"Homecoming" Exploring Issues through Actions and Consequences

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?