1. Warm-up
I'm cool and so are you if . . . (Criterion B - used with new groups to share with each other and learn about each other)
2. Your project is to create a pilot for a situation comedy using Commedia dell'Arte elements. You will write the script (8-10 minutes), perform, film and edit the piece. To give you some idea about what a sit-com pilot looks like, let's watch the Modern Family pilot (season 1, episode 1), then discuss.
1. Warm-up - Sound Ball - keeps you spontaneous and in the moment, it's about giving and receiving ideas, letting the ideas and sounds be connected to each other, it's great for letting go of planning, letting go of editing.
1.Statement of Artistic Intention Due October 20 - end of period 1 Task: Open your Drama Process Journal and write a 1 page Statement of Artistic Intent that includes the following: What you are going to do, Why you are going to do it, What you want to audience to know or learn, How you are going to do it. * You may use the template on the back of the rubric to help develop your ideas. You are NOT limited by this template. It is merely another tool for you to utilize.
1. Statement of Artistic Intention Due October 20 - end of class Preparation
Task: Open your Drama Process Journal and write a 1 page Statement of Artistic Intent that includes the following:
What you are going to do,
Why you are going to do it,
What you want to audience to know or learn,
How you are going to do it.
* You may use the template below to help develop your ideas. You are NOT limited by this template. It is merely another tool for you to utilize.
Why are you doing this piece?
What ideas explored throughout the unit and your individual research (including technical theatre) do you intend to further explore in developing your performance concept to a point of realization?
What message/theme do you want to convey when presenting this piece?
What is the main message/theme you wish to communicate in your performance?
What lasting impact do you want your performance to have on your audience?
Why do you think it is important to communicate this message/theme to your ‘targeted’ audience?
What production elements will you use to present the piece effectively?
How do you intend to work with the "production elements" to help communicate your ideas?
What performance elements will you include to effectively communicate your message/theme?
How do you intend to work with the "performance elements" to help communicate your ideas?
1. Warm-up The exaggeration circle is a good warm-up to work on taking something small and heightening it. It's good to learn about taking a small idea and making it bigger. It is also a physical warm-up.
2.Script writing and scene practice 3.Process Journal entry
Criterion C - Statement of Artistic Intention - October 14 in class writing assignment
4. Process Journal -Write
a journal entry at the end of class. (What did you learn today? How did it
affect you? How will you use this information? etc.)
A movement exercise for the whole group. Move around the room, filling up the space, changing pace, changing direction, being aware of other people but not touching them. Now become aware of your nose. Let your nose lead you around the room. Follow it wherever it goes!
Develop this by focusing on different parts of the body, so that participants begin to discover new ways of moving. Very useful for dance or physical theatre, or simply for discovering movement ideas for characters. Try being led by your stomach, your little toe, your knee, your back and so on.
Learning Objectives:
To develop physical movement To cooperate in group work
Age Group:
6+
Participants:
Whole group
Recommended time for activity:
10-15 minutes
3. Get into groups and
Script writing-Before you write the script for your sit-com pilot, there are a few things you need to know and do.
a. Brainstorm - Take notes, create mind-maps, etc to document this process.
b. Write a plot idea and the basics of an outline of the script.
Remember that you are writing a sit-com pilot. Look at your Commedia dell'Arte characters. Who will be whom? What kind of scene will you create? What will the basic story line be? What acting techniques will you use?
c. Develop a relationship map (who's who, and how is everyone related?)
Your presentation should be about 8-10 minutes. It will be video-taped. This work will help prepare you to write your Statement of Artistic Intention.
4. Write a process journal entry at the end of class. (What did you learn
today? How
did it affect you? How will you use this information? etc.) Try to focus
on Criterion B (developing skills) and Criterion C (thinking and
ideas).
Is it necessary to submit all your assessment tasks? How are you graded?
1. The History of Commedia dell'Arte. Let's watch this little video which was produced by an IB student;)
2. Let's talk a bit about what you have learned so far about Commedia dell'Arte . . .
3.
Script writing-Before you write the script for your sit-com pilot, there are a few things you need to know and do.
a. Brainstorm - Take notes, create mind-maps, etc to document this process.
b. Write a plot idea and the basics of an outline of the script.
Remember that you are writing a sit-com pilot. Look at your Commedia dell'Arte characters. Who will be whom? What kind of scene will you create? What will the basic story line be? What acting techniques will you use?
c. Develop a relationship map (who's who, and how is everyone related?)
Your presentation should be about 8-10 minutes. It will be video-taped. This work will help prepare you to write your Statement of Artistic Intention.
4. Write a process journal entry at the end of class. (What did you learn today? How
did it affect you? How will you use this information? etc.) Try to focus on Criterion B (developing skills) and Criterion C (thinking and ideas).
3. Process Journal entry. (What did you learn today? How did it affect you? How will you use this information? etc.)
Homework: What do you laugh at? Who do you laugh at? What do you think is funny? Think about these questions and be prepared to reflect on this in your Process Journal.
Lesson Goal: 1) Practice risk-taking; 2) Continue to research Commedia dell'Arte
1. Complete Process Journal entry from last class.
2. Let's warm up!
Horseshoe is a game designed to help people get used to "messing up" in front of each other, and getting focused in the moment. It promotes risk-taking and playing with commitment. (10 minutes)
2.Explore Criterion(Criterion Defined page at top of blog)
3.Continue research: Worksheet 1 due September 24 - paper version (beginning of class) 4. Remember to keep your process journal up-to-date. Write an entry at the end of each class. Include the date. Include the criterion (A, B, C, D) (What did you learn today? How did it affect you? How will you use this information? etc.)
* 7 Universal emotions: joy, grief, fear, anger, surprise, love, laughter (people display these emotions in a similar way)
* Emotions scale
* An emotion brings you on to a scene
* Live the emotion as you
2. Continue research: Worksheet 1 due September 23 (beginning of class). I need a paper version.
3.Write a journal entry at the end of class. (What did you learn today? How did it affect you? How will you use this information? How will it help you become a better actor/actress? etc.)
1. Grammelot is babble speech. This can be a very effective means of communication. Watch the video to learn a little more about this technique.
Our first exercise in babble speech was a good way to start the day.
2. Let's complete our Commedia dell'Arte today;)
3. Process Journal entry (let's look again at Criterion Defined)
You should produce a journal entry for each class. Remember to include the criterion that you are addressing.
1. What is comedy? What makes something funny? There are no rules as comedy is subjective.
During this term you will begin your journey to explore comedy as an art form and, hopefully, laugh all along the way.
2. Let's look at what we will be doing this term. . .
3. But, what is Commedia dell'Arte?
4. How can we get used to working together in this environment? How can we learn techniques that will help us? Warm-up exercises are useful tools that allow students to learn about and practice techniques that help them develop as actors. Let's try one!
Warm up exercise: I'm cool and so are you if . . . (used with new groups to share with each other and learn about each other)
1. Statement of artistic intention. You have 30 minutes to complete a statement of artistic intention.
Write a 1 page Statement of Artistic Intent that includes the following:
What you are going to do,
Why you are going to do it, What you want to audience to know or learn,
How you are going to do it.
* You may use the template below to help develop your ideas. You are NOT limited by this template. It is merely another tool for you to utilize.
Why are you doing this piece?
What ideas explored throughout the unit and your individual research (including technical theatre) do you intend to further explore in developing your performance concept to a point of realization?
This term in Drama class we are studying Commedia dell'Arte. This is important because. . . . What message/theme do you want to convey when presenting this piece?
What is the main message/theme you wish to communicate in your performance?
What lasting impact do you want your performance to have on your audience?
Why do you think it is important to communicate this message/theme to your ‘targeted’ audience?
Talk about plot line and the message that you are sending to your audience. Why is this message important to you audience.
What production elements will you use to present the piece effectively?
How do you intend to work with the "production elements" to help communicate your ideas?
How will your group use what you learned about Commedia dell'Arte (stock characters, costumes, etc) to perform your script.
Lisa King (Divorced Mom): Mother of 10 children, Runs Boldy’s
Family Bakery, She grows and sells fresh cut flowers for the family
business and for weddings, Family calls her "Mama Bear Lisa"
Joe King: Oldest of the 10 children, CEO
of Freedom Farms, Makes all the decisions always looking for new ways
to improve and expand the farm & graduated from Penn State as a
Civil Engineer [2]
Elizabeth “Bitty” King is the only girl, helps her mom Lisa
out at the family Bakery, took a year off and moved away from the farm
to get away from the stressful family business and moved back to be a
part of Freedom Farms as she is very close to her family
Tim King is in charge of planting and tending to all of the
crops, is referred to as the “Plant Doctor”, and is very stubborn,
persevering and very strong willed
Pete King is known as the “Human Harvester”, does everything
from tending to the chickens, is a field hand and does sales and is very
outgoing
Dan King is referred to as the “Utility Man”. He is in charge
of the farmer’s markets and helps out his brothers when they need an
extra hand on a job
Luke King is the “Brains of the Family”, is one of the family
members to go to college. He hopes to become a doctor someday and is a
quick learner
Sam King likes to think that he is the “Big Man on Campus”,
is determined to succeed, and is starting to take on more responsibility
when it comes to harvesting the crops
John King is the “Joker” of the family, lightens the mood
when there is tension within the family, is not a complainer and will do
whatever his brothers tell him to do
Paul King is very helpful and up for any challenge, is 100% committed to farming
Ben King is the youngest, has Down syndrome, works alongside his brothers, and “No one treats him differently because he has special needs”
"Farm Kings." Wikipedia. Wikimedia Foundation, n.d. Web. 14 May 2015.
Year 10, look at the above characterizations. Incorporate this structure into your work. You can keep this information at the beginning of your script and/or in your Process Journal.
4. Process Journal -Write
a journal entry at the end of class. (What did you learn today? How did it
affect you? How will you use this information? etc.)
Good Morning Year 10. We have lots to do so let's get started;)
1.
Grammelot is babble speech. This can be a very effective means of communication. Watch the video to learn a little more about this technique. Is language always necessary to communicate with others?
A movement exercise for the whole group. Move around the room, filling up the space, changing pace, changing direction, being aware of other people but not touching them. Now become aware of your nose. Let your nose lead you around the room. Follow it wherever it goes!
Develop this by focussing on different parts of the body, so that participants begin to discover new ways of moving. Very useful for dance or physical theatre, or simply for discovering movement ideas for characters. Try being led by your stomach, your little toe, your knee, your back and so on.
Learning Objectives:
To develop physical movement To cooperate in group work
1. What is comedy? What makes something funny? There are no rules as comedy is subjective.
During this term you will begin your journey to explore comedy as an art form and, hopefully, laugh all along the way.
2. Let's look at what we will be doing this term. . .
3. But, what is Commedia dell'Arte?
4. How can we get used to working together in this environment? How can we learn techniques that will help us? Warm-up exercises are useful tools that allow students to learn about and practice techniques that help them develop as actors. Let's try one!
Warm up exercise: I'm cool and so are you if . . . (used with new groups to share with each other and learn about each other)
5. Decorate your Process Journal
6. Answer this question: What do I hope to accomplish this term in Drama class?(Criterion C)
7. Make a entry about today's lesson. (Video on Commedia dell'Arte - Criterion A, Warm-up exercise - Criterion B)
1. Warm-up - Sound Ball - keeps you spontaneous and in the moment, it's about giving and receiving ideas, letting the ideas and sounds be connected to each other, it's great for letting go of planning, letting go of editing
1. Warm up: What are you doing? is good for warming up the brain and body, and practicing using the brain and body differently at the same time.
2. Statement of Artistic Intent - Due February 6 (end of class)
Write a 1 page Statement of Artistic Intent that includes the following:
What you are going to do,
Why you are going to do it,
What you want to audience to know or learn,
How you are going to do it.
* You may use the template below to help develop your ideas. You are NOT limited by this template. It is merely another tool for you to utilize.
Why are you doing this piece?
What ideas explored throughout the unit and your individual research (including technical theatre) do you intend to further explore in developing your performance concept to a point of realization?
This term in Drama class we are studying Commedia dell'Arte. This is important because. . . .
What message/theme do you want to convey when presenting this piece?
What is the main message/theme you wish to communicate in your performance?
What lasting impact do you want your performance to have on your audience?
Why do you think it is important to communicate this message/theme to your ‘targeted’ audience?
Talk about plot line and the message that you are sending to your audience. Why is this message important to you audience.
What production elements will you use to present the piece effectively?
How do you intend to work with the "production elements" to help communicate your ideas?
How will your group use what you learned about Commedia dell'Arte (stock characters, costumes, etc) to perform your script.
What performance elements will you include to effectively communicate your message/theme?
How do you intend to work with the "performance elements" to help communicate your ideas?
What character will you play? How will you (personally) develop this character. (Think about what you will wear, etc. that will support you in developing the plotline. Think about warm-ups that we have done that will help you.)
3. Process Journal entry. Focus on criterion B and criterion C.
1. Let's warm up, (Shake Out: energizing, can be used right before performing to bring your energy level up.)
2.
Script writing-Before you write the script for your sit-com pilot, there are a few things you need to know and do.
a. Brainstorm - Take notes, create mind-maps, etc to document this process.
b. Write a plot idea and the basics of an outline of the script.
Remember that you are writing a sit-com pilot. Look at your Commedia dell'Arte characters. Who will be whom? What kind of scene will you create? What will the basic story line be? What acting techniques will you use?
c. Develop a relationship map (who's who, and how is everyone related?)
Your presentation should be about 8-10 minutes. It will be video-taped. This work will help prepare you to write your Statement of Artistic Intention which will be due Friday February 6 (end of class).
3. Write a process journal entry at the end of class. (What did you learn today? How
did it affect you? How will you use this information? etc.) Try to focus on Criterion B (developing skills) and Criterion C (thinking and ideas).
