February 5, 6, 7

https://www.pinterest.pt/pin/63754150948548884/?lp=true

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)

-how will you overcome these challenges?

January 29, 30, 31

 

January 29
Drama Kahoots!

January 30
1.  Criterion A - Vocab quiz (strand i)  http://www.quia.com/quiz/7086868.html
Quizlet - drama vocabuary
      Use this link to play games to learn vocabulary about drama: https://quizlet.com/174371600/drama-flash-cards/

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

1. Cheerleader family,  2. Snobby family,  3. Superhero family,  4. Wizard family,  5. Shy family, 6. Royal family,  7. Corporate family,  8. Celebrity family,  9. Sports family,  10. School photo, 11. Lottery winning family

3.  Warm-up:   Bus Stop

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.

January 22, 23, 24

https://ballmemes.com/t/postmodern

January 22, 23

A Legend:  Three Sisters (http://www.mlui.org/userfiles/filemanager/1713/)
 1)  Read
 2) Answers the questions
 3) Discuss

https://i.pinimg.com/736x/24/62/ed/2462ed4be37ae8677840fb27d638e561--companion-gardening-companion-planting-layout-vegetables.jpg

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."

2. Let's try one: The tortoise and the  hare, an Aesop Fable
http://diannedelascasas.com/wp-content/uploads/2012/10/Tortoise_Hare.pdf

Aespo's fables can be found here:  http://www.read.gov/aesop/

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

1. Cheerleader family,  2. Snobby family,  3. Superhero family,  4. Wizard family,  5. Shy family, 6. Royal family,  7. Corporate family,  8. Celebrity family,  9. Sports family,  10. School photo, 11. Lottery winning family

January 15, 16, 17

January 15
Finish

January 16, 17

2nd Performance





Dialogue - the words that the actor speaks

3 Ways Acting Exercise - helps with delivery

List of acting emotions for practice:

• anger
• anticipation
• anxiety
• arrogance
• embarrassment
• boredom
• confidence
• contentment
• depression
• disappointment
• disgust
• ecstasy
• exhaustion
• fear
• frustration
• guilt
• happiness
• hope
• hysteria
• impatience
• jealousy
• loneliness
• love
• lovesick
• lust
• mischievous
• passion
• romance
• shock
• shyness
• suspicion

1. Acting is so much fun.

2. Halloween is right around the corner.

3. I want to go home now.

4. Please.

5. Would you like to go shopping today?

6. What's for dinner?

7. The pencil is mine.

8. I need a haircut.

9. My homework is in my locker.

10. Are you serious?

11. He's coming back.

12.  She's changed her mind.

11. That's my friend.

14. I didn't know that.

15. Where are you going?

January 8, 9, 10

 

January 8
 1st performance

January 9, 10

Criterion A - Knowing and Understanding   Due January 15, end of class  Upload your document to Managebac AND print it for your process journal.

 1.  What is storytelling?  (Write 3-4 sentences using your own words)

 (Storytelling in different cultures (various European, African, North American, Middle American, South American, Asian and Australian cultures.  Could include Japan, Russia, Native American, Middle East, etc.)
         
         2.  Research storytelling in your culture and give a brief introduction in your own words.
          3.  Research and choose 1 story from your culture.  Write the name of the story and give a brief summary. (Look for myths and legends in your culture. )(1 paragraph) Use your own words.
           4.  Research storytelling in another culture and give a brief introduction in your own words.
           5. Research and choose 1 story from another culture. Write the name of the story and give a brief summary.  (Look for myths and legends in that culture.) (1 paragraph)
           6. Critically analyze (compare AND contrast) these 2 stories  (How are they the same?  How are they different?  Look at content,  structure,  language, purpose, and anything else you think is notable).  Complete a Venn Diagram:  https://study.com/academy/lesson/what-is-a-venn-diagram-lesson-for-kids.html
           7.  What was the importance of story-telling in history? Explain, include details. Use your own words.
           8.   How have the stories told in the past influenced the present?  Explain, include details.  Use your own words.
           9.  How will this research help you prepare your performance?  Explain, include details. Use your own words.
 
Works Cited page required -  MLA 8 format

Remember, you will need a Works Cited page.  The Works Cited page is always the last page of your document.  Here are websites that will help you create the page properly:  Citation Machine -  http://www.citationmachine.net/ 

Cite This For Me - http://www.citethisforme.com/

January 3, 2019

https://happynewyear-2019.net/

January 3
1.  Warm-up:    

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.

2. 1st performance