Assemble information about Olympic values and contrasting information about the values
portrayed in images in popular culture (TV, CD's magazine ads, movies, sports, web sites, etc.)
Assemble information about individuals who faced opposition in the pursuit of their goals.
O'Neill, Cecily. Drama Worlds: A Framework for Process Drama. (Heinemann, 1995)
Spolin, Viola. Theatre Games for the Classroom. (Northwestern University Press, 1987.)
Internet sites (See Further Research section below.)
Explain the following:
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What we put into our hearts and minds has a powerful impact on our ability to be our best,
to do something heroic. The genius of those who make great contributions to our world comes
from the ability to use emotions productively.
The Olympic Games have a set of values that range from fair competition, commitment and honor,
to other life skills such as self-discipline, good manners, cooperation and respect. Our
communities are filled with heroes that embody these real Olympic values. They could be our
friends, our family, or people that we know. What makes them special? How do they do what
they do?
The media often offers a somewhat false image of a hero to our students. This hero is generally
a person who has great popularity and wealth, such as celebrities, professional athletes, TV
personalities and pop musicians. This perception creates a false understanding of a hero's
purpose.
Popularity and wealth are not necessarily a true hero's objective in doing what they do.
Commitment to ideals and goals are the attributes that motivates this person despite the fear
of opposition or ridicule they may receive from others. They make decisions because they know
it is the right thing to do.
Creating and performing, which expresses who we are and our personal point of view, also requires
risk taking. It is an activity that demands commitment of the student. These learning activities
will explore how we use art, music, dance, theatre, and film to express, experience, celebrate,
and strive for our heroic personal best.
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Find two examples on the Internet or in TV commercials, videos, CD's, magazines or newspaper ads
that promote values that in your opinion are not "valuable" (ex. Cigarettes as cool. You must have
designer clothes to be liked. Etc.) Bring them to class on videotape, or CD, or cut them out of
magazines.
Critique examples: What is being promoted and why? What is the agenda of your example? (Ex. "To
sell clothes") How are particular values identified and communicated? (Ex. "You will be popular
if you use a certain shampoo.") What other stereotypes and values are promoted indirectly? (Ex.
"The person using the shampoo has a certain body type.") What artistic means are used to sell
these values?
Discuss examples of people who to you are real heroes. Identify the character attributes and
Olympic values that qualify them as real heroes.
Choose someone whom you consider a hero in your life.
List a few of the heroic characteristics of that person (these can be quite simple: patience,
kindness, truthfulness, etc.)
Now using a dramatic form of your choice (storytelling, pantomime, puppetry, tableaux,
improvisation, etc.), create a story for dramatically expressing what it is you admire about
your hero. Plan a beginning, middle, and end. Plan a way to communicate the heroic traits of
your chosen character. Remember to use the devices of strong communication that are employed
in everything from TV commercials to fine art to maximize your message.
Now create a dramatic presentation for yourself that identifies a value you possess or wish
to possess.
Share and critique the two presentations.
Evaluation Questions
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1.
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Are the traits of heroism clearly communicated?
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2.
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Is the dramatic presentation pleasing/interesting to an audience?
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3.
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What could you do to make your presentation stronger?
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Activity 2: Understanding Heroism
Find two examples on the web or in TV commercials, videos, CD's, magazines or newspaper ads that
promote "values" that in your opinion are not "valuable" (ex. Cigarettes as cool. You must have
designer clothes to be liked. Etc.) Bring them to class on videotape, or CD, or cut them out of
magazines.
Critique examples: What is being promoted and why? What is the agenda of your example? (Ex.
"To sell clothes") How are particular values identified and communicated? (Ex. "You will be
popular if you use a certain shampoo.") What other stereotypes and values are promoted
indirectly? (Ex. "The person using the shampoo has a certain body type.")
What artistic means are used to sell these values?
Discuss examples of people who to you are real heroes. Identify the character attributes and
Olympic values that qualify them as real heroes.
Activity 3: Create and Perform Dramatic Presentations about Heroism
Choose someone whom you consider a hero in your life.
List a few of the heroic characteristics of that person (these can be quite simple: patience,
kindness, truthfulness, etc.)
Now using a dramatic form of your choice (storytelling, pantomime, puppetry, tableaux, improv,
etc.), create a story for dramatically expressing what it is you admire about your hero. Plan
a beginning, middle, and end. Plan a way to communicate the heroic traits of your chosen
character. Remember to use the devices of strong communication that are employed in everything
from TV commercials to fine art to maximize your message.
Now create a dramatic presentation for yourself that identifies a value you possess or wish to
possess.
Share and critique the two presentations.
Evaluation Questions
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1.
|
Are the traits of heroism clearly communicated?
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|
2.
|
Is the dramatic presentation pleasing/interesting to an audience?
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3.
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What could you do to make your presentation stronger?
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Once students have examined the concept of heroism, have them list a number of behaviors that
they can do in their lives to be a hero or a developing hero.
Have students share their list or presentation with a personal hero.
Extend students' interest in heroes and Olympic values by creating a Webquest for the internet
to help others create art, music, dance, film, or drama that communicates Olympic values.
Webquest can be submitted to your school website. Instructions on what a Webquest is and how
one can be created is found at:
http://edweb.sdsu.edu/webquest/
and
http://www.kiko.com/wqst/index.jsp
