Student Theater, Advanced-High, ASL

Please Note: The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact amberhoye@boisestate.edu with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. In other words, the activities are “language-agnostic” to provide language instructors from around the country the platform to remix these instructional materials, infusing them with their target language and culture!

This activity was created by upper-division language students working in the World Languages Resource Center at Boise State University. Our activities seek to help students solidify their interpersonal speaking and interpretive listening skills through task-based situations or communicative activities. We recommend using these activities to help reinforce the content students are learning, allowing the students time to feel comfortable using the unit’s vocabulary and grammar structures through application. Further, these activities should be facilitated in approximately 90% (or more) in the target language, per the recommendation of the American Council on the Teaching of Foreign Languages.

Using the WLRC Repository’s Activities:

When you are ready to begin remixing the activity, in order to adapt it for your target language and audience, simply click the “Remix This Resource” button at the top of your screen. The text provided in purple is a suggestion of what you might say to your students and should be changed to the target language. 

Most activities contain a connected chapter, two to three “NCSSFL-ACTFL Can-Do” statements, a warm-up, main activity, and a wrap-up. In addition to the instructions, some activities may include a “cheat sheet” containing the target vocabulary and grammar structures emphasized in the activity. Though most of the lab materials are provided, a computer, projector, printer, and laminator may also be needed to fully utilize materials. 

Many of the activities include printable cards and other instructional materials. If you would like to adapt these materials for your language, please email WLRCLAR@gmail.com and we will provide you with an editable copy. For YouTube videos and other websites, hyperlinks are provided. 

Enjoy!

- Boise State World Languages Resource Center 

Student Theater!

Proficiency Level:

Advanced High

Students will review what theatrical interpreters consider when signing live performances. After creating a list together, students will be grouped into two or three, analyze their movie clip and work together to interpret it.

Keywords:

Interpreting, Theater, Movies, Perform

Relevant NCSSFL-ACTFL Can-Do Statements:

  • In my own and other cultures, I can analyze how products of personal and public interest are related to perspectives.
  • I can understand the cultural struggles of others and propose solutions to these problems.
  • I can state a viewpoint with supporting evidence on social and professional topics.

Relevant ACTFL World-Readiness Standards

Communication
Standard 1.1
Students engage in conversations,
provide and obtain information, express feelings and emotions, and exchange opinions.

Materials Needed:

Warm-up

1. Begin by introducing the Can-Dos for today’s activity and guide students in discussing the considerations theatrical interpreters need to think about to apply to their performance. 

If students are struggling, give them a few examples such as "theatrical interpreters need to stand close enough to the stage so Deaf audiences will be able to see them, but will not have their view of the play interrupted" or "theatrical interpreters need to match the tone of voice of the character when signing to provide an equal experience to the Deaf audience's hearing counterparts", etc.

"Today, we'll be talking about different things theatrical interpreters consider when preparing for their performance. What are some considerations you think would be important and why?"

2. Make sure students hit the following points before continuing:

     • Interpreters should be wearing dark clothes

     • Interpreters need to reflect the same emotion the actors have

     • Interpreters need to keep up with the flow of the play or performance

     • Interpreters need to interpret any sounds (such as a bell ringing, music playing, singing, etc)

3. The lab assistant will be creating a list of points the student bring up on the whiteboard to reference later.

Relevant NCSSFL-ACTFL Can-Do Statements:

  • In my own and other cultures, I can analyze how products of personal and public interest are related to perspectives.
  • I can understand the cultural struggles of others and propose solutions to these problems.
  • I can state a viewpoint with supporting evidence on social and professional topics.

Main Activity

1. Partner the lab into groups of two, one group of three if necessary. 

2. The lab assistant will hand out one iPad to each group which has been pre-loaded with one clip. Please make sure they play the clip to the correct time stamp. At this point, the lab assistant will then explain the directions:

"Keeping the list we made together in mind, your groups are receiving a video clip that you all will be interpreting together. Each person should have their own character they stick to during the performance. Don't be scared to interact with another student if your characters do interact. You will have 15 minutes to assign roles, practice your parts, and ask any questions you need. After 15 minutes, you will be sharing your performance with the group." 

3. The lab assistant will answer any questions that come up. Offer whiteboards if students feel it would help them remember their parts, but usually, there is not enough time to write down exactly what they will be signing. 

4. Once students are finished with their parts and are confident in their performances, each group will present their clips while interpreting it.

Wrap-up

Wrap-up questions (Pick the a few you’d like to ask):

1. "What did you struggle with the most with this activity? Why? What would you do to improve that skill?"

2. "As a self-reflection, what aspects of theatrical interpreting do you think you neglected? Why?"

3. "What are some signs you learned during this lab? In what context in your life could you use this vocabulary?"

4. "Did anything about this lab impact you specifically? If so, what was it?"

End of lab:

• Read Can-Do statements once more and have students evaluate their confidence. 
(Use thumbs up/thumbs down or download our student cards.) 
• Encourage students to be honest in their self-evaluation.
• Pay attention, and try to use feedback for future labs!

Relevant NCSSFL-ACTFL Can-Do Statements:

  • In my own and other cultures, I can analyze how products of personal and public interest are related to perspectives.
  • I can understand the cultural struggles of others and propose solutions to these problems.
  • I can state a viewpoint with supporting evidence on social and professional topics.


Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...
Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...
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Where are we? Rate yourself on the weekly Can-Do Statements using this scale: I get it!, I got it!, I kind of get it..., I don't get it...


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