Tableaux Tour of Texts

Students express their empathy for characters and events from books read in small groups by creating tableaux (freeze-frames) of key scenes to present to the class.

A lesson plan for grades 9–10 English Language Arts

By Kim Bowen

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Related topics

• Learn more about English language arts.

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Learning outcomes

Students will:

• demonstrate empathy with characters.
• analyze works to identify key scenes and turning points.
• describe the impact they hope to convey on their peers with the scenes presented.
• work in small groups and refine their interpersonal communication and conflict management skills.

Teacher planning

Time required for lesson

1-2 hours

Materials/resources

Students may need pen and paper, along with the text of the books they are studying.

If more than one class period is used, students may bring in costumes and/or props to support their scenes. The teacher may want to have poster board, markers, construction paper, scissors, and misc. objects on hand for prop use.

The room should be arranged so that students can work in groups during the planning and staging. For the presentation, students should have room to present tableaux for audience to watch.

Technology resources

None

Pre-activities

Students should have read all or a significant portion of a text.

Activities

1. Teacher should explain to the students that the tableaux they will create will be a series of “freeze frame” moments from the text(s) they are reading. The teacher will “dim” the lights at each change of scene, but the changes must be made quickly and quietly.

   If possible, the teacher may want to bring in art work portraying important scenes in history (such as Washington crossing the Delaware River, the signing of the Declaration of Independence, etc.). The teacher and students can discuss why artists might choose those particular scenes to create and how the artwork can convey significance that goes beyond those moments.

2. Working in their small groups (which may all have read the same book or may have chosen different books to explore), students discuss and identify 3-5 key scenes in the book. If students have not finished the book, then they can just focus on what has been read so far. Key scenes may introduce or develop a conflict, be turning points or resolutions, or just be memorable to the students for some reason.

   If students are all studying the same text, the teacher may wish to assign different parts of the text to each group.

3. Once the group has decided on the key scenes, the group members need to design their presentation. Each group will present the scenes as still images without words to the other class members. Each scene will be “held” motionless for approx. 45 seconds before students switch to the next scene. No explanations will be given to the class at that time. (Teachers may wish to take additional time for those explanations or to have a day of “peer responses” to the scenes.)

   Students must decide which characters will be present, what props (if any) will be needed, what background (if any) will add meaning to the scene, and how they will accomplish all of their tasks in time. Everyone in the group should contribute to the overall product.

   Students need to focus on what impact the scenes will make on the other students in the class. How can they physically convey the feelings that scene brings out in the reader to the other students, who may or may not have read the text?

   If groups are reading and presenting different texts, you may want each group to create a poster board sign identifying the title and author.

   On notebook paper or handouts (one page per scene), students should briefly describe the scene from the book and explain why it is “key.” Below this, students will create a two-column chart. In the first column, they will list the characters and positions, props, background, etc. that will be in the presented scene. In the second column, they will note the reasons for these decisions (i.e. what impact are they hoping to achieve with character X sitting on the floor beside his mother’s bed?)

4. Before presentations begin, students and teachers will rearrange the room. Having seats in the middle, with each group’s tableaux presented in a different area at the outside of the room would be most effective; however, the size and shape of the room may make a “front and center” stage the most efficient option.
5. Students turn in their notes sheets and present their tableaux to the class.

Assessment

Teacher should evaluate each group’s presentation based on thoughtfulness of key scenes selected, effectiveness of group’s decisions in conveying importance of scenes, and presentation itself.

Expectations for scene presentations, notes, and assessment should be appropriate to the time given for preparation.

Supplemental information

For more information about tableaux interpreation, using drama with literary responses, and engaging students with literature, see

Langer, Judtith (2002). Making Meaning in Literature. Retrieved March 15, 2003. Web Site: http://www.learner.org/channel/libraries/makingmeaning/about/project.html (see especially Clip 6)

Pirie, B. (2002). Teenage boys and high school English. Portsmouth, NH: Heinemann.

Wilhelm, J. D. (1997). You got to be the book: teaching engaged and reflective reading with adolescents. New York: Teacher’s College Press.

Related websites

http://www.learner.org/channel/libraries/makingmeaning/about/project.html

Comments

If students are reading books which contain or allude to passionate, violent, etc. scenes, you may need to remind them to keep the presentations “PG” and appropriate for classroom viewing.