Read along at the link below:
The Mightiest Heart Project
Project Author: Shella R. Zelenz
Storyteller: Kristine Waters
Author of the book: Lynn Cullen
Recommended for Grades 4 - 8
Suggested duration: 1 week or 3-7 hours total (can be more elaborate and longer as desired)
Table of Contents:
Day 1: Introduction of the story. Sketching scenes.
Day 2: Review of the history (at the end of the story). Research clothing and music of the 13th century Welsh peoples.
Day 3: Start writing the script, plan the music, costumes, props and staging
Day 4: Begin practicing re-enactment
Day 5: Presentation
Day 1
Introduction and Scene Sketching
First have the students close their eyes. Turn off the classroom lights and make the room as dark as possible. If it is an option, have them either lay on the floor or place their heads down on their desks so that nothing distracts them from hearing the wonderful reading of this story by Kristine Waters. The story is 10 minutes long, which includes historical details at the end of the story. You can opt to save the historical details for another class period if you choose. Today's primary focus is to hear the story and to have their minds visualize what the story looked like to them when they were listening to it.
After completing the story, turn the lights back on. Have the students take out sketch paper and whatever art materials are available to do drawings (colored pencils, markers, etc.). Then ask the students to draw what they hear in the story. Draw one picture or draw many. Have them re-listen to the story as many times as you like so that they really get a good feel of the characters, the scenery, and the period the story takes place. Have them share their drawings and explain to the class what it is that they envisioned and why. This should take up an entire class period.
Day 2
History Review and Research
Have them bring their drawings from the previous class. Then have them spend the class period either online or in the library researching the type of clothing, architecture and music that was prominent during this time period. Remind them this is the Medieval Period and that they are looking for Welsh specific information during this period as there are quite a variety of influences during this time period in different locations of the world.
You could ask them the following questions:
Where are the Welsh?
What type of music did they listen to?
What type of clothing did they wear?
What did Llewellyn's castle look like (he is a real figure in history)?
What did his dog look like?
What type of art was common in this period?
How did they spend their days?
Were the people poor or rich during this King's time period?
You could have the students then review their drawings from the previous day and determine if their own interpretation was reflective of the historical versions. This is not to necessarily correct them. This is a great way for them to see the historical realities of the time, and yet simultaneously look at how creative their own imaginations were. The re-enactment that they create can be true to history, or it can be made into a variation or pop-culture format, as they see fit. Let them be the ones to determined how they want to replicate this story in their own words and artistic expression. Let them know that stories throughout history are re-told numerous times and in different forms (Romeo and Juliet is a prime example).
Day 3
Planning
Have the class determine who will be writing the script, who will be creating the staging and planning the music. It is best to allow them to elect people for each role so that they can vote and accept or deny their nomination. This allows them full ownership over the creative process and brings out their leadership skills. Additionally, have them vote for the characters in the play/re-enactment of the story.
Each group will break off and discuss their strategies, visions and planning.
Those writing the script will definitely need one person to write it down while they all contribute ideas to the script. Have a copy of the story available for them to listen to or read to refer to. The visual learners will prefer the original story in hand, but it is helpful for the auditory learners to hear it read to them in conjunction with holding the book in hand. Have them create a script from the story. They can vary the vocabulary as they see fit. The primary goal is that they understand the entire purpose of the story, the characters involved, and how to ensure that the script they write conveys the plot and the moral of the story. This helps them to ensure full understanding of the lesson taught and the value of teaching this value in story form.
Those who are researching music, may want to collaborate with the script writers to know when music will be needed and from there, they can select music that they have researched which fits the scene best. Ensure they have the equipment they need in order to play the music at the time of the performance. They can use Spotify to research 13th century Welsh or Medieval music. Other options include YouTube and library searches if your school includes a music library.
Those who are planning costumes and stage design/props will want to spend time drawing/creating the scenery they wish to include in the story. It would be helpful for them to discuss their ideas with the script writers to ensure that their props align with the manner in which the story is being told and that the props are relevant and not a distraction from the plot. All props and music should enhance the story, not detract from it.
Assist the students as questions occur and help them to be self-sufficient in the creation of their great masterpiece!
Day 4
Rehearsal
This entire class period will be for their use to apply all of their previous day's work. Allow them to nominate a director, the actors, and stage managers. From there, stand back and assist them as requested. It is of primary importance that you do not interfere any more than absolutely necessary so that their creative juices and leadership skills blossom. There will be difficulties. This is normal in any theatrical production rehearsal. They will learn more by being given the space to solve these skills than if everything is micromanaged for them. They may need more than one day to rehearse. Give them as much time as you can to truly create their production. Some deadline pressure may help, but absolutely respect their efforts and just remind them of the time constraints. This too is something that is faced in the real world of theater (and any other business). Remind them not to sacrifice quality. If they must take their work home to perfect it, encourage this.
Day 5
Performance
This is the day they have all prepared for. Allow them to set up their stage, prepare their props and costumes, set up their music so that it is prepped for use during the performance. Set up any recording equipment desired and assign a camera person to record the performance. This recording will help them to review their own product and help them to learn from their mistakes and accomplishments! You could even opt to invite another class to watch the performance, perform in front of the school or a parent's night event. You could offer them a dress rehearsal run through prior to recording or inviting the audience in if time permits. This will help them to ensure that everything will run as smoothly as possible for the actual performance. Wish them the best of luck and smile. It will be a great accomplishment for them and great learning will have occurred, including the following key areas:
13th Century/Medieval literature history (Welsh)
13th Century/Medieval Music history
13th Century/Medieval architecture and textiles
Writing
Planning skills
Organizing skills
Strategizing skills
Leadership skills
Management skills
Taking orders/following orders
Teamwork
Video recording
Internet research
Library research
Reading comprehension
Teaching through storytelling
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