Welcome to Year 9 Drama! This term we will be focusing on Frankenstein.
https://i.ytimg.com/vi/BFtwnPNB0aE/hqdefault.jpg
Our lineup for today is:
1. Intro to Year 9 Drama - Frankenstein
2. Drama Process Journal
3. Access Managebac
December 7
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?
6. Let's watch the film: Mary Shelley's Frankenstein (1994)
November 13 - Criterion B (Video) due today
Film editing - Remember that one way to fill in the gaps of storyline or to help move it along is to add a text frame.
November 16, 17
Watching video, giving and receiving feedback.
Work in your groups to develop your plot
Task: Create a short video showing 3 emotions. The video should be
approx. 5-8 minutes. All the students in your group are actors in the
film. Each student should have the same amount of facetime. (Remember
this is a drama class and I am grading you primarily on your acting:)
Each group will choose a topic
Work in groups to develop your ideas
a. Title of your film
b. Plot line (developed)
c. Message you want to send
d. Characters decided
e. Costumes/Props
d. Setting
Work in your group to explore the following:
Long shot - helps put the scene in context
Medium shot - (an all-purpose shot) used in dialogue sequences, and they allow the viewer to pick up on the character's movements and gestures. Closeup - useful for showing detail and emotion (or lack of it) Over the shoulder - the camera is positioned behind a
subject’s shoulder and is usually used for filming conversations between
two actors. This popular method helps the audience to really be drawn
into the conversation and helps to focus in on one speaker at a time. High angle shot - it aims to portray the subject as submissive, inferior or vulnerable in some way.
October 2 - Due today at the end of class. Criterion A Assessment Continue . . . 1) Write reflection on the Emotion warm-up. (This is Criterion B -
Developing skills Exploring new techniques). Some topics you might
address are: What did you do? What did you learn? How will that
warm-up help you with your acting? Did you like the warm-up? Why or Why
not? Explain.
2) Using your research write an essay that examines the following question: Why is Mary Shelley's Frankenstein still relevant today?
Use subject-specific language, include background information (what was
going on in society?), mention genre, mention themes).
Criterion Ai, Aii:
Demonstrate knowledge and understanding of the art form studied in
relation to societal, cultural, historical and personal contexts,
Demonstrate knowledge and understanding of the elements of the art
form studied, including specialized language, concepts and processes.
October 5
National holiday - no school
October 6
1. Warm-up: What are you doing? - good for warming up the brain and body, and practicing using the brain and body differently at the same time
Come to class on Thursday with your research finished.
September 28
1) Warm up - Emotion
Notes from video:
*7 Universal emotions: joy, grief, fear, anger, surprise, love, laughter (people display these emotions in a similar way),
* Emotions scale,
* An emotion brings you on to a scene,
*Live the emotion as you - that's the authentic bit of you that you bring into the story . . .
September 29
1) Write reflection on the Emotion warm-up. (This is Criterion B - Developing skills Exploring new techniques). Some topics you might address are: What did you do? What did you learn? How will that warm-up help you with your acting? Did you like the warm-up? Why or Why not? Explain.
2) Using your research write an essay that examines the following question: Why is Mary Shelley's Frankenstein still relevant today? Use subject-specific language, include background information (what was going on in society?), mention genre, mention themes).
Criterion Ai, Aii:
Demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historicl and personal contexts,
Demonstrate knowledge and understanding of the elements of the art form studied, including specialized language, concepts and processes.
2. Warm-up (Concentration, working together) (15 min.)
Line up according to your birthday
Homework: due September 21- Criterion D
Write a summary of the film - Mary Shelley's Frankenstein (1994).
September 21, 22 3. Research - conduct research on Mary Shelley to find out who she was and why she wrote this book.
a.Who was Mary Shelley? and In what year did she write Frankenstein?
b.Under what circumstances did she write Frankenstein?
c.What was going on politically and with technology in England and Europe during that time?
d. What "genre" is this book? Explain, include details.
d.What are some of the themes in the book Frankenstein?
2. Sound Ball - giving and receiving ideas, being spontaneous and in the moment, letting the movement and sound connect with one another instead of planning ahead.
3. Emotional Fruit Salad - high energy game that works on expressing extreme emotions.
5. Czechoslovakia - taken from a schoolyard, hand clap, rhythm game.
https://youtu.be/5yjOUVsy99M
6. 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. https://youtu.be/5gLs3EDYne8
Brief introduction - 1 or 2 sentences
explaining the purpose of this work (For example: the purpose of this
commentary is to evaluate my work and its impact on my audience. . .)
Paragraph 1 Write a paragraph that connects your product (your video and your performance) to the statement of inquiry (Circumstances sometimes affect the future.) and the global context
(Identities and relationships). (For example: Throughout this process I have gained an
understanding that . . .)
Paragraph 2 You can talk about how your message either reflects on the world or impacts
the world and your audience. You may innclude an image from your
performance (but this is not necessary). For example: Throughout this
process I have learned that art can be created for a purpose and comedy
can send a message . . .)
Paragraph 3 Critically analyse your own performance.
Look at your acting, voice control, timing of your jokes, facial
expressions, acting techniques used, etc. Suggest ways to improve.
A response paper
is your chance to communicate in writing your personal viewpoint and
personal learning as they relate specifically to the book, essay, paper, article, etc. in question and the ideas and values contained therein.
Write a response (opinion) to the following unit question:
When creating something should we consider the consequences?
Response paper structure:
Due Wednesday June 7 on Managebac. Bring a printed or paper version to class on Friday, June 9.
1.Write a reflection on the use of the camera. (10 minutes)
2. Warm up - Each member of the group will entertain us with a joke :) (15 minutes) Blue Group - António, Pietro,
3.Decisions, decisions, decisions. Today in your group decide what you will do. (20 minutes) Decide:
what your group is going to do (sit-com name, premise/plot line)
who your audience is
what your message is what your inspiration was
what character you will portray
how you are going to make your character come alive (clothing, props, techniques)
4. Storyboard (50 minutes)
Storyboard your sit-com pilot
Work in your group to explore the following:
Long shot - helps put the scene in context
Medium shot - (an all-purpose shot) used in dialogue sequences, and they allow the viewer to pick up on the character's movements and gestures. Closeup - useful for showing detail and emotion (or lack of it) Over the shoulder - the camera is positioned behind a
subject’s shoulder and is usually used for filming conversations between
two actors. This popular method helps the audience to really be drawn
into the conversation and helps to focus in on one speaker at a time. High angle shot - it aims to portray the subject as submissive, inferior or vulnerable in some way.
Task: Create a short video showing 3 emotions. The video should be approx. 4-5 minutes. All the students in your group are actors in the film. Each student should have the same amount of facetime. (Remember this is a drama class and I am grading you primarily on your acting:)
1. Each group will choose a topic
2. Work in groups to develop your ideas
a. Title of your film
b. Plot line (developed)
c. Message you want to send
d. Characters decided
e. Costumes/Props
d. Setting
1. Warm-up (Concentration, working together) (15 min.)
Line up according to your birthday
2. Groups
3. Answer the following questions in your group on the padlet: https://padlet.com/rddietrich1/9c54lp28i7n
a.Who was Mary Shelley? and In what year did she write Frankenstein? (Group 1)
b.Under what circumstances did she write Frankenstein? (Group 2)
c.What was going on politically during that time? (Group 3)
d.What are some of the themes in the book Frankenstein? (Group 4)
4. Worksheet 1 - Complete worksheet by the end of class today (due May 4 - end of class)
Blue - Omar, Daniel, Tiago, Manel
Red - Pietro, Nils, Filipe, António
Purple - Batoul, Valentine, Maria M., Miguel
Yellow - Ethan, Mengyi, Joana, Maria F.
3. Write a 1 page reflection on your performance and your movie
4. Give feedback to classmates Group 1 - Jiaxing, Louis, Martim, Bekah Group 2 - Inês, Apple, Tomás, Thomas, Pedro Group 3 - Sid, Henrique, Johannes, Alex Group 4 - Max, Yutong, Steven, Marc
2. Criterion A - Response paper (2 or 3 paragraphs) Due February 3 at the beginning of class A response paper/reaction paper is your chance to communicate
in writing your personal viewpoint and personal learning as they relate
specifically to a question, book, idea, essay, paper, article, etc. in question and the ideas and values contained therein.
This is the last part of Criterion A.
Please respond to the following question: When creating something should we consider the consequences? Write in paragraphs, explain, include details.
1) Write a statement of artistic intent regarding your artistic process. Document the process taken and identify alternative options and justify the ones they took.
Statement of Artistic Intent (4 paragraphs)
1. What are you doing? (purpose)
This paragraph includes: - what topic you are studying this term in Drama
- small background about Gothic novels and Gothic film - what your task is
- name and plotline/storyline of your play
2.Why are you doing this (message and inspiration) - what is the main message/theme you wish to communicate in your play - who is your audience and what lasting
impact do you want this video to have on your audience? - why do you think it is important to
communicate this message/theme to your "targeted" audience? - what was your inspriration?
3.How
are you going to achieve this
(production and performance elements)
- how will you bring your character to life? (include costume, props and
acting techniques that you will use, where you will film) 4. Justify your decisions(inspiration) What inspired you? (Were you inspired by someone or something?) What made you choose this theme? Document the process that you took and talk about alternative options and justify your final decisions.
2) Storyboard your play
3) Write a reflection on the group work you are doing. (How is your task progressing? Do you participate? Are you enjoying this process? Explain, include details)
Gothic novel:
an English genre of fiction popular in the 18th to early 19th
centuries, characterized by an atmosphere of mystery and horror and
having a pseudo-medieval setting.
1. Finish the research questions, Works Cited page and submit.
2. Short essay:
a) Write a minimum of 2 paragraphs to explain (carefully, completely and with thoughtfulness) how, when and why gothic novels emerged (global, local, national, social, historical, personal and cultural contexts) (What was going on in Europe at that time and how the development of scientific research and technological advancements brought on this story). You can use the information from the padlet to help.
Remember to write informational paragraphs. If you state your point/opinion, then write sentences to provide evidence, finally explain.
Homework: Finish work and submit Friday, January 6 at the end of period 1.
