ADA 30: October
11, 2012 – October 23, 2012
“Homecoming” Exploring
issues through actions and consequences
In
groups of five, explore the options and consequences of this problem: a teenager asks a parent’s permission to
attend a homecoming party. The options explored may be those of the
teenager and/or the parent(s), friends…anyone involved in the situation. Imagine a rock thrown into a pool—the ripples
spread out…..what might happen if……?
Required
elements:
___music ___ tableau ___mime
___ aside/soliloquy ___ shadow
screen/flat
Group
1:
Allan, Taylor, Kennedy, Carrie, Tia
Group
2:
Tim, Kyle, Andy, Carl, Mack
Group
3:
Marcelline, Allyssa, Jesse, Scott, Tyson
Group
4:
Kelsey, Dom, Chelsea, Stephen, Doug
|
Thursday,
Oct. 11
Drama
technique:
hot-seating
Conceptual
Model: problems/options/outcomes
Groups
Established
|
Friday,
Oct. 12
Drama technique: aside/soliloquy
Complete concept map of problem to
explore plot and character options;
Outline of scenes in group folder by
end of class
|
Monday,
Oct. 15
Shadow
Screen/Flat use
Each group has 15 minutes on stage
with flat/shadow screen
Staging plan due at end of class
|
|
Tuesday,
Oct. 16
Rehearsal
Stage – Group 1, 4
|
Wednesday,
Oct. 17 Rehearsal
Stage – Group 2, 3
|
Thursday,
Oct. 18
Rehearsal
Each group has 15 minutes on stage
–Fast Forward scene changes w/music
|
|
Friday,
Oct. 19
·
Reflections
(due Oct. 24)
·
Improv
|
Monday,
Oct. 22
Each group has 15 minutes rehearsal
time
|
Tues.
Oct. 23
Performances
|
|
Wed,
Oct. 24
All
reflections due
|
NOTE: It is your responsibility to let your group
know if you will be away for sports or medical/dental appointments. You are also responsible for the assignment
sheets provided to you when the tasks are assigned. Use the wall folders to help you stay
organized.
|
|
Course
Expectation: C. Foundations Strand
C1.
Concepts and Terminology: demonstrate an understanding of the nature and
functions of drama forms, elements, conventions, and techniques, including the
correct terminology for the various components.
C3.
Responsible Practices: demonstrate an understanding of safe, ethical, and
responsible personal and interpersonal practices in drama activities
|
Criteria
|
Level 1
|
Level 2
|
Level 3
|
Level 4
|
|
Prepared
C3
– App
|
Quiet and/or hesitant with lines,
movement; seems unable to forget there is an audience
|
Shows some confidence; remembers
blocking
|
Rehearsed enough to speak with
confidence through most of performance and to move with little to no
hesitation
|
Well-rehearsed; speaks and moves confidently,
suspending disbelief
|
|
Vocalization
C1 - Com
|
Attempts to use Volume, rate, pitch,
tone, enunciation appropriately for
this character in this situation
|
Occasionally uses Volume, rate, pitch,
tone, enunciation appropriately for this character in this situation
|
Volume, rate, pitch, tone, enunciation
appropriate for this character in this situation
|
Volume, rate, pitch, tone, enunciation
used with flare to create authentic voice for this character in this
situation
|
|
Physicalization
C1
- Com
|
Attempts to use Facial expression and/
or stance and/or gesture and/or movement appropriately for this character in
this situation
|
Occasionally uses Facial expression
and/or stance and/or gesture and/or
movement appropriately for this character in this situation
|
Facial expression, stance, gesture,
movement appropriate for this character in this situation
|
Facial expression, stance, gesture,
movement used with flare to create an authentic character in this situation
|
Knowledge/Understanding
– 100 Marks Level 1 2 3 4
Communication
– 100 Marks Level 1 2 3 4
Group
Marks
|
Criteria
|
Level
4
|
Level
3
|
What
is required to move to Level 3
|
|
Staging
C-1 Appl
|
Seamless transitions between scenes;
blocking enhances and reinforces the meaning of the performance to create a
superior experience for the audience
|
Staging and actors’ planned movements
establish and emphasize setting, relationships, to create meaning for the
audience
|
|
|
Use
of required elements
C-1
Appl
·
Music
·
Tableau
·
Mime
·
Aside/Soliloquy
·
Shadow Screen/flat
|
All required elements are used to
create a superior work of art that engages the audience in a meaningful
experience
|
All required elements are used to
enhance and/or reinforce the message of the play and create a work of art
that engages the audience
|
|
Reflection Paper Due: Wednesday, Oct. 24, 2012
Reflection
on Group Work and Skills: Knowledge/Understanding
– 100 Marks Levels 1 2 3 4
B3.1 Identify and describe
skills, attitudes, and strategies they used in collaborative drama activities.
1.
For the past week, you have worked closely
with other people to explore a specific situation and create a performance
based on it. What skills or strategies
did you use to help make this task successful?
2. Which of your group members would you prefer to work with again? Why?
B3.2 Identify skills they have developed through
drama activities and explain how they can be useful in work and other social
contexts.
1.
List three skills
you have discovered/developed through the creation/rehearsal process in drama.
2.
How might the skills you develop through the
creation/rehearsal process in a drama class work for you in other situations?
Reflection
on Creating and Presenting: Inquiry –
100 Marks Levels 1 2 3 4
A1.2 select and use appropriate forms to present identified issues from
a variety of perspectives.
1.
Each character in
your performance has his/her own point of view (POV). In your opinion, which actor in your group
(including yourself) was most successful in creating a believable
character? Explain.
2.
In what way(s)
was the character you developed and portrayed similar to you?
3.
In what way(s) was the character you developed
and portrayed different from you?
4.
If you woke up tomorrow morning and discovered
you had become this character, what would the three biggest changes in your
life be? (for example, would your social
status change? Would your friendships be
affected?)
Reflections on Drama Foundations Inquiry
100 Marks Level 1 2 3 4
C2 Contexts and Influences: demonstrate an understanding of the origins
and development of drama and theatre arts and their influence on past and
present societies.
1.
If you had to
give a one sentence explanation of the universal theme/issue in your group’s
performance, what would you say?
2.
Would your
performance be appropriate for a Grade 6 audience? Why/why not?
3.
Who would be the
ideal audience for your performance?
Why?
