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Greek Chorus Lesson

Greek Chorus Lesson

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Katie Norwood Alley
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86 views

Greek Chorus Lesson

Greek Chorus Lesson

Uploaded by

Katie Norwood Alley
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan: Voice and Movement in the Chorus of Oedipus Rex

Objective:
 To explore how the Chorus in Oedipus Rex uses vocal dynamics and
movement to reflect on themes of fate, blindness, and tragedy.
 To work collaboratively to create an expressive performance,
integrating voice and movement to bring the chorus passages to
life.

Materials:
 Copies of the two chorus passages.
 Open space for movement.
 Whiteboard or projector for displaying key instructions or passage text.

Lesson Breakdown:

1. Introduction to the Chorus and the Themes (5 minutes)


 Brief Overview: Start by explaining the dual role of the Chorus in
Greek theatre:
o The emotional voice of the people, expressing sorrow, pity, or
anger.
o The moral compass, reflecting on the actions of characters like
Oedipus and the inevitable workings of fate.
 Themes to Focus On: In this lesson, the chorus reflects on fate,
blindness, and tragedy—key themes in Oedipus Rex.
 Goal: Today, students will explore how to use voice and movement
together to embody these themes in a performance.

2. Divide into Two Groups and Assign Passages (5 minutes)


 Divide the class into two groups and assign each group one of the
two longer chorus passages from Oedipus Rex.

Passage 1:
Oh you generations of men,
Your life is as nothing.
A man is bathed in Fortune’s light
And then he fades, fades, and fades into the dark.
Your fate I pity, Oedipus, your sad fall,
Your birth, your very birth into this world.
Oh Zeus! His was the greatest mind of all.
He defeated the riddling sharp-clawed Sphinx
And won glory, happiness, and power.
He saved us, was our tower and strength.
We made him our lord, our King of Thebes.
Now who is more abased, more lost than he?
Whose life more desolate, whose grief more deep?
Oh Oedipus! In the same safe bed
You were both son and father!
What demon set you on this path of pain?

Passage 2:
Is there no respite from his pain?
Oh pitiful, pitiful!! Never have these eyes seen such a terrible sight.
Sir, what madness descended on you?
What god has cursed you with this ungodly fate . . . you who were the most
blessed of men?
Oh wretched, wretched Oedipus, I cannot look upon you.
Though I yearn to question and to learn, I must turn my eyes away in horror.
You have done terrible things. But why did you put out your eyes?
What demon set you on this path?
It is all that you say. It is true.
You have chosen a painful path.
It were better to be no more than live in darkness.

3. Vocal Exploration of the Passages (15 minutes)


1. Unison and Solo Lines:
o Each group should start by reading through their passage and
identifying key lines that will be spoken in unison (the whole
group) and lines that will be spoken by a solo voice to add
contrast.
 Example: In Passage 1, the line “He defeated the riddling
sharp-clawed Sphinx” could be spoken by the whole group,
while “Your fate I pity, Oedipus” could be spoken by a
single voice.
2. Echoing Key Words:
o Have students experiment with echoing important words in
their passage. For example:
 In Passage 1: "fades, fades, fades into the dark" can be
echoed by different voices at decreasing volumes to
symbolize Oedipus’s decline.
 In Passage 2: "Oh pitiful, pitiful!" could be echoed or
repeated to build intensity.
3. Varying Volume and Pacing:
o Encourage the groups to experiment with changes in volume
and pacing:
 Loud and intense for moments of anger or despair (e.g.,
“Oh pitiful, pitiful!!”).
 Soft and slow for moments of reflection or sadness (e.g.,
“He fades, fades, fades into the dark”).
4. Vocal Layering:
o Have some students speak lines softly in the background while
others speak key lines loudly in the foreground, creating a
layered effect that reflects the multiple voices of the chorus.
4. Adding Movement to the Choral Reading (15 minutes)
1. Coordinated Movements:
o Groups should now add movement to their vocal performance.
Each movement should reflect the emotional tone of the text:
 For lines about fading, the group could slowly sink to the
ground, mimicking Oedipus’s fall from glory.
 For lines about pain and suffering, students could clutch
their heads or cover their eyes, symbolizing despair.
2. Group Formations and Synchronization:
o Encourage the groups to think about their formations:
 In moments of unity, the group can move together in
synchronized gestures (e.g., all lifting their arms in sorrow
or pleading with the gods).
 In moments of confusion or despair, the group can move in
disarray, with students scattering or turning away from
each other.
3. Transitions Between Movements:
o Groups should practice smooth transitions between
movements, ensuring that the shifts in physicality align with the
emotional shifts in the text.
 For example, in Passage 2, the group could start with
hands covering their faces in horror, then slowly open up to
face the audience as they voice their pity for Oedipus.

5. Rehearse and Refine (10 minutes)


 Groups should rehearse their combined vocal and movement
performance, paying attention to:
o Synchronization of movement and speech.
o Clear articulation of the chorus text.
o Emotional expression through both voice and body.
 Circulate through the groups to offer feedback:
o Are the movements reflective of the chorus’s emotional state?
o Are the vocal dynamics varied enough to create a compelling
performance?
o Are the transitions between movements smooth and deliberate?

6. Group Performances (20 minutes)


 Each group will perform their passage for the class, integrating voice
and movement.
 Encourage the students to:
o Project their voices clearly and confidently.
o Use the space effectively, moving together as a unified chorus.
o Embody the emotions of the text through their physicality.

7. Reflection and Feedback (10 minutes)


 After the performances, lead a class discussion:
o What moments were most effective in combining voice
and movement?
o How did the movements help convey the emotions of the
chorus?
o Which vocal dynamics (echoing, volume changes,
unison/solo lines) were particularly powerful?
 Have students reflect on how using both voice and movement
deepened their understanding of the role of the Chorus in Oedipus Rex.

Assessment Criteria:
 Vocal Dynamics: Did the group experiment with volume, pacing, and
tone to enhance the meaning of the text?
 Synchronization: Was the group unified in their movements and
vocal delivery?
 Movement and Gesture: Were the movements purposeful and
expressive? Did they reflect the emotional content of the passage?
 Storytelling: Did the group effectively convey the themes of fate and
tragedy through their performance?
 Creativity: Did the group make creative choices in integrating voice
and movement?

This lesson plan provides a structured approach for students to explore how
the Chorus in Oedipus Rex communicates its emotional and moral
reflections through the integration of vocal performance and movement,
culminating in a dynamic and expressive choral reading.

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