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.

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).