December 18

December 18
1.  Start film worksheet

2.  Warm-up -Whoosh Bang Pow builds and focuses on energy, commitment and pacing

December 11, 13, 14

 

December 11
Continue watching film . . .

December 13
Finish film


December 14
1.  Film Discussion

2.  Structure of a play: https://www.bbc.com/bitesize/guides/zcdhr82/revision/1

3.  Vocabulary-Quizlet:  https://quizlet.com/_5rljy2

4.  Developing Characters: https://www.bbc.com/bitesize/guides/zc8tgk7/revision/1

December 4, 6, 7

Welcome to Year 9 Drama!  This term we will be focusing on Mary Shelley's Frankenstein. The 1994 film was based on a novel written by Mary Shelley and published in 1818.

https://i.ytimg.com/vi/BFtwnPNB0aE/hqdefault.jpg

December 4, 6, 7

Our lineup for today is:
1.  Intro to Year 9 Drama - Frankenstein
2.  Drama Process Journal 
3.  Access Managebac




4. Warm-up - I'm Cool and So Are You:  designed to help people get to know each other better (ice breaker)

5.  Write Criterion B  (Developing Skills) reflection on the warm-up (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 27, 29, 30

November 27, 29, 30
Film:  About A Boy

Watch the film and answer the following questions:
1.  Why is Will unemployed? How does he support himself? Where does his money come from?
2.  What do Will's friends ask him to do for their daughter? Is he excited about doing it?
3.  Why is Marcus worried about his mom? What does she do that makes him worry? Describe Fiona's unusual behaviour.
4.  Why do the school bullies call Marcus and the two other boys "Madonna" and "the Spice Girls"?
5. Describe Will's "brilliant" plan to meet women.
6.  Why do Will have to come up with a series of lies about his life?

November 20, 22, 23

https://faith.edu.ph/2015/drama-class-presentations/

November 19
1. Final Performance Piece
2. Process journal check

November 21

Criterion D - Responding    Reflective Commentary  Task Sheet       Due November 23  End of class

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. . .)

Paragraph1
Write a paragraph detailing all your research (including the lesson on camera angles and warm-ups) influenced your final performance.  Be specific, include details.  (Aiii)

Paragraph 2
Write a paragraph that connects your product (your video and your performance) to the statement of inquiry (When looking at plays and books one can see the impact of circumstances in the forming of a situation, character and person:  Circumstances sometimes affect the future.) and the global context (Identities and relationships).  (For example: Throughout this process I have gained an understanding that . . .)  (Di)

Paragraph 3 
You can talk about how your message either reflects on the world or impacts the world and your audience.  For example:  Throughout this process I have learned  that art can be created for a purpose and theater/performances/films can send a message . . .)  (Dii)

Paragraph 4
Critically analyse your own performance.  Look at your acting, voice control, facial expressions, acting techniques used, etc.  (Use the feedback you received from your peers, the self-evaluation of your video and teacher feedback sheet to evaluate your strengths and weaknesses.   How would you improve?  What would you do differently next time?) Suggest ways to improve.  (Diii)

November 22
1.  Submit Criterion D - Reflective Commentary
2.  Finalize Process Journal

November 6, 8, 9, 13

 

November 6, 8, 9
filming (continued)

November 13 
film editing and uploading your video to you tube.

October 23, 25, 26

https://collectivenext.com/blog/storyboard-storyboarding

October 23
1.  warm-up

2.  continue to storyboard your play/video or start filming

October 25
1.  12 camera shots actors should know
https://www.nyfa.edu/student-resources/12-most-popular-camera-shots-actors-should-know/

2.  12 camera shots practice😊

October 26

Some things to think about:
1.  Video project roles: https://www.csusm.edu/media/mediacreation/post-production/training-materials/roles.html
2.  Pre-production tips: https://www.singlegrain.com/video-marketing/20-pre-production-steps-to-video-content/

Deadlines:  
Filming: November 9
Film Editing: November 13
Film Assessing - Criterion B Assessment:  November 15 and 16
Reflective Commentary - Criterion D Assessment:  November 22

October 16, 18, 19

http://ois-drama10.blogspot.com/2017/05/may-22-23.html

October 16

Work in your group to develop your plot.

Task:  Create a short 3 act play showing 2 emotions.  The play should be approx. 5-8 minutes.  All the students in your group are actors in the play. Each student should have the same amount of lines and acting time. (Remember this is a drama class and I am grading you primarily on your acting:)

Each group will choose a topic - no violence (no guns, no knives, no hitting, no killing, no dying) on the stage.

Work in your group 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

You don't have to write the script out but you will storyboard the action.

Meryle Streep: she builds a character for each of the films that she participates in

October 18
Criterion C    -     Statement of Artistic Intention   in class writing
(4 paragraphs)  Use subject specific language

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)
 - 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?

3.  How are you going to achieve this   (production and performance elements)

-  how will your group bring this play to life? (include set, props, costumes, techniques)

-  how will you bring your character to life? (include costume, props and acting techniques that you will use)
- what challenges/problems can you anticipate? How can you overcome these difficulties? 

4.  Justify your decisions (inspiration)  

-  What inspired you? (Were you inspired by someone or something?) What made you choose this theme/topic? 
-  Document the process that you took and talk about alternative options and justify your final decisions. 

October 19 

1.  Warm-up - Family Portrait
The family portrait is helpful when developing character work skills.

2. Work in your groups to storyboard your play/video or start filming

October 9, 11, 12

• Brief for play:  
• ensemble piece
• 3 acts
• 5-8 minute play, 
• name of the play,
• message of the play
• audience for the play
• each person has the same face time (no stars), 
• shows 2 emotions,  (there can be more emotions in the play but you need to focus and show 2 emotions that help the audience understand your message).
• no violence (no guns, no knives, no killing or dying on stage)

1.  Let's get into groups

Group 1 - Elle, Zekuan, Jonny, Tomás
Group 2 - Teresa, Numo, Maria, Felix
Group 3 - João, Dan, António, Sara
Group 4 - Nicholas, Carolina, Diana, Wenqu

2.  Brainstorm ideas for a play/video

What is brainstorming?  https://www.merriam-webster.com/dictionary/brainstorming
What is a mind map? https://en.wikipedia.org/wiki/Mind_map 

http://www.fengshuidana.com/wp-content/uploads/2016/10/How-to-mind-map-1-e1477607963555.jpg

3.  Work in your groups
Brainstorm and create a mind map of your ideas.  (Create 1 mind map, photocopy it, and insert a copy into each group member's process journal. This is part of Criterion C)

https://english10dasman.files.wordpress.com/2013/11/plot-chart-diagram-poster-elements-of-literature-6-parts-of-plot-arc.jpg

Some of the Most Common Themes in Literature (keywords for more research on this topic:  Common Themes in Literature)

• Crime Doesn't Pay.
• Own Worst Enemy.
• Coming of Age.
• Overcoming the Odds.
• Love conquers all.
• Humanity vs. nature.
• The individual vs. society.
• Good vs. evil.

How many and what kinds of story plots are there?

According to Mr. Booker, there are only seven basic plots in the whole world -- plots that are recycled again and again in novels, movies, plays and operas. Those seven plots are: 1.Overcoming the Monster, 2.Rags to Riches, 3.The Quest, 4.Voyage and Return, 5.Rebirth, 6.Comedy and 7.Tragedy. 

4.  Work in your group to develop your plot.

Task:  Create a short 3 act play showing 2 emotions.  The play should be approx. 5-8 minutes.  All the students in your group are actors in the play. Each student should have the same amount of lines and acting time. (Remember this is a drama class and I am grading you primarily on your acting:)

Each group will choose a topic - no violence (no guns, no knives, no hitting, no killing, no dying) on the stage.

Work in your group 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

You don't have to write the script out but you will storyboard the action.

October 2, 4, 5

https://slideplayer.com/slide/763473/

October 2

Be sure to research:
       Frankenstein Themes, Motifs & Symbols (https://www.cliffsnotes.com/literature/f/frankenstein/frankenstein-at-a-glance)
     
Vocabulary: Themes, Symbolism, Gothic novel, Gothic film, Plot, Setting, Characters, Protagonist, Antagonist,

vocab link lists: https://eskript.ethz.ch/filmstudies/chapter/describing-and-talking-about-a-film/
                          https://www.english-at-home.com/vocabulary/film-vocabularyvocab


October 4
Criterion A

October 4
In class Criterion A Essay    60 minutes     handwritten or on computer. If using computer, upload to Managebac.

Using your process journal/research/film worksheet 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 - enjoy your day.

September 25, 27, 28

September 25,  27, 28

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.
e.What are some of the themes in the book Frankenstein?

Need Works Cited Page

September 28 - Warm-up

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



October 4
In class Criterion A Essay    60 minutes     handwritten

Using your process journal/research/film worksheet 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.

 

September 18, 20, 21

September 18
1. Finish film
2. Discussion


September 20

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. 
2. Warm-up reflection   - 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?
3. Film worksheet - Due September 21 - end of class

September 21
1. Warm-up
2. Warm-up reflection   - 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?
3. Finish film worksheet - Due September 21 - end of class

September 11, 13, 14

https://78.media.tumblr.com/8281bf4298b3408bab113812ecc6efea/tumblr_o30mfhv2pY1qkvbwso1_500.png

September 11

Sorry I cannot be with you today.

Please use the link below to increase your vocabulary which will enable you to discuss plays and films.        Be prepared for a quiz.

https://quizlet.com/18998493/film-studies-vocabulary-flash-cards/

September 13, 14

Finish film

September 4, 6, 7

http://melo.in-tandem.co/back-to-school-welcome/

Welcome to Year 9 Drama!  This term we will be focusing on Mary Shelley's Frankenstein. The 1994 film was based on a novel written by Mary Shelley and published in 1818.

https://i.ytimg.com/vi/BFtwnPNB0aE/hqdefault.jpg

September 4, 6, 7

Our lineup for today is:
1.  Intro to Year 9 Drama - Frankenstein
2.  Drama Process Journal 
3.  Access Managebac




4. Warm-up - I'm Cool and So Are You:  designed to help people get to know each other better (ice breaker)

5.  Write Criterion B  (Developing Skills) reflection on the warm-up (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)

  http://www.watchfree.to/watch-6703-Frankenstein-movie-online-free-putlocker.html

https://123movie.cc/movies/mary-shelleys-frankenstein/

July 2, 5, 6

https://coachart.org/events/los-angeles-acting-workshop/

July 2
Performance
Work in pairs or threes.  Choose a script to perform in the second half of the class.

July 5

1.     Word Search – Theatre Vocabulary

2.     Continue watching “Roll of Thunder Hear Me Cry” which you began watching in Period 2

• https://www.youtube.com/watch?v=U2ZbrNMQtfo

July 6

Students will organize Kahoot activities or choose a film/series to practice Criterion A skills.

June 25, 28, 29

June 25

1. What is a monologue?

monologue

ˈmɒn(ə)lɒɡ/

noun

noun: monologue; plural noun: monologues

     a long speech by one actor in a play or film, or as part of a theatrical or broadcast programme.

    "he was reciting some of the great monologues of Shakespeare"

synonyms:

soliloquy, speech, address, lecture, oration, sermon, homily; More dramatic monologue, interior monologue; informalspiel "the skilfully varied tone and pace of her 40-minute monologue"

a long, tedious speech by one person during a conversation.

"Fred carried on with his monologue as if I hadn't spoken"

2.  View and analyze monologues 



 More monologues:  1 Minute Monologue Competition Finalists





3.  How to prepare
https://www.wikihow.com/Perform-a-Monologue

4.   Family Portrait -   purpose:  The family portrait is helpful when developing character work skills.

June 28, 29 


1) Warm-up:  Machines The machine warm-up starts with one person building a machine and each person coming along to add to it cooperatively.





2) Warm-up:  I'm Cool and So Are You  The "I'm Cool & So Are You" warm-up game is good for working with new groups of people who do not know each other.





3) Choose a script to rehearse and perform

June 18, 21, 22

June 18
Jamor - have fun

June 21
OLA field trip - have fun

June 22

1.  Warm Up
Respond to one of the following questions in your process journal. 

• How do you define who you are?
• Who are you?
• How does your culture shape your world? Why?
• With whom do you identify?

2. 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.



 3.  Word Association

June 15

Warm-ups

1. Shake out- to energize

2.  Whoosh, bang, pow builds and focuses on energy, commitment and pacing.

3. Emotional Fruit Salad - high energy game that works on expressing extreme emotions.

4.  What are you doing?    -   good for warming up the brain and body, and practicing using the brain and body differently at the same time
               https://youtu.be/zGvKVWv1fFQ?list=PL0F098B1E301351CC



5.  Exaggeration Circle -  good warm-up to work on taking something small and heightening it.
                           https://youtu.be/GWuaQ1FKt1E?list=PL0F098B1E301351CC


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

May 28, June 4, 11, 14

https://faith.edu.ph/2015/drama-class-presentations/

May 28
1. Continue with presentations - Criterion B
2. Give and receive feedback

June 4
Finish presentations
Self evaluation worksheet
Criterion D - Responding

June 11, 14
Criterion D - Responding    Refletive Commentary  Task Sheet       Due June 11 End of class

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. . .)

Paragraph1
Write a paragraph detailing how the video and all your research (including the lesson on camera angles) influenced your final performance.  Be specific, include details.  (Ai)


Paragraph 2
Write a paragraph that connects your product (your video and your performance) to the statement of inquiry (When looking at plays and books one can see the impact of circumstances in the forming of a situation, character and person:  Circumstances sometimes affect the future.) and the global context (Identities and relationships).  (For example: Throughout this process I have gained an understanding that . . .)  (Di)

Paragraph 3
You can talk about how your message either reflects on the world or impacts the world and your audience.  For example:  Throughout this process I have learned  that art can be created for a purpose and theater/performances/films can send a message . . .)  (Dii)

Paragraph 4
Critically analyse your own performance.  Look at your acting, voice control, facial expressions, acting techniques used, etc.  (Use the feedback you received from your peers, the self-evaluation of your video and teacher feedback sheet to evaluate your strengths and weaknesses.   How would you improve?  What would you do differently next time?) Suggest ways to improve.  (Diii)

May 21, 24, 25

http://www.picturequotes.com/drama-class-quotes

May 21
Paperwork
1)  Film Vocabulary Worksheet
2)  Record Criterion A Research docs (Research Doc and Film Worksheet)
3)  Record Mindmap
4)  Record Storyboards
5)  Submit Films
6)  Record monologues

May 24, 25

Watch Films, Plays, Monologues
Give and Receive Feedback

May 14, 17, 18

May 14, 17, 18 
Finish your video/Practice your play

May 7, 10, 11

May 7, 10, 11
Filming - continue filming
*Remember to store your work in One Drive and share it with others in your group.  This is for safety purposes.  If one member of the group is absent, others can step in to help.

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.

Homework:  This should take approximately 40-45 minutes.  Due May 11 at the beginning of class.  I need a printed version;)

Criterion C - Statement of Artistic Intent

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)  Use subject specific language, write in complete paragraphs, you may use your mind-map, storyboard, process journal.

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)
 - 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?

3.  How are you going to achieve this   (production and performance elements)

-  how will your group bring this play to life? (include set, props, costumes, techniques)

-  how will you bring your character to life? (include costume, props and acting techniques that you will use)
- what challenges/problems can you anticipate? How can you overcome these difficulties? 

4.  Justify your decisions (inspiration)  

-  What inspired you? (Were you inspired by someone or something?) What made you choose this theme/topic? 
-  Document the process that you took and talk about alternative options and justify your final decisions. 

April 30, May 3, 4

April 30

In class Criterion A Essay    60 minutes     handwritten

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.

One essay strategy/outline might look like this:

May 3

Camera Use
Camera shots and angles.  What every young filmmaker should know.
https://www.nyfa.edu/student-resources/12-most-popular-camera-shots-actors-should-know/

1.  Let's look at the camera link and practice

     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.

May 4

In class Criterion C Essay  60 minutes     handwritten

Criterion C - Statement of Artistic Intent

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)  Use subject specific language

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)
 - 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?

3.  How are you going to achieve this   (production and performance elements)

-  how will your group bring this play to life? (include set, props, costumes, techniques)

-  how will you bring your character to life? (include costume, props and acting techniques that you will use)
- what challenges/problems can you anticipate? How can you overcome these difficulties? 

4.  Justify your decisions (inspiration)  

-  What inspired you? (Were you inspired by someone or something?) What made you choose this theme/topic? 
-  Document the process that you took and talk about alternative options and justify your final decisions.