic Figures
Ask students to name some people they admire in the performing arts. What were those people like in fifth grade? How did they get to be so accomplished in their field? What do you think are some personal qualities of successful artists and musicians?
Lesson: Creating Character Linkages
Watch Mr. Elizondo’s performances of Othello and Cyrano. Compare and contrast Iago and Cyrano. How do you think Mr. Elizondo would distinguish between them? Who does he like better? Iago and Cyrano both feel misunderstood. Why? Do you agree with them?
Lesson: Creating Performance Art
Students should view Mr. Elizondo’s performance of a monologue from Antigone. After viewing, give students five minutes to respond to the performance in a journal. Students can be given prompts, or just be asked to write. Students should journal and then think-pair-share.
Lesson: Evaluating Characters
View the introduction to Othello and Mr. Elizondo’s performance of Othello. What does Iago’s character seem like to you? What evidence do you have to support your claim? Refer to Iago’s monologue as well as his demeanor. Students can journal and think-pair-share.
Lesson: Interpreting Symbols (5th Grade)
Ask students to identify symbols in their daily life. If necessary, start by defining symbols. Some examples of symbols include the donkey and the elephant for democrats and republicans; road signs that signal curves, crosswalks, and intersections; and different colors representing different sports teams.
Lesson: Telling Narratives through Music
What are some ways to tell stories? Ask students to generate a list of ways different types of artists tell stories. Remind them to include visual art, music, dance, and theater. Encourage them to name specific examples of narrative work in any or all of these genres.
Lesson: Testing Performance Skills
Show students opening clip in “Theater” e-presentation, where Mr. Elizondo shows examples of masks worn in Ancient Greece. What effect do these masks have on the audience? What effect do these masks have on the actors? What limitations do the masks present, and what advantages?
Lesson: Creating Resumes for Dancers (11th-12th Grade)
Ask students what skills artists need for their “jobs.” What are their jobs? How do artists fit into the larger culture? What distinguishes famous artists from ones who do not succeed?
Lesson: Persuasive Essays
Ask students to think about a time when someone successfully persuaded them to do something, or when they successfully persuaded someone else to do something. What techniques worked? What did not work? What are some persuasive techniques students always use?