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. 

April 23, 26, 27

April 23, 26, 27
1.  complete mindmap, plot development


April 27            HOMEWORK:     Due Monday, April 30

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?

Need Works Cited Page

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.

 

April 16, 19, 20

• 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)

April 16

Finish Film Worksheet

 
April 19, 20
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

1.  Work in your groups
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. 

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.

April 12, 13

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

April 12, 13

1. Complete film worksheet (Criterion A)
protagonist or antagonist - https://www.grammarly.com/blog/protagonist/
themes -  http://www.sparknotes.com/lit/frankenstein/themes/, https://www.cliffsnotes.com/literature/f/frankenstein/critical-essays/major-themes

2. Organize groups
    Purple - Bernardo, Yasmin, Duarte, George
    Red -  Lars, Maria, Mariana, Rafael
    Green - Sofia, Laura, Sofia Sebastião
    Yellow - Bodhi, Mara, Gabriel, Clara

March 19, 22, April 9

http://www.odeoncafedc.com/quotes-frankenstein-said-that/16/light-and-fire-in-frankenstein/

March 19, 22, April 9

Continue with and finish watching  the film:  (ended on March 16 at 20:21 minutes)

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

March 12, 15, 16

 March 12, 15, 16

Welcome to Year 9 Drama!  This term we will be focusing on Frankenstein.

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

Our lineup this week is:
1.  Brief intro to Year 9 Drama
2.  Drama Process Journal
3.  Access Managebac



4. Warm-up - Three Things in Common:  designed to help people get to know each other better (ice breaker)

March 15

5. Intro to Unit - Frankenstein
6. 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?
7.  Distribute and discuss Film Study Worksheet (Criterion A) 
8.  Let's watch the film: Mary Shelley's Frankenstein (1994)

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

March 12, 14, 16

March 12,15,16

Research monologues for students.  Friday performance.

March 5, 8, 9

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

 

March 5
Let's finish up the all your work and organize your process journals.

March 8

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 play groups 1 person from each group should go to the Library to get a camera.

     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.


March 9
Monologues

1) Watch the monologue.  Write a brief analysis (What did you like? What could be changed? Was the actress believable? What worked?)

2)  Research monologues for students.  Find one that you will perform next week.

February 26, March 1, 2

http://slideplayer.com/slide/9236241/

February 26
Presentations

March 1, 2
Criterion D - Responding  Due March 2 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. . .)

Paragraph 1
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 . . .)

Paragraph 2
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 . . .)

Paragraph 3
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 to evaluate your strengths and weaknesses.   How would you improve?  What would you do differently next time?) Suggest ways to improve.    

February 19, 22, 23

https://lewywarriors.wordpress.com/2016/02/22/its-showtime/

February 19, 22
Practice play

February 23, 26
Presentations

February 5, 8, 9

February 5

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. A Week in Review - Let's review what you have done and prepare for Criterion C - Statement of Artistic Intent.

February 8  -  
1.  Reflection . Write a reflection on Monday's warm up activity.

2.  Character Worksheet  - Who are you?  What makes you tick?  Complete the worksheet to help you build the character that you will portray.

In your workbook, complete a character worksheet for your character.

Character Worksheet Templates:
http://assets.ngin.com/attachments/document/0090/9591/CHARACTER_ANALYSIS_WORKSHEET.pdf
http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Writing_Handouts/Character_Development_Worksheet.pdf

February 9

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. 

Add this to your task sheet:   Paragraph 3 - How are you going to achieve this:

- what challenges/problems can you anticipate?  How can you overcome these difficulties? 

January 29, February 1, 2

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

January 29, February 1, 2

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.
  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.

January 22, January 25, 26

January 22

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.

January 25, 26



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
      
  https://youtu.be/zGvKVWv1fFQ?list=PL0F098B1E301351CC

2.  Organize groups

Purple: Arturo, Andrea, Nicolai, Liliana
Blue:   Yuhan, Fenna, Nicole, Martim
Yellow:  Carlota, Ana, Nicholas, Pierre
Red: Rodolphe, Audrey, Joppa

3.  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

• 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
• Each student in the play must create a character (worksheet will be available).  How will you portray this character? 
• Brainstorm and create a mind map of your ideas.  (This will help with Criterion C - Statement of Artistic Intention)
• Each character must

 

January 15, 18, 19

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

January 8, 11
1. Warm-up (Concentration, working together)  (15 min.)
      Line up according to your birthday

2. Write Criterion B  (Developing Skills) reflection
       Name of warm-up
       Purpose of warm-up
       What did you learn?
       How can this help you? 

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? 

January 19

Research Discussion -  Class discussion and note taking

January 4, 5 (Welcome back)

https://image.slidesharecdn.com/9lvhujbirotlmqwllvj3-signature-53cbcac1b8448598eaf80247dc4b4392ad0eb2972b86f049a9c9725cc11dc2e8-poli-151113080009-lva1-app6891/95/frankenstein-5-638.jpg?cb=1447401648

1.   Let's finish the film: Mary Shelley's Frankenstein (1994)

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

December 4, 7, 8 (National Holiday)

December 4

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)

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

November 20, 23, 24

https://marysashbourne.scoilnet.ie/blog/files/2015/03/ITS-SHOWTIME.jpg

November 20, 23
View Videos
Give and Receive Feedback


November 24

November 13, 16, 17

http://cdn2.listoffreeware.com/wp-content/uploads/2013/avs-adding-text-video-software-editing-screen.PNG

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.

November 6, 9, 10

http://www.thealcoholicentrepreneur.com/wp-content/uploads/2017/03/action.jpg

November 6, 9, 10
Filming