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Silent Movie Formative Mime Assignment

Students will work in groups to create and perform a 5-minute silent movie scene without dialogue. Each group must choose a genre and develop characters, relationships, settings, conflicts, climaxes and resolutions. Intertitles can be used to convey up to 4 lines of dialogue or indicate scene transitions. Groups will have class time to plan and rehearse their scenes, which will be assessed based on character development, movement, preparation, ensemble work, plot clarity, and appropriate use of music and intertitles.

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588 views3 pages

Silent Movie Formative Mime Assignment

Students will work in groups to create and perform a 5-minute silent movie scene without dialogue. Each group must choose a genre and develop characters, relationships, settings, conflicts, climaxes and resolutions. Intertitles can be used to convey up to 4 lines of dialogue or indicate scene transitions. Groups will have class time to plan and rehearse their scenes, which will be assessed based on character development, movement, preparation, ensemble work, plot clarity, and appropriate use of music and intertitles.

Uploaded by

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© © All Rights Reserved
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SILENT MOVIE FORMATIVE MIME ASSIGNMENT

Description: You will be working in groups of five or six (5-6) to bring a silent movie to life on
stage. Each group is to choose a specific genre to work in (i.e. horror, action/adventure,
romance, science fiction, fantasy, etc.) and will establish the major characters, relationships,
setting, conflict, action, climax and final resolution of the conflict. Each silent movie will be
presented using NO Dialogue whatsoever.
Time: Silent Movie scenes should be approximately 5 minutes in length.
You must tell Ms. Lillie your groups chosen genre before starting work on your scene.
Your challenge is to be as clear, detailed and imaginative as possible to ensure the audience
understands:
WHO your character is,
WHAT your relationship is with other characters,
WHERE the action takes place,
WHAT the major conflict in the story is,
HOW the conflict builds to a climax and
WHAT the final resolution of the conflict is at the end of the movie.
Intertitles: Posters may be used to create titles for lines of dialogue no more than 4 lines on a
poster or for scene transitions. Letter must be large enough to be read from the audience.
Assessment: This is for formative assessment of your mime skills. Have fun and work hard!
This takes practice!
You will have the opportunity to plan, and rehearse your silent movies in class for two periods.

Silent Movie Formative Performance Rubric


Performanc
e

Level 4

Level 3

Level 2

Level 1

Student created
original and
appropriate
internal and
external
characteristics to
the character
they played.

Student created
appropriate
internal and
external
characteristics to
the character
they played but
based most of
them on
themselves

Student created
appropriate
internal and
external
characteristics to
the character
they played but
all of them
were based on
themselves.

Student did not


create internal
and external
characteristics
to the character
they played or
the ones
created were
not consistent
or
inappropriate.

Movement

Student was
technically
accurate in the
blocking. Their
movement was
creative,
believable, and
justified.
Mannerisms
were added to the
characterization
and helped make
the perf.
interesting.

Student was
occasionally
technically
inaccurate in the
blocking. Their
movement was
believable, and
justified.
Mannerisms
were occasionally
added to the
characterization.

Student was
frequently
technically
inaccurate in the
blocking. Their
movement was
not always
believable or
justified.
Mannerisms
were not added
to the
characterization.

Student was
almost always
technically
inaccurate in the
blocking. Their
movement was
not believable
or justified.
Mannerisms
were not added to
the
characterization.

Preparation

Student was very


prepared for the
performance day.
They were
memorized with
blocking and
movement and
used all
rehearsal time
appropriately.
They brought in
their own
costumes and
props to help tell
the story.

Student was
prepared for the
performance day.
They were
mostly
memorized with
blocking and
movement and
used most
rehearsal time
appropriately.
They borrowed
some costumes
and props to
help tell the story.

Student was
mostly
prepared for
the performance
day. They
missed some
blocking and
movement and
used of their
rehearsal time
appropriately.
They borrowed
most costumes
and props to
help tell the
story.

Student was not


prepared for the
performance day.
Missed most
blocking and
movement and
used less than
of their
rehearsal time
appropriately.
They borrowed
all costumes
and props or did
not use at all.

Ensemble
work

Student and
group worked
very effectively
during rehearsal
time

Student and
group worked
effectively
during most of
their rehearsal

Student and
group worked
together the
rehearsal time

Student and
group worked
together less
than the
rehearsal time

Characteriz
ation

time.

effectively.

effectively or
not at all.

Relationships and
characters were
clear and
enhanced
throughout the
silent movie.

Individual
characters were
apparent but the
relationships
were somewhat
unclear.

Some
characters and
relationships in
the movie
were clear, but
others lacked
definition and
clear
connection to
the plot.

Characters were
not well defined
and relationships
were confusing.

Plot

Plot was so clear it


did not matter that
there was no
dialogue. Included
clear 3 point
storyline
beginning, middle
and end.

The general
theme was clear
but specifics
were a bit foggy.
May not have had
clear 3 point
storyline.

The scene was


visually
pleasing, but
had no clear
plot. Storyline
was not easy to
follow.

The plot was not


apparent through
the actions
performed on
stage. Clearly
lacked beginning,
middle, and end.

Music

Music chosen was


appropriate for the
silent movie and
clearly
underscored the
theme/plot.
Intertitles were
easy to read,
furthered the plot,
and were
appropriate in
number.

Music worked at
some points of
the movie but
did not motivate
the piece overall.
Intertitles were
overly used
and/or were
difficult to read.

The music had


no connection
to the plot of
the movie.
Intertitles did
not further the
plot or were so
excessive that
the audience
read most of
the storyline
rather than
seeing it
visually
represented.

No music was
used. No
intertitles were
used.

Characters

And
Intertitles

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