February 26, 28, March 1

https://www.123rf.com/photo_76042036_stock-vector--it-s-showtime-golden-signboard-and-retro-microphone-on-stage-in-spotlight-against-the-background-of.html

February 26, 28, March 1 
Year 9 performances

*See the performance rubrics above.

February 19, 21, 22

February 19, 21, 22
Rehearsal

Ty
1.  What is a monologue? (find definition)
2.  Watch this video

3. 1 minute video competition
    Watch the 1st video:

4. Research and find a 1 minute monologue script that you would like to learn and perform.
Some links to start your research are:
http://www.bbbpress.com/2014/07/4-free-monologues-kids-teens/
https://www.dramanotebook.com/monologues-teenagers/

February 12, 14, 15

http://waterworksplayers.org/reviews/review-of-rehearsal-for-murder-by-wade-edwards

 February 12, 14, 15

Play rehearsal
Performance Dates     February 26, 28, March 1
Criterion D  -   March 14

February 5, 7, 8

A "storyboard" is a graphic organizer

Performance Dates     February 19, 21, 22

February 5, 7

Continue working on your project/play.  Remember to include details, character analysis, and script/storyboard.

Links too help:
 Character  Analysis   https://www.deceptionary.com/ftp/CharacterAnalysis.pdf
 Storyboard     https://www.wikihow.com/Create-a-Storyboard
The Script (story types, plot types, etc)    https://www.scriptmag.com/features/craft-features/what-is-story-story-types-plot-types-themes-genres

February 8

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.

January 29, 31, February 1

January 29, 31, Feb 1

Groups:  
Yellow:  Elaia, Mahaut, Petr, José
Green: Leila, Tai, Sophie, Zengyi
Purple: India, Matao, Manel, Martim
Blue:  Madalena, Patrick, Carmelo, Simon

• 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

1.  Create Groups

2.  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. 

3.  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 15, 17, 18

January 15

1. 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
2.  Frankenstein quiz: https://www.sparknotes.com/lit/frankenstein/canalysis/?quickquiz_id=201
3.  Complete research


January 17, 18
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:  Create a creative content map to showcase your knowledge and understanding to answer the question:  Why is Mary Shelley's Frankenstein still relevant today?   

Include:   Background on Mary Shelley

                Role of art form: When did this art form begin? What was going on in society when this art form began? 

                Art form (What genre is this film?  What are the elements of this genre?)

                Concepts: Identity Role, Interpretation (Characterization)

                Themes: minimum on 3 themes. Say why they were important when the book was written. Say why they are still relevant today.

                Subject-Specific Terminology

You are not limited to this outline. Feel free to develop and add your own ideas to individualize your work to reach the highest marks.

January 8, 10, 11

1. Warm-up from 321 Acting Studio 
Breathing Relaxation Technique: actors can find your center, focus and relax for auditions

2. 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 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, 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

January 10 
1. 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

January 3, 4

https://happynewyear-2019.net/

January 3, 4
1.  Warm-up:    

Seven-sentence story structure

Most stories can be boiled down to seven basic sentences. These sentences begin like this:

Once upon a time....

And every day...

Until one day...

And because of that...

And because of that...

Until finally...

And from that day...

It's good to use examples when explaining this, I will use 'Hannah Montana: The Movie' here:

Once upon a time there was a girl who was secretly a pop-star. And every day she was careful not to let anyone know her secret. Until one day she met a boy, and he discovered her double life. And because of that he was angry and felt betrayed. And because of that Hannah felt awful. Until finally she owned up to her double life. And from that day the people from her home have known and accepted her secret, and she and the boy are very happy.

a.  Have the students sit in a circle and ask them to come up with one sentence from the story structure each. If you have more than 7 students you can just begin from the first sentence again once you reach the eight student.

2.  Finish worksheet January 4 end of class 

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/