King Arthur, Man or Legend?
How are myths and legends retold for a modern audience?
In this 6-8 lesson, students will learn about the legend of King Arthur as depicted in stories, poems, and artwork. Students will make comparisons between King Arthur’s persona as depicted in legend and in history, and examine the symbolism of the Round Table, the Holy Grail, and Excalibur. They will write a one-act play or monologue, create costumes, then perform for an audience.
Lesson Content
Learning Objectives
Students will:
Describe the origins of the legend of King Arthur.
Explain the historical and mythical aspects of the Arthurian legend.
Research symbols based on the King Arthur legend.
Develop an outline for a theater piece, updating King Arthur’s legend for a modern audience.
Research and design costumes worn during the time of King Arthur for their character.
Perform a theater piece for an audience.
Standards Alignment
Envision and describe a scripted or improvised character’s inner thoughts and objectives in a drama/theatre work.
Develop a scripted or improvised character by articulating the character’s inner thoughts, objectives, and motivations in a drama/theatre work.
Participate in rehearsals for a drama/theatre work that will be shared with an audience.
Perform a rehearsed drama/theatre work for an audience.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Recommended Student Materials
Editable Documents: Before sharing these resources with students, you must first save them to your Google account by opening them, and selecting “Make a copy” from the File menu. Check out Sharing Tips or Instructional Benefits when implementing Google Docs and Google Slides with students.
Websites
Video
Teacher Background
Teachers should familiarize themselves with the story of King Arthur and depictions of his life.
Student Prerequisites
Students should be familiar with myths and legends.
Accessibility Notes
Modify handouts and give preferential seating for visual presentations. Allow extra time and space for performances.
Engage
Show students , read poetry, and/or story excerpts about the legend of King Arthur. Discuss the various symbols embedded in the King Arthur legend, using words already on the board and adding new ones if needed. Explain to the students that they will focus on the most popular of the King Arthur Legend symbols: Excalibur, the Round Table, and/or the Holy Grail.
Tell students that there are many stories, and many different versions, about King Arthur. Ask the class if they think Arthur was a real person. Then explain that many people consider King Arthur to be a mythical figure, while others believe he was a real historical figure. Share the resource, Allow time for students to read about King Arthur.
Distribute the chart, . Have students investigate whether King Arthur was a real person or a mythical character. Share the following resources so students can collect information to make comparisons.
After students have completed their research, discuss whether they think Arthur was real or fantasy.
Build
Discuss with the class the three symbols that are deemed the most important to the story of King Arthur: the Round Table, Excalibur, and the Holy Grail. Divide the class into three groups and assign each group one of the three symbols.
Divide students into small groups. Share the handout, , containing basic information about each symbol. The groups will read, discuss, and respond to each question. When all three groups have completed the handout, bring the class together and ask each group to present their discussion topic. The class should take notes on the two additional topics they did not discuss in their group.
Explain to the students that at the end of this lesson, they will craft an outline for a theater piece based on a theme from the legend of King Arthur. Their piece will incorporate the symbols, characters, and cultural context that they have learned.
Have students research and expand upon one of King Arthur’s symbols. Allow students to brainstorm ideas about possible symbols, characters, or cultural context for a modern-day King Arthur story. Allow time for students to gather information and develop their ideas.
Apply
Explore the medieval times. Share the following resources with students so they can explore medieval clothing, art, and objects from everyday life:
Create a theater piece in small groups. Distribute the to build upon one of King Arthur’s symbols. Students will plan story elements and write a script.
Have students use the to write a one-act play or monologue. They can consider one of the following suggested topics:
- Greeting someone at the fair that you have not seen in a while
- Talking to someone at a party or gathering
- Children playing
- Walking in a garden or a maize
- Workers on the farm
- Knights sitting at the round table
Costuming is an important part of a period production. Explain that the clothing of this period denoted one’s class, stature, or profession within society. Discuss with students the idea that clothing not only reflects one’s place in society, but also the time in which one lives. Students can revisit the websites and videos from earlier in the lesson, as well as this to plan their costumes. Color palettes help costume designers fit the mood and tone of a character or time period, and convey symbolic meaning.
Allow time for students to rehearse and prepare their costume for the one-act play or monologue.
Reflect
Present a theater piece to an audience. Assess students' knowledge of depicting King Arthur in a theater piece using the . Provide detailed feedback in the “Notes Section.”
Respond to a theater piece. After each performance, allow students to respond to the play or monologue. They can share reactions, connections, or ask questions.
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