End of the End task....

On Monday, June 11 and Tuesday, June 12, we have access to the computers in Rm 119  in order to write your review of another group's play.   Once you have completed the review, you can complete the self-evaluation.  These are the last elements of the course to complete.  If you have other work to bring with you tomorrow that you can work on if you finish before the end of class, that's great.  If everyone is done at the end of class tomorrow, we can cancel our library booking on Wednesday.

Remember to follow the guide I have given you--don't be satisfied with 'good enough' just because it's the end of the school year.....

May 23 - Monologue Script Page Due

Just a reminder:  we are in the computer lab, room 119 today.  You are to hand in your page of script:  your original monologue with contextual dialogue, in proper script format.

If you are typing this at home, make certain you send it to yourself so you can print it out.  Please don't print it out until I've seen it--you want to make certain you've done it correctly and I will be happy to be your proof-reader! 

End of Semester: End Tasks

You have been working on your end tasks for nearly a week.  Posted below is the task with due dates and checklists for the various elements for which you are responsible.  Keep track of everything on the big in-class calendar!  Don't forget people may be away from your group for Con Camp, too!

NOTE:  These are performance exams.  Aside from
Brady, who is in Outdoor Ed and will be on a canoe trip, attendance is mandatory. 

Brady, Tommy, Henry, Cade Friday, June 1st, Block D, Period 4

Janelle, Alyssa, Erin, Jaidan, Mikayla Wednesday, June 6, Block D, Period 2

Andy, Shawn, Carl, Tyson  Thursday, June 7, Block D, Period 1

Josh, Taylor H., Nick, Cassie, Adam Thursday, June 7, Block D, Period 1

Vicky, Ari, Cole, Taylor A Friday, June 8, Block D, Period 4

The Faces We Wear                                       ADA20             End Task – 30% of Final Mark

Our language is full of phrases about the faces we wear.  We talk about taking things ‘at face value’, that something might be ‘as plain as the nose on your face’, that we need ‘to put a brave face on it’ or that someone is ‘two-faced’.  Maybe we need to ‘save face’ or keep ‘a straight face’ or ‘do an about-face’; sometimes to wear our ‘poker-face’ or ‘game face’ we need to ‘put our face on’. 

Face this challenge head on and consider what ‘face’ means to you.  In what way or ways do you wear different faces throughout a day?  Are there faces you choose?  Are there faces you are forced to wear?  What does ‘wearing different faces’ mean in terms of your sense of self identification and in terms of your personal integrity?

In your group, create a 10 to 15 minute play that examines this theme in some way.  You may be comic or serious, irreverent (but not inappropriate) or tragic... sometimes the greatest tragedies are revealed through comedy, and the greatest jokes of the universe are portrayed through tragedy.  (Truth wears different faces too.)

A.      Your play must include music and a monologue from each character that is at least 30 seconds in length.

It must also include at least five of the following:  

Choral Speaking	Mime	Narration	Tableau
Dance	Aside	Dialogue	Sound effects
Costuming	Inside/outside voices	Mask	Special lighting

B.      Each character should have equal time on-stage.

C.      Each group is responsible for designing a poster, a ticket, a programme, and a newspaper ad that would appear for their play.  Groups of 5 must also have a script or recording for a 30 sec. radio spot promoting their play.  Each member of the group will be responsible for one.

D.     You do not have to have a written script for the entire performance, but you will each be responsible for one page of script containing your monologue with the contextual dialogue.  (I.e.,  the lines of dialogue said just before and just after your monologue, whatever it takes to make one page, 12 point font, in proper script format.) 

E.      You will write a theatre review of another group’s performance.

Evaluation                                                   ADA10/20 End Task

Due Date	Task	% of End Task Mark
May 23, 2012	One Page of Script         Proper use of fonts for clear communication to actor/director         Clear communication of playwright’s intent, either through character lines OR stage directions	/15
May 30, 2012	Promotional Element In my group, I am responsible for: Poster  Ticket  Programme Newspaper ad 30 second radio spot         I have used the checklist to be sure my promotional element is complete         My promotional element does its job by function and design	/10
June 6 – 8, 2012	Performance         My group is performing on June___         I have read the performance rubric and know what is expected of me	/50
June 12, 2012	Play Review         I have followed the guideline         I have used proper drama terms         My review is respectful and precise         Double-spaced, 12 pt. font	/20
	Self Evaluation         I have answered each question with integrity	/5

Programme:   10%                                                                Due:  ____________, 2012

                                                                                                            

___   attractive/appealing design

___   cast/character list (spelled correctly)

___  any additional information is interesting and informative or performs the function of thanking supporters/contributors

Overall Effectiveness:  The programme provides the audience member with the information he/she needs to know who is in which role, the name of the playwright, etc.

Poster:            10%                                                                Due:  _____________, 2012

___      lettering is large, clear, eye-catching

___      information is accurate

___      image(s)  is(are) thematically linked to the play

___      date, time, place, admission price, ticket purchase location clearly indicated

Overall effectiveness:  Does this poster make me want to come to the play?

                                    

Ticket:            10%                                                                Due: ____________, 2012

                                                                                   

___ lettering is large, clear, eye-catching

___ information is accurate

___ ticket number, seat, price (student/adult?), date, time, location clearly indicated

Overall effectiveness:  does this ticket do everything it needs to do to ensure that the                                          person who bought it will get to the right place at the right                                                 time and that the house manager/ticket seller will have the                                          information they need?

Newspaper Advertisement:  10%                            Due: _______________, 2012

                                                                                                Received:  ____

___     lettering is large, clear, eye-catching

___      information is accurate

___      date, time, place, admission price, ticket purchase location clearly indicated

Overall effectiveness:  Does this advertisement answer all my questions about how to see this play?

Radio Advertisement Script/Recording 10%           Due:  _________________, 2012

                                                                                                Received:   _____

___  information is accurate

___  date, time, place, admission price, ticket purchase location clearly indicated

___ sound effects/music thematically linked to the play

___  sound effects/music do not detract from the essential information (I.e., you can                hear the information, it’s not drowned out by the music).              

Monologues and Scene Studies.....April 23

April 23 is traditionally celebrated as Shakespeare's birthday (it was common practice for babies to be baptized at 3 days old).  I expect the monologues performed will be exemplary!


Once the monologues have been performed, you are to select a scene and a partner (or two), for the scene study.  Most students who were in class on Friday have done so.


This will be the last big task before you receive your end-tasks.  More info, including due date, to follow.

William Shakespeare-- English playwright/dramatist (at least, we THINK this is his portrait).  Baptized April 26, 1564, died April 23, 1616.

Triumph through Art...Gumboots and beyond....

Good luck to everyone writing their Civics exam on Thursday.

We will be watching portions of Spirit as well as The Stamping Grounds, as other examples of creating performance from traditional dances of indigenous peoples.  Spirit is based on aboriginal dances of North America, while The Stamping Grounds is a ballet based on the aboriginal dances of Australia, as interpreted through a Dutch .

There are no specific tasks for this.  As residents of a small Northwestern Ontario town, we have limited exposure to any theatrical performances.  My goal for you as theatre students is to expose you to a variety of cultural experiences, for you to see the possibilities that exist for people to triumph through art, despite repression, oppression and poverty.

Things to think about:  Gumboots

"For every drop of water here, a man lived and died in the mines." 

How do the Gumboot dancers create a meaning ritual and symbol through the use of water in their set?

What sort of transformation might take place in a person who creates art from the pain and hardship of his/her earlier life and the history of his/her people?

Last Week before Report Card marks due....

Today we saw the last two Three Scene Issue plays.  All questions on Theatre Etiquette and the reflections on group work, performances and your own groups performance are due tomorrow, Wednesday.  If you have misplaced the papers, scroll down--all the questions for the Issue plays have been posted here.

We have been watching Gumboots, which is a performance based on South African gumboot dancing.  I hope you have paid particular attention to the staging of the performance and the use of the set.

Roots of Gumboot dancing in South African mines

Gumboot dancers in South Africa

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: