 |
| https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Films_-_movies/Cinema_Quiz_bd23372ry
December 13, 16
Film Worksheet - Criterion A
Have a great holiday break! See you in 2020
|
Sunday, December 15, 2019
December 13, 16,
Monday, December 2, 2019
December 2 - Introduction, December 3, 6, 9
December 2
Our lineup for today is: 1. Intro to Year 9 Drama - Frankenstein 2. Drama Process Journal 3. Class blog address: ois-drama9.blogspot.pt 4. Warm-up - I'm cool and so are you (Criterion B)
Name of warm-up: I'm cool and so are you
Purpose: designed to help people get to know each other better (ice breaker)
December 3, 6, 9
Let's watch the film: Mary Shelley's Frankenstein (1994). Take some notes to help you complete the worksheet.
Monday, November 25, 2019
November 25, 26, 29
November 25
We have 2 options for this week: Monologue or Lip sync battle
OR
You choose! Let's vote!
November 26, 29
Friday, November 15, 2019
November 19, 20, 23
November 18
Criterion B - Presentations
November 19, 22
Criterion D - Responding
1. Complete Self-evaluation sheet
2. Criterion D - Reflective Commentary Due November 22 uploaded to ManageBac by 9:35am
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 warm-ups) influenced your final performance. Be specific, include details. (Aiii)
Paragraph 2
Write a paragraph that connects your product (your play 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 . . .) (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 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)
Criterion B - Presentations
November 19, 22
Criterion D - Responding
1. Complete Self-evaluation sheet
2. Criterion D - Reflective Commentary Due November 22 uploaded to ManageBac by 9:35am
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 warm-ups) influenced your final performance. Be specific, include details. (Aiii)
Paragraph 2
Write a paragraph that connects your product (your play 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 . . .) (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 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 12, 14, 15
 |
| https://speak2connect.com/speech-rehearsal/ |
November 12, 14
Rehearsal
November 15
Criterion B - Presentations in Gym
Saturday, November 2, 2019
November 4, 7, 8
 |
| https://slideplayer.com/slide/1717028/ |
November 4, 7
1. Friday, November 8 Drama Process Journal Checklist
- Criterion A film worksheet
- Criterion A research
- Criterion B warm-up reflections
- Criterion C - mind map
- Criterion C - storyboard
2. Blocking Blocking is the theater term for the actors’ movements on the stage during the performance of the play or the musical. Every move that an actor makes (walking across the stage, climbing stairs, sitting in a chair, falling to the floor, getting down on bended knee) falls under the larger term “blocking.”
Principles of Blocking
• Where we stand on stage, or “blocking”, helps communicate to the audience important information about the story.
• Just like in the movies where there is often a blurred background with a focused foreground, our staging can help tell the audience where to focus.
•There are three principles of blocking you must always be aware of.
1) Always be open: The audience wants to see you, especially when you’re speaking. Always try to have your shoulders angled toward the audience so they can see you and hear you. This is called “cheating” toward the audience.
2) Never a straight line: In life we don’t stand in straight lines unless we’re told to. So on stage we should never make a straight line because it looks fake.
3) Create depth and height whenever possible: Layers make the scene more interesting to look at and feel more natural.
2. Blocking Blocking is the theater term for the actors’ movements on the stage during the performance of the play or the musical. Every move that an actor makes (walking across the stage, climbing stairs, sitting in a chair, falling to the floor, getting down on bended knee) falls under the larger term “blocking.”
 |
| http://www.musical-theater-kids.com/stage-directions.html |
Principles of Blocking
• Where we stand on stage, or “blocking”, helps communicate to the audience important information about the story.
• Just like in the movies where there is often a blurred background with a focused foreground, our staging can help tell the audience where to focus.
•There are three principles of blocking you must always be aware of.
1) Always be open: The audience wants to see you, especially when you’re speaking. Always try to have your shoulders angled toward the audience so they can see you and hear you. This is called “cheating” toward the audience.
2) Never a straight line: In life we don’t stand in straight lines unless we’re told to. So on stage we should never make a straight line because it looks fake.
3) Create depth and height whenever possible: Layers make the scene more interesting to look at and feel more natural.
3. Warm-up - Category snap Purpose: The category snap improv warm-up helps the group work on common rhythm, be ready to go on time, and for spontaneous thinking about different categories.
4. Rehearsal
November 8
1. Check Drama Process Journals
- Criterion A film worksheet
- Criterion A research
- Criterion B warm-up reflections
- Criterion C - mind map
- Criterion C - storyboard
2. Rehearsal
Monday, October 14, 2019
October 14, 15, 18, 21, 24, 25
 |
| https://www.vyond.com/resources/how-to-storyboard-your-next-video/ |
October 14
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? (Name at least 3 and say how you can 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 15, 18
Now the fun begins.
Your task is to create:
- ensemble piece (each person has the same amount of face time - no stars)
- 3 Act Play (beginning, middle, end)
- 5-8 minutes total
- name of play
- message for target audience
-
shows 2 strong 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 on stage)1. Storyboard the action
https://www.wikihow.com/Create-a-Storyboard
https://www.vyond.com/resources/how-to-storyboard-your-next-video/
2. Rehearse your play
Performance dates: November 12, 15
Friday, October 4, 2019
October 7, 8, 11
Warm-ups:
October 7
Warm up: Breathing Relaxation Technique purpose: focus, relaxation before performance
October 8
Warm-up:
October 7, 8
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
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.
1. Create groups
Group 1 - Aure, Bulut, Miguel, Luiza
Group 2 - Diego, Amicie, Ines, Marie, Eduardo
Group 3 - Francisco, Louis, Oscar, Alex, Mariana
Group 4 - Tomás, Luz, Isabella, Pascaline
October 7
Warm up: Breathing Relaxation Technique purpose: focus, relaxation before performance
October 8
Warm-up:
October 7, 8
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 |
Brainstorm and create a mind map of your ideas. (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?
1. Create groups
Group 1 - Aure, Bulut, Miguel, Luiza
Group 2 - Diego, Amicie, Ines, Marie, Eduardo
Group 3 - Francisco, Louis, Oscar, Alex, Mariana
Group 4 - Tomás, Luz, Isabella, Pascaline
2. Work in your group to develop your plot
- Due October 10 end of class
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) on the stage.
Work in your group to develop your ideas - Due October 10 end of class
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 10 Acting Techniques - Incorporating Thought and Emotion
2. Name: Exaggeration Circle - Purpose: good warm-up to work on taking something small and heightening it.
3. Name: Character shape Purpose: helps the student realize that the way we move our body helps to
shape the character that we are playing
HOMEWORK: Watch this video: The many voices of Meryl Streep
What techniques does she use to bring her characters to life?
How does Meryl Streep build her character? What does she change and develop? Does she change her voice? Does she change her accent? Look at the way she moves and walks. We can see that she changes her clothes, hair and make up, but can you see that she's becomes a completely different person in each film that she plays in?
October 14
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)
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.
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) on the stage.
Work in your group to develop your ideas - Due October 10 end of class
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 10 Acting Techniques - Incorporating Thought and Emotion
1. Name: Connecting the mind, body and emotion Purpose: Changes in movement exemplify changes in emotion
One improv activity asks the class to compile a list of the many ways humans can move, such as walking, running or skipping. Assign each student one of these movements and then ask each student to vary the way she carries it out; for example, make it bigger, faster, heavier or more relaxed. Discuss with students how the changes in movement exemplify changes in emotion, both as felt by the student moving and by those observing.
walk, run, skip, stagger, march, crawl, hop, skip, sprint
2. Name: Exaggeration Circle - Purpose: good warm-up to work on taking something small and heightening it.
https://youtu.be/GWuaQ1FKt1E?list=PL0F098B1E301351CC
3. Name: Character shape Purpose: helps the student realize that the way we move our body helps to
shape the character that we are playing
HOMEWORK: Watch this video: The many voices of Meryl Streep
What techniques does she use to bring her characters to life?
How does Meryl Streep build her character? What does she change and develop? Does she change her voice? Does she change her accent? Look at the way she moves and walks. We can see that she changes her clothes, hair and make up, but can you see that she's becomes a completely different person in each film that she plays in?
October 14
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? (Name at least 3 and say how you can 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.
Friday, September 27, 2019
September 30, October 1, 4, 7
September 30
Criterion A – Knowing and understanding
i. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
ii. demonstrate knowledge of the role of the art form in original or displaced contexts
Task: Write an essay that answers the following question:
Why is Mary Shelley's Frankenstein still relevant today? Use subject specific terminology in your essay.
Paragraph 1 - Introduction; background on Mary Shelley
Paragraph 2 - Art Form; Role of Art Form (What genre is this film? What are the elements of this genre?) (When did this art form begin? What was going on in society when this art form began?)
Paragraph 3, 4, 5 - Discuss Themes (minimum of 3) (Say why they were important when the book was written. Say why they are still relevant today.) (Explain, include details, include examples).
Paragraph 6 - Explain how all of this research will help you produce and perform in a 3-act play.
October 1, 4, 7
1. Poll Results - 11 people voted to continue with warm-ups
October 1 Warm-up: The Mirror Activity, purpose: Observation
In order to play different characters and act out different situations we need to be aware of what’s around us, and notice the details; Observation.
• Pair the students up and have them assign one person an “A” and another a “B”
• Pairs to face each other.
• When the teacher says “action”, A is to move very slowly, and B is to closely “reflect” every movement.
• The “reflection” should notice not only body movements, but facial expressions as well.
• After awhile have the partners will switch.
• The goal is to have an outside observer not be able to tell who is the leader and who is the follower. • The teacher will walk around the room and choose two pairs who you think are the best “reflections”.
• Have everyone sit and focus on these two pairs. Allow them to guess who is leading and who is following.
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
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.
1. Create groups
Group 1 - Aure, Bulut, Miguel, Luiza
Group 2 - Diego, Amicie, Ines, Marie, Eduardo
Group 3 - Francisco, Louis, Oscar, Alex, Mariana
Group 4 - Tomás, Luz, Isabella, Pascaline
 |
| https://www.slideshare.net/ArtsTeacher/00-visual-artsassessmentcriteria-38959745 |
Criterion A – Knowing and understanding
i. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
ii. demonstrate knowledge of the role of the art form in original or displaced contexts
Task: Write an essay that answers the following question:
Why is Mary Shelley's Frankenstein still relevant today? Use subject specific terminology in your essay.
Paragraph 1 - Introduction; background on Mary Shelley
Paragraph 2 - Art Form; Role of Art Form (What genre is this film? What are the elements of this genre?) (When did this art form begin? What was going on in society when this art form began?)
Paragraph 3, 4, 5 - Discuss Themes (minimum of 3) (Say why they were important when the book was written. Say why they are still relevant today.) (Explain, include details, include examples).
Paragraph 6 - Explain how all of this research will help you produce and perform in a 3-act play.
October 1, 4, 7
1. Poll Results - 11 people voted to continue with warm-ups
October 1 Warm-up: The Mirror Activity, purpose: Observation
In order to play different characters and act out different situations we need to be aware of what’s around us, and notice the details; Observation.
• Pair the students up and have them assign one person an “A” and another a “B”
• Pairs to face each other.
• When the teacher says “action”, A is to move very slowly, and B is to closely “reflect” every movement.
• The “reflection” should notice not only body movements, but facial expressions as well.
• After awhile have the partners will switch.
• The goal is to have an outside observer not be able to tell who is the leader and who is the follower. • The teacher will walk around the room and choose two pairs who you think are the best “reflections”.
• Have everyone sit and focus on these two pairs. Allow them to guess who is leading and who is following.
- 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 on stage)
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 |
Brainstorm and create a mind map of your ideas. (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?
1. Create groups
Group 1 - Aure, Bulut, Miguel, Luiza
Group 2 - Diego, Amicie, Ines, Marie, Eduardo
Group 3 - Francisco, Louis, Oscar, Alex, Mariana
Group 4 - Tomás, Luz, Isabella, Pascaline
2. 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) on the stage.
Work in your group to develop your ideas
a. Title of your play
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.
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) on the stage.
Work in your group to develop your ideas
a. Title of your play
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.
Saturday, September 21, 2019
September 23, 24, 27
September 23, 24, 27 - Deadline Sept 30 End of Class
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? Be specific, give examples.
d. What "genre" is this book? Explain, include details.
e. What are the "elements" of gothic film/literature?
e.What are 4 themes in the movie/book Frankenstein? Be specific, give examples. Connect these themes to 2019.
(Choose 4 themes. You can copy/paste this information. Write a paragraph for each theme and say why this is still relevant today.)
Need Works Cited Page
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, Act, Scene, Protagonist, Antagonist, Performance, Set, Props, Costume
vocab link lists: https://eskript.ethz.ch/filmstudies/chapter/describing-and-talking-about-a-film/
https://www.english-at-home.com/vocabulary/film-vocabularyvocab
We need a paper version for your Process Journal
September 30
|
| https://www.slideshare.net/ArtsTeacher/00-visual-artsassessmentcriteria-38959745 |
Criterion A – Knowing and understanding
i. demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language
ii. demonstrate knowledge of the role of the art form in original or displaced contexts
Task: Write an essay that answers the following question:
Why is Mary Shelley's Frankenstein still relevant today? Use subject specific terminology in your essay.
Paragraph 1 - Introduction; background on Mary Shelley
Paragraph 2 - Art Form; Role of Art Form (What genre is this film? What are the elements of this genre?) (When did this art form begin? What was going on in society when this art form began?)
Paragraph 3, 4, 5 - Discuss Themes (minimum of 3) (Say why they were important when the book was written. Say why they are still relevant today.) (Explain, include details, include examples).
Paragraph 6 - Explain how all of this research will help you produce and perform in a 3-act play.
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