June 4, 5, 6

For students will will take the exam please review your research.  Study the following links:

• https://www.quora.com/Why-is-storytelling-important-What-would-you-say-to-inspire-provoke-or-dissuade-young-storytellers
• http://www.planetozkids.com/oban/what-is-difference-between-myths-legends-fables-folk-tales.htm

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.)

June 6 
http://www.quia.com/quiz/7266245.html

Lecture 

May 28, 29, 30

http://artsonline.tki.org.nz/Teaching-and-Learning/Learner-examples/Artists-in-Education/Tanya-Batt/Performance-Storytelling

May 28
Rehearsal Practice

• Work in pairs or groups of 3
• Take turns performaning
• Time each other (remember you want to keep your story at the 3 minute mark)
• Give constructive feedback (example: speak louder, use your hands to gesture, be more expressive, make eye contact with the audience, etc.)

May 29, 30

Final Performances

May 21, 22, 23

https://artsbeat.blogs.nytimes.com/2012/07/05/theater-talkback-making-an-entrance/

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)

-how will you overcome these challenges?

May 14, 15, 16

May 14

2nd Performance continued

Dialogue - the words that the actor speaks

List of acting emotions for practice:

• anger
• anticipation
• anxiety
• arrogance
• embarrassment
• boredom
• confidence
• contentment
• depression
• disappointment
• digust
• ecstasy
• exhaustion
• fear
• frustration
• guilt
• happiness
• hope
• hysteria
• impatience
• jealousy
• loneliness
• love
• lovesick
• 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.

13. That's my friend.

14. I didn't know that.

15. Where are you going?

May 15
Complete 2nd Performance

May 16 
1.  Write a 1 paragraph reflection on your 2nd performance: 2nd Performance

2. Research (at least 5) and choose a myth or legend for your final performance.  Remember the time limit for your performance is: 2-3 minutes

Answer the following questions regarding your choice of story for your final performance:  (Criterion B - May 28, 29)

• What is the name of the myth or legend?
• What is the plotline/storyline?
• What is the theme/moral of your story.
• Who is your audience?
• What is the message?
• Why do you want your classmates to hear this message?
• Why did you select this story to tell? 

May 7, 8, 9

May 7
1.  Print Criterion A - Knowing and Understanding

2.  

3. Aesop's fables - Find a fable and determine the conflict.
http://www.taleswithmorals.com/

a.  read 5 Aesop's fables,
b.  write the name of the fable, a short summary and which conflict the fable depicts

May 8

1. Conflict quiz http://www.quia.com/quiz/7265805.html


May 9

1.  2nd Performance

Dialogue - the words that the actor speaks

List of acting emotions for practice:

• anger
• anticipation
• anxiety
• arrogance
• embarrassment
• boredom
• confidence
• contentment
• depression
• disappointment
• digust
• ecstasy
• exhaustion
• fear
• frustration
• guilt
• happiness
• hope
• hysteria
• impatience
• jealousy
• loneliness
• love
• lovesick
• 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?