3 Scene Issue Play - Revised Performance Dates

No full group attended class today, therefore no performances were done. 

Performances on Wednesday, March 28 will be re-determined based on whether or not people will be in class on Friday.  If students know they will be away on Friday, then their group will perform on Wednesday. 

People now have had two additional days to memorize their monologues for this performance, so I am expecting great things!

We will not have a class on Thursday as you will be writing the OSSLT.  I wish you all the best as you show off your reading and writing skills!

Song Lyrics--Exploring the Issue March 19 - March 30

Artists are inspired by the world around them, which include the art created by other artists.  Our current task is about using something from another art form--in this case, popular music--to inspire or provoke a three scene performance.  You have been put into trios.  The performance should be 5 to 10 minutes in length.

Select one of the song lyrics provided for the class.  To what personal or social issue does it relate?  What story does it tell?  What do you know?  What might you assume?  Who are the characters in the story?  What has happened to them?  What are their hopes, fears, dreams, worries, challenges?   Explore and expand the issue…the song inspires or provokes this performance, it is not a re-enactment or a music video…….

Creation/Rehearsal Process:  Monday, March 19 - Friday, March 23
 (Application Marks for your daily rehearsal, being on time, and focused;  setting goals as an actor for vocal and physicality goals for the character you are developing; being a responsible group member)  Be able to articulate how you will establish the setting with set, props and/or lines of dialogue.

Performance Dates:  Monday, March 26 (Period 4); Tuesday, March 27 (Period 3) and Wednesday, March 28 (Period 2). 

Reflection Due:  Friday, March 30. 

No class on March 29:  Good luck on the OSSLT!

Continue reading here if you need to review the performance rubric and/or the reflection questions.  Each of you  has received the four page yellow handout that lays out the entire task, what each element is worth, and all the questions that are due.

                       NOTE:  Each 3 scene performance must include:

a)      A monologue (soliloquy or aside) by each of the characters 30 seconds to one minute in length

b)     The song that has inspired/provoked this creation,  to establish mood at the beginning or ending or through scene changes…or another way that you have brilliantly thought of…..

Evaluation:  Creation and Rehearsal Process    Application 30 marks      March 19 – 23, 2012

Creating and Presenting:  Presentation techniques and Technologies

A3.2     use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal

Observation/Interview Notes:

Criteria
Voice: My Goal for Character						/10
Physicality: My Goal for Character						/10
Attendance/Focus in Rehearsal	19 L      A	20 L      A	21 L      A	22 L      A	23 L      A	/10

As you develop your character, consider how he or she thinks and feels about the situation, the people, the objects and the setting around him/her.  How might these change as the story develops?

As you work with the other people in your group, be respectful of ideas, thoughts and feelings.   Be responsible.  Stay disciplined and do not invade the time/space of other groups. 

Evaluation:  Performance           Inquiry  30 Marks;  Communication 10 Marks

Creating and Presenting:  The Creative Process

A1.1       develop interpretations of issues from contemporary or historical sources as the basis   for drama

Creating and Presenting:  Elements and Conventions

A2.2       use a variety of conventions to create a distinct voice that reflects a particular global, social or personal perspective (e.g., have actors enter performance space from audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)

A3.3       use a variety of technological tools (i.e. light, sound, set design, props, models) to enhance the impact of drama works

Criteria	Level 4	Level 3	Stuff to improve….
Song Lyric Inspiration (Group) INQUIRY A1.1	Issue identified, explored and interpreted by group and individuals; the performance is a powerful reflection upon the issue	Issue identified; explored and/or interpreted by group and/or individual; the performance reflects clear points of view, even if open-ended
Elements/Conventions A2.2  (Individual) INQUIRY Individual monologues 30 seconds to 1 minute exploring what a character might think/feel within this situation COM:  voice/physicality used to communicate authentic character in this situation	Monologues masterfully used to create powerful distinct voice reflecting a particular perspective on the issue; authentic character voicing this in the moment	Monologues used appropriately to create distinct voice reflecting a perspective on the issue; believable character is portrayed
Elements/Conventions  Technological Tools (Group) INQUIRY A2.2, A3.3 Possibilities include: Mime, tableau, music, lights, scene changes, asides, narration, voice-over, slow-motion, inside/outside voices, captions, flashbacks, props, staging, blocking, costumes, organizational order (e.g. where mono’s…)	Selected elements/conventions masterfully used to create a powerful performance with a distinct voice reflecting a particular perspective on the issue	Selected elements/conventions used appropriately and/or correctly to create a good performance on the issue

Reflection on Group Work                     Inquiry                      15 Marks

Foundations:  Responsible Practices

C3.2        identify and apply the skills and attitudes needed to perform various tasks and    responsibilities in producing drama works (e.g. use active listening and cooperative problem-solving skills; practice punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build concensus)

Group Observation Checklist/Notes                                                 9 Marks

Group Member	Skill/Attitude	This person demonstrated this skill/attitude in your group (circle the word that best describes)
	Actively listened to what I had to say	Never  Sometimes Usually  Always
	Tactfully suggested changes and/or improvements	Never  Sometimes Usually  Always
	Willingly accepted criticism	Never  Sometimes Usually  Always
	Actively listened to what I had to say	Never  Sometimes Usually  Always
	Tactfully suggested changes and/or improvements	Never  Sometimes Usually  Always
	Willingly accepted criticism	Never  Sometimes Usually  Always
Me!	Actively listened to what others had to say	Never  Sometimes Usually  Always
	Tactfully suggested changes and/or improvements	Never  Sometimes Usually  Always
	Willingly accepted criticism	Never  Sometimes Usually  Always

Based on this experience, which of these two partners would you prefer to work with again?  Why?  Explain in detail.  (This remains private and confidential.)      6 Marks

Reflecting, Responding and Analysing                    Knowledge/Understanding:   28 Marks

B1.2 analyse a variety of drama works to compare and assess how they explore universal themes and issues

B1.3 identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes

Group	The message of this performance is:	Identify 3 conventions/technical elements used
Taylor Josh Andy
Cassie Nick Cole
Janelle Ari Carl
Taylor Tommy Alyssa
Shawn Mikayla Tyson
Erin Cade Adam
Brady Victoria Jaidan

Knowledge/Understanding – 10 Marks

Select ONE of the performances you watched and answer the following questions.  

Group:                                              Title of Performance:

1.       Briefly summarize the plot of the performance you have selected.  

2.      What conflicts were portrayed between and/or within the characters in the play? 

      3.       What conventions/elements did the actors use to establish and/or emphasize

a)       Setting

b)     Character

            c)      Conflict

Reflection on My Character and Performance                                            Inquiry   10 Marks

1.      How did the events and/or situation of my character within the play affect him/her as the play progressed?

2.       In what way(s) am I similar to the character I portrayed in this performance?  How am I different?  (In other words, would I react the same way he/she does to people and or events as they occur in the play?)

3.      If we were to perform this play again, I would make the following changes for the following reasons:

        I would keep the following things the same for the following reasons: