Semester 1, 2013/14: Welcome to Grade 10 Drama!

Welcome to Grade 10 Drama! 

Let's set the stage...for an exciting and dynamic semester!

This course provides opportunities for students to explore dramatic forms, conventions,
and techniques. Students will explore a variety of dramatic sources from various
cultures and representing a range of genres. Students will use the elements of drama in
creating and communicating through dramatic works. Students will assume responsibility
for decisions made in the creative and collaborative processes and will reflect on their
experiences.

Prerequisite: None

http://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf

Attendance is always important, but in a drama class, your absence affects others, not just yourself. Always let me (and your group) know in advance when you will be away.  If you are sick the day of a performance, be responsible and call the school to leave a message for me.  It may be that there is no other option than to have the rest of the group perform without you, but at least we can make an informed, timely decision.

This class is a great mixture of people who are brand-new to drama and others who have had Grade 9.    When we all abide by the following principles, we will all enjoy our time together:

 

1.  Respect and consideration must be shown to all members of the class at all times, as well as to guests in our room.

 

2.  Put things where they belong.  (Stack a chair, put a wig in a box, hang up a costume, put silence/words in their proper spaces, save the drama for the stage.....)

 

3.  Attend.  And be present, in the moment, when you do. 

 

There is a saying in theatre:  "If you are early, you are on time; if you are on time, you are late; if you are late, you are fired."

 

Are you ready for the unique adventure that studying drama provides?  5....4....3...2...1...

End Tasks to End of Semester!

This course ends at the end of Period 1 on Wednesday, June 12th.  

You have now had almost three weeks of planning and rehearsal for your end-task performances and you have had the opportunity to see one group perform already.  Remember to watch carefully and critically as you enjoy the fruits of each others' labours, as you are to write a review of one group's performance.

Performances:

May 31 - Liz, Anicka, Alyssa, Madison, Mackenzie

June 3 - Mike D, Trenton, Brady, Geoff

June 4 - Assembly

June 5 - Marissa, Courtney, Connor, Jason

June 6 - Sabrina, Emma, Elizabeth C, Matt, Mike W


June 10 and 11 we are booked into Room 119 for you to write your review.  You are expected to be in class, as usual.  If you do not attend class and do not have an admit for me when you hand in the review, you will receive a zero.


June 12:  last day of class!  Let's enjoy some improv/theatre sports in 125!

End Tasks Continue

You have now been working on your end-tasks for two weeks.  Today we were in the computer lab to type up and properly format a page of script.

Remember to complete your journal tomorrow in class, as we did not have time today.

Current Unit Work Due April 4

Please note that the original due date for the dialogue assignment has been changed to Wednesday, April 4.  You have Thursday's class time to for this assignment.

We have reviewed the font use for proper script format in class.  The character's names are always UPPER CASE.  When they are in the margin to denote their lines of dialogue, they are UPPER CASE BOLD.  Stage directions are written in Italics.  For example, ALEX enters DR, stomping angrily.  When the stage directions are contained within the dialogue, parentheses are used. 
For example:

ALEX:    What are you doing? (He grabs the pen from her and reads the note.)  I can't believe you
                are doing this!

Enjoy your Easter weekend and remember that you will NOT have any time on Tuesday, April 3, to work on this.

Art Reflecting Society: Issues through Drama

This week, you have worked in pairs or trios to a) consider songs, films and television shows that address issues (i.e., business ethics, environment, abuse, addiction, etc.) and b) create an open-ended scene that introduces the issue of your choice to the audience.


 click here to begin your google searching :)

Your homework--for three Inquiry marks--is, in two to three sentences, to identify Augusto Boal, Forum Theatre, and to explain how this assignment is tied to his work and this type of theatre.  It was due Monday, but because you have an opportunity to buy-in to the hypnotist show, the due date is now Tuesday, beginning of class. 

Questions to consider as we go through this unit:

1.      Is art political?

2.      Is art biased?

3.      Does art change its audience?

4.      Do I as an artist have moral/ethical responsibilities as I pursue my art?

5.      Can a fictional narrative be as ‘true’ as a documentary?

Task #1 Groups:  ELA—Opposing Views

In your group, write down as many pros and cons as you can regarding the potential closure of the Experimental Lakes.   Are there arguments that appeal to the heart vs. the head?  Which POV (point of view) (close/don’t close) does your group believe/feel it is easier to argue?  Why?

Group 1	Group 2	Group 3	Group 4
Sabrina Brady Jenna Alyssa Maddie Jason	Elizabeth B Mike D Trenton Emma Connor Mike W	Elizabeth C Teyana Brina Courtney April	Matt Mackenzie Jeff Marissa Anicka

 

Imagine that your group is about to meet the MP regarding this issue.  (S/He is therefore the audience.)  Create a tableau that shows your POV five minutes before meeting him, a second tableau that shows your POV as you listen to what s/he has to say, a third tableau that shows your POV when it is now your group’s turn to express your POV.

This tableau series should be able to be performed in a relatively seamless flow as you morph through the three moments. 

Task #2 Individual:  Due Wednesday, March 27, 2013

Write a short dialogue for two characters based on the ELA issue in proper script format.

Who are these two people?  How does this issue affect them personally?  What moment in their lives are you choosing?  Is there conflict?  A reveal?  A sense of hope? A loss of trust?  Despair?  Financial worries?  Hitting the jackpot?  Explore the possibilities…..

Heroic Tale Structure

Task assigned on Monday, February 25, 2013.  Workshopping and rehearsals to March 5, 2013.  Performances on Wednesday, March 6 and Thursday, March 7.

Scroll below to see the group work reflection questions that will help you to meet the listed course expectations as well as the rubric for your performance.

Heroic Tale Structure – Reflection                                                   Name:

Course Expectations:

C3.2 identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works

B1.1 use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works

 

1.      What are your obligations as a productive group member in producing a drama work?

2.      Indicate your assessment of each member’s contribution to your group over the past three classes periods, including your own, by writing his/her name in the appropriate column.

Criteria	1   Poor	2   Fair	3   Good	4   Excellent
Committed to group success
Focused on task
Listens attentively
Contributes ideas
Supports others’ contributions; tactfully suggests changes
Willing to change mind to build concensus
Accepts criticism

3.       What were your thoughts/feelings when you first learned who you would be working with in this group? 

4.      How have these thoughts/feelings changed over the past three days as you have worked on this task?

5.      Based on your experiences in this classroom over the past four weeks, indicate the following, with a brief explanation for your response.

a)      The person I have most enjoyed working with is

b)      The person who has most surprised me is

c)      The person whose work in a group I respect the most is

d)      The person whose stage work I respect the most is

e)      The person who has the leadership qualities I most admire is

f)       One person that I haven’t worked with very much but who I would like to work with is

g)      One person who I find it challenging to work with is

ADA 20

Workshopping/Rehearsals Checklist:  Peer and Self-Assessed/Teacher Evaluation

Course Expectations:

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 consensus)

 

C3.3 demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a view: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)

 

ü  Present (in the classroom, doesn’t stray to chat with other groups, etc.)                            

ü  Punctual

ü  Focused and committed to the group (no cell phone)

ü  Listens to ideas

ü  Contributes ideas

ü  Supports others’ contributions and/or tactfully suggests changes/improvements

ü  Willing to change mind to build consensus

ü  Accepts criticism

ü  Attentive audience member (refrain from anything that would distract the performer/other audience members…cell phone, talking, etc. and show respect through applause)

Performance Rubric – Heroic Tale Structure

Course Expectations:

A2.1 select and combine the elements of drama to achieve a variety of purposes in ensemble presentations

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

 

Criteria	Level 4	Level 3	Work on to reach Level 3
Heroic Tale Structure (Group) Thinking/Inquiry	Highly effective use of heroic tale structure to create an entertaining and/or thought-provoking  original work	Effective use of Heroic Tale Structure Template to construct a plot and characters for an enjoyable theatrical experience
Use of dramatic elements (Group)  Application Tableau; mime; music; asides; captions; soliloquys; props; costumes; shadow screen; sound effects; choral work; special lighting effects; black boxes; voice-over; narration;	The performance is enhanced and invigorated through the artistic application of a variety of dramatic elements to achieve specific purposes in plot development, characterization, establishment of mood, atmosphere, setting, etc.	A variety of dramatic elements are applied for specific purposes in plot development, characterization, establishment of mood, atmosphere, setting, etc.
Acting:  Characterization (Ind.) Application	An authentic character comes to life on stage	The actor establishes and maintains a consistent character in action and reaction through physicality and vocalization

 

Group Members: 

Comments:

 

 

Welcome to Grade 10 Drama!

Welcome to Grade 10 Drama!

Let's set the stage...for an exciting and dynamic semester!

This course provides opportunities for students to explore dramatic forms, conventions,
and techniques. Students will explore a variety of dramatic sources from various
cultures and representing a range of genres. Students will use the elements of drama in
creating and communicating through dramatic works. Students will assume responsibility
for decisions made in the creative and collaborative processes and will reflect on their
experiences.

Prerequisite: None

http://www.edu.gov.on.ca/eng/curriculum/secondary/arts910curr2010.pdf

Attendance is always important, but in a drama class, your absence affects everyone, not just yourself. Always let me (and your group) know when you will be away.

This class is a great mixture of people who are brand-new to drama and others who have had Grade 9. The most important thing to remember is the class rule: Respect yourself, the class, and the room.