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Blodin Lesson 1

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Annaliese Murray

on 15 July 2013

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Transcript of Blodin Lesson 1

To design and construct the beast using alliteration and physical theater

The emotion/mood the audience feel
What is this story about?

What characters are we introduced to?

What mood and atmosphere does the story suggest?

What are the key words?

Split the class into two.

A half
read just the first 3 lines aloud, stopping at the end of each line.

B half
can repeat/echo words from the story which they think are important.

You have 1 min in your group to decide how you are going to say each line or add emphasis as a group.


Tips: In order to create a scary mood and atmosphere, varying (changing) the pitch, volume and tone allows the character to appear unpredictable.

In pairs, create one of the sounds below that Blodin may make- use those vocal skills!

Stomping of feet
Horrible laughter
Drinking oil

How did the groups use volume, pitch and tone in varying ways?
What mood and atmosphere did the sounds create when you heard them one after another?
How did we use our ‘co-operating skills’ to make this effective? When was it the most effective?

In groups of
, select
lines from the list below to complete.

Aim to describe what Blodin looks like:
His head is as…as a…
His body is as…as a …
His arms are as…as a…
His legs are as…as a…
His tail is as…as a
His claws are as…as a…
His roar is as…as a…

Aim Higher:

Use alliteration- repetition of the beginning letter of a word
EG: His head is as huge as a humongous hippo

Blodin the Beast
Learning Intentions

To explore the story of Blodin The Beast

Chorus/ Choral speaking

Physical Theater

Discuss the definitions of the following words in pairs
Consider how you would respond to the dragons if this was your town.
Would you run away in fear or stay and fight?
Blodin the beast stalked the land.
He drank only oil, he breathed only fire.
When he roared, the earth shook and the people trembled.
Town after town he razed to ruins, village after village.
No sword, no spear could pierce his thick, horny hide.
No one could stand against him.
Some tried, but were scorched at once to ashes.
There was no hiding place.
There was nowhere to run, except to the mountains,
and everyone knew the mountains went on forever.
Up there you would die of hunger or cold or both.
Better to become Blodin’s slave.
Better to dig his oil for him than to die.

Think Pair Share
Story Circle

success =
creating the atmosphere of the poem using tone, echo/repetition, and physical sounds.
Creating Sound
What would Blodin Sound Like?
Creating A Poem
To develop our group working muscle so we can be better team members.

Chorus/ Choral Speaking
When two or more people speak at the same time (Greek Theatre)

Using body to represent places, emotions, locations, experiences or objects.
Physical Theatre
What are our rules?
Listen to each other
Involve everyone
Help each other out so all
can do well

Individual Whiteboard Reflection
In your groups each person must say one line each + one line as a group = 4 lines describing Blodin!

Success =
clear descriptions for each part of his body:
Descriptions can be physicalised
Descriptions are intended to be frightening
Descriptions link to the original story
TASk 3
Creating the beast
Using the descriptions of the beast that you have just written, physicalise your Blodin. Using physical theatre, create a still image of the beast

Success =
each group member connected to at least one other in some way. Clear use of the following skills to match your descriptions:
Facial expressions
Body Language

Success Criteria
Add 2 of the sounds created earlier.

Success =
Varying pitch, volume and tone.

Add the still image and the sounds together and make the beast move for 10 seconds (repeat the sounds).

to narrate 6 lines of the poem with the sounds and physical beast to create a scary atmosphere.

Success Criteria
Start and end with a still image.
Speak the lines of the poem using choral speaking.
Use one of the following: echo, whispering, over-lapping lines, repetition of words.
Use facial expressions, body language, space and levels to show the beast’s physical features.
Create minimum of two sounds that the beast makes.
Create a scary atmosphere.

Level 3
Follow some presentation rules

Use some choral voice and physical theatre movement

Attempt to create a scary atmosphere through SOME use of techniques:
Exaggerated/intimidating physicality
Tone in voice
Repetition/ echo/whisper at some point

Some use of co-operation skills

Level 4
Follow all presentation rules.

Uses choral voice and physical theatre throughout.

Clearly create a scary atmosphere through use of ALL skills:

Exaggerated/intimidating physicality.
Tone to clearly show emotion
Repetition / echo/whisper to clearly show intention

Clearly co-operating and supporting the group.

What have you learnt today?
Using drama skills to respond to the story.
Using your vocal and physical skills to create mood and atmosphere of the story.
Co-operation skills .
Full transcript