February 3, 6, 7Performance dates - February 18, 21
Developing your project/play.
The good news is that you don't have to write a script! Work in your groups to develop your storyboard. Remember to include action, setting, details, character analysis, and any other information that your group deem pertinent.
January 27
Continue to develop your ideas and complete preliminary work. This will help you write your Statement of Artistic Intention on Friday.
January 28 Warm-up activities
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? Acting Techniques - Incorporating Thought and Emotion
1. Name:Connecting the mind, body and emotionPurpose: 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.
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
4. 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'
January 31
Criterion C - Statement of Artistic Intention 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.
January 20, 21, 24 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 are 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.
2. 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)
3. What is brainstorming? What does it look like? Brainstorm ideas for a play - document your learning path.
Brainstorm and create a mind map of your ideas. (This is part of Criterion C)
Create 1 mind map, photocopy it so each member of the group has a copy for his/her Process Journal.
FYI:
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 aagain in novels, movies, plays and opera. 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. Create groups
Group 1 - Constança, Om Jay, Thea, Alexandra
Group 2 - Patrick, Juan, Garance, Zavier, Diogo
Group 3 - Ruth, Aurea, Camila, Carlota, Gabriella
Group 4 - Lis, Aurora, Justin, João 5. 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
f. Setting
You don't have to write the script out but you will storyboard the action.
January 6
Complete Film Worksheet, Submit January 7, 10
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? f. What are 4 themes in the movie/book Frankenstein? Be specific, give examples. Connect these themes to 2020. (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
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.
