1. Warm-up: Pass the Emotion Sit in a Drama circle. We're going to pass a smile around the circle. Start this off by passing a big smile to the person sat to your left, and then encourage it all the way around. Using the same principle, pass further emotions or feelings.
Sad
Excited
Angry
Hungry
Scared
etc
2) Warm-up: Machines The machine warm-up starts with one person building a machine and each person coming along to add to it cooperatively.
3)What are you doing? - The "What are you doing?" game is good for warming up the brain and body, and practicing using the brain and body differently at the same time.
4) Word association firing line - great for loosening people up, getting them used to being spontaneous, in the moment and focusing on listening and responding without censoring themselves.
June 4, 5 Criterion D - Reflective Commentary - Due June 6 at the beginning of class need a printed version for your Process Journal For this unit on Storytelling: Statement of inquiry is: Personal and cultural expression is expressed through stories. Global Context is: Personal and cultural expression (artistry, craft, creation, beauty)
1. Write a paragraph detailing how your research and the warm-ups influenced your final performance. Be specific, include details.
2. Write a strong paragraph on the following topic. Explain your point of view (choose a, b, or c), include examples to support your ideas. (D strand i)
Considering all the stories you read, heard, and told this term: a. themes of stories are always related to one particular culture or b. themes of stories are never related to one particular culture or c. themes of stories are sometimes related to one particular culture but are often universal?
3. Write a strong paragraph on the following topic. Explain your point of view, include examples to support your ideas. (D strand ii)
How do you think your performance and choice of story impacted (or influenced) your classmates?
4. Write a paragraph on the following topic: Explain, include details. (D strand iii)
Throughout the term, "How did your feedback help your classmates?" (Write some sentences in general terms, then think about 1 specific student and explain in detail how your feedback could help him/her. Write about how the feedback you received from your classmates, your self-evaluation, and teacher can help you in future performances.)
May 21
Making an entrance - The actor enters, the audience’s eyes
are on him/her, waiting to see what his/her character will bring to the
scene . . .
1. Bus Stop Activity
A classic improvisation game based around the characters you might meet at a bus stop.
Develop improvisation skills
Develop characterisation
When working on specific acting skills (e.g. making an
entrance, creating a fully developed character, knowing how to sit),
environments such a bus stop become convenient settings for the
chance meeting of characters.
You will choose one of the occupations for your character. Imagine that
you are waiting at a bus stop for a bus that will take you into New York
City when it starts to rain. In character (according to your
occupation) you will interact with other people who come into the scene
as they try to stay dry while waiting for the bus.
We will start the scene with one person, adding the others at suitable intervals.
Try to let the scene run a little, before jumping in with their own characters.
2. Emotion Activity
the primary emotions: joy, grief, fear, anger, surprise, love, laughter
and how to use this in a performance rather than 'acting'.
May 22, 23
Criterion C - Statement of Artistic Intention - due May 23
Print your Statement of Artistic Intention and put it in your Arts Process Journal
Statement of
Artistic Intent
(3 paragraphs)
Paragraph 1. What are you doing? (purpose)This paragraph includes: - what topic you are studying this term in Drama - small background about storytelling - what your task is
Paragraph 2.Why are
you doing this
(message and inspiration)
- name and brief plotline/storyline
of your story
- theme or moral of your story
- what stories did you look at before you chose this one
- why did you choose this story (inspiration)
- what do you want the other Year 8s to learn from your story
Paragraph 3.
How
are you going to achieve this (production and performance
elements) - how will you bring your story to life? (include costume, props and
acting techniques that you will use)
- what
challenges do you think you will face when telling your story in front of the
class?(minimum 3)
What is the purpose of this story? Identify the audience of this story?
April 11
1. Warm-up: What are you doing?
Purpose: good for warming up the brain and body, and practicing using the brain and body differently at the same time.
Seven-sentence story structure Purpose: Creativity, Story structure
Most stories can be boiled down to seven basic sentences. These sentences begin like this:
Once upon a time....
And every day...
Until one day...
And because of that...
And because of that...
Until finally...
And from that day...
It's good to use examples when explaining this, I will use 'Hannah Montana: The Movie' here:
Once upon a time there was a girl who was secretly a pop-star. And every day she was careful not to let anyone know her secret. Until one day she met a boy, and he discovered her double life. And because of that he was angry and felt betrayed. And because of that Hannah felt awful. Until finally she owned up to her double life. And from that day the people from her home have known and accepted her secret, and she and the boy are very happy.
a.
Have the students sit in a circle and ask them to come up with one
sentence from the story structure each. If you have more than 7 students
you can just begin from the first sentence again once you reach the
eight student.
March 26
1. 321 Acting Studio - Name of warm-up: Breathing Relaxation Technique
Purpose: actors can find their center, focus and relax for auditions/performances
Explore stories that you know and prepare a story (1-2 minutes) to share with your classmates (1st performance)
March 27, 28
1st performance
Order of performance:
Gabi
Juan
Noah
Luna
Vassi
Rafa
Eduardo
Mariana
Aurea
Luiza
Shreya
Luz
Chaasa
José
Diogo
Santi
Thea
Ines
Tomás
Welcome to Year 8 Drama! This term we will be focusing on storytelling.
Who likes stories? What's your favourite story? March 19 1. Let's talk a little about: Year 8 Drama expectations 2. Let's talk a little about: Arts Process Journal 3. Can you access Managebac?
Warm-up for Drama class
4. Warm-up - Three Things in Common: designed to help people get to know each other better (ice breaker)
5. Write Criterion B (Developing Skills) reflection (include date of warm-up) Name of warm-up Purpose of warm-up What did you learn? How can this help you with your acting?
March 20
1. Warm-upExaggeration Circle - good warm-up to work on taking something small and heightening it.
2. Write Criterion B reflection. Name of warm-up Purpose of warm-up What did you learn? How can this help you?
3. Guidelines for Storytellers - Explanation and Discussion
March 21 1. Irish story telling and Irish story tellers:
2. Discuss Let's look at the Guidelines for storytellers again. How does Ms. Murphy measure up? What are some of your favourite stories? Why do you like them so much? Can you identify any features of the stories that make them so enjoyable or memorable?
3. Research and
choose a story that you would like to tell to the class. Guidelines:
Tell a story, 1-2 minutes in length, use your voice and body to add
emphasis and make the story more appealing to your audience.
HOMEWORK: Due Tuesday, March 26 at the beginning of the class. Write 1 page (yellow notebook) or 1/2 page (A4) typewritten fonts size 11 analyzing the video against the Elements of a Story document. Include the following: Theme of the story Characters in the story Conflict of the story Resolution of the story. Setting Mrs Murphy's delivery of her story
March 12, 13 Criterion D - Reflective Commentary - Due March 14 at the beginning of class need a printed version for your Process Journal For this unit on Storytelling: Statement of inquiry is: Personal and cultural expression is expressed through stories. Global Context is: Personal and cultural expression (artistry, craft, creation, beauty)
1. Write a paragraph detailing how your research and the warm-ups influenced your final performance. Be specific, include details.
2. Write a strong paragraph on the following topic. Explain your point of view (choose a, b, or c), include examples to support your ideas. (D strand i)
Considering all the stories you read, heard, and told this term: a. are the themes of stories always related to a particular culture or b. are the themes of stories always universal or c. are the themes of stories sometimes universal?
3. Write a strong paragraph on the following topic. Explain your point of view, include examples to support your ideas. (D strand ii)
How do you think your performance and choice of story impacted (or influenced) your classmates?
4. Write a paragraph on the following topic: Explain, include details. (D strand iii)
How did your feedback help your classmates? (Write some sentences in general terms, then think about 1 specific student and explain in detail how your feedback could help him/her. Write about how the feedback you received from your classmates, your self-evaluation, and teacher can help you in future performances.) March 14 Finalize Process Journals
Warm-up: Bibbity Bibbity Bop Purpose: To be attentive and work on quick decision making
Breathing: Remember to breath properly before performing
Order of performance: 1. Amicie 2. Aoi 3. Margarida 4. Garance 5. Maria 6. Miguel 7. Martim P. 8. Caetano 9. Mariana 10. Lis 11. Louis 12. Livian 13. Martim 14. Alex 15. Diego 16. Bento 17. Isis 18. Carlota
February 5
1. Vocabulary worksheet
2. Research and decide which story you will tell
Story/presentation guidelines:
2 minute limit
must have a message
your audience is your peers
February 6, 7 Criterion C - Statement of Artistic Intention - due Feb 12
Print your Statement of Artistic Intention and put it in your Arts Process Journal
Statement of
Artistic Intent
(3 paragraphs)
Paragraph 1. What are you doing? (purpose)This paragraph includes: - what topic you are studying this term in Drama - small background about storytelling - what your task is
Paragraph 2.Why are
you doing this
(message and inspiration)
- name and brief plotline/storyline
of your story
- theme or moral of your story
- what stories did you look at before you chose this one
- why did you choose this story (inspiration)
- what do you want the other Year 8s to learn from your story
Paragraph 3.
How
are you going to achieve this (production and performance
elements)
- how will you bring your story to life? (include costume, props and
acting techniques that you will use)
- what
challenges do you think you will face when telling your story in front of the
class?(minimum 3)
January 31 1. Shake out Classic warm-up to get people energized
2. Warm-up Family Portrait - helpful when developing character work skills
Tableau / Still Image
purpose: developing character work skills
A still image or tableau can be used
in solo work up to large group work in order to portray the given
subject matter. A very useful tool in drama since it can form the basis
of many sessions and activities.
Description
When creating a tableau the participants
need to focus on their physical positioning, body language and facial
expression. There is no speech in a tableau and as such the importance
of their physicality should be stressed.
In creating a tableau the participants are
putting themselves into a scene as characters with thoughts and
feelings. They must ask themselves:
Where and how shall I stand?
What do I want the audience to think?
What facial expression shall I hold?
Where shall I place myself in relation to others?
What are the alternatives?
For younger participants it can be
described as a photograph and for the first few tableaux you can be the
photographer who is positioning the subjects, moulding their
expressions, etc
A classic improvisation game based around the characters you might meet at a bus stop.
Develop improvisation skills
Develop characterisation
When working on specific acting skills (e.g. making an
entrance, creating a fully developed character, knowing how to sit),
environments such a bus stop become convenient settings for the
chance meeting of characters.
You will choose one of the occupations for your character. Imagine that
you are waiting at a bus stop for a bus that will take you into New York
City when it starts to rain. In character (according to your
occupation) you will interact with other people who come into the scene
as they try to stay dry while waiting for the bus.
We will start the scene with one person, adding the others at suitable intervals.
Try to let the scene run a little, before jumping in with their own characters.
1.Fable - What is a fable? It is a literary genre. It is a short story that teaches a moral lesson.
The most famous fables are from Aesop. According to Wikipedia, "Aesop( c. 620 – 564 BCE) was a Greek fabulist and story teller credited with a number of fables now collectively known as Aesop's Fables.
Although his existence remains unclear and no writings by him survive,
numerous tales credited to him were gathered across the centuries and in
many languages in a storytelling tradition that continues to this day.
Many of the tales are characterized by animals and inanimate objects
that speak, solve problems, and generally have human characteristics."
3. Storytelling Log (worksheet): Analysis of 3 stories
a. Find a story (research) that you like online and read it aloud to yourself. (It could be a fable)
b. Evaluate your stories once more for tellability and
learnability as they read aloud, as this will be a different experience than
reading it in your head and assessing it. Keep in mind the
specifics of tellability and learnability.
c. Complete 3 Storytelling logs
4. Warm-up Family Portrait - helpful when developing character work skills
Tableau / Still Image
purpose: developing character work skills
A still image or tableau can be used
in solo work up to large group work in order to portray the given
subject matter. A very useful tool in drama since it can form the basis
of many sessions and activities.
Description
When creating a tableau the participants
need to focus on their physical positioning, body language and facial
expression. There is no speech in a tableau and as such the importance
of their physicality should be stressed.
In creating a tableau the participants are
putting themselves into a scene as characters with thoughts and
feelings. They must ask themselves:
Where and how shall I stand?
What do I want the audience to think?
What facial expression shall I hold?
Where shall I place myself in relation to others?
What are the alternatives?
For younger participants it can be
described as a photograph and for the first few tableaux you can be the
photographer who is positioning the subjects, moulding their
expressions, etc
