May 27, 30, 31

https://www.nycinsiderguide.com/new-york-broadway-shows

May 27
Rehearsal

May 30, 31
Performances

May 20, 23, 24

https://www.tripadvisor.com/LocationPhotoDirectLink-g298207-d1627538-i246670374-Marinoa_City_Fukuoka-Fukuoka_Fukuoka_Prefecture_Kyushu.html

May 20

Name: Emotions

Purpose:  physicalising the primary emotions: joy, grief, fear, anger, surprise, love, laughter and how to use this in a performance rather than 'acting'

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.
May 23, 24

Finish Storyboards and practice presentations

May 14, 16, 17

May 14

1.  Set performance dates
2. The many voices of Meryl Streep
3.  Continue with plot development task


May 16 - Criterion C - Statement of Artistic Intention (In class writing)

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.

May 17

Dialogue Delivery  - 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 9, 10

May 9, 10

• 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?

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 - Mark, Caio, Joana, Nerea
Group 2 - Lili, Cosmé, Nikoloz, Rayaan 
Group 3 - Yasmin, Daniel, Arne, Caetano
Group 4 - Tessa, Pedro, Neal, Camille

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 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.

   

May 7

https://www.slideshare.net/ArtsTeacher/00-visual-artsassessmentcriteria-38959745

May 7

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.