1.Warm Up - Woosh, Bang, Pow - builds and focuses on energy, commitment and pacing.
2. What is Commedia dell'Arte?
3. Let's begin . . . Worksheet 1
This worksheet is located above in "Pages". It is entitled "Worksheet 1". *You need to include a "Works Cited" page with your final research.
4. Process
Journal - Like in all MYP Arts classes, it is important to document your
learning and show your learning path. Each week you are to make an entry for your Process Journal.
a. It will include a reflection on at least 3 criteria. Reflect on what you learned, how it made you feel, how you will use this knowledge/information/skill to improve your acting knowledge and/or skills.
b. Give feedback to one of your classmates on his/her performance.
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. Warm-up
The "I'm Cool & So Are You" warm-up game is good for working with new groups of people who do not know each other.
4. Now, let's watch the Modern Family
pilot. Remember that the "pilot" episode is the first episode of a
series and tends to identify characters and plot line. Why is this
series entitled "Modern Family"? What can you surmise from the title?
2. Improv games and activities First letter - Last letter word association
Bibbidy Bibbidy Bop
Word Ball
Word ball is another simple game but with higher pressure. It works by gathering the students into a circles and 'throwing' words around. It is a good idea to join in this game yourself and to be the first person to offer a word.
1. Choose any word to begin with (e.g. cat) and hold your hands as if you were holding the word in them, then 'throw' the word using both your voice and your hands to a member of the group.
2. The member of the group must 'catch' the word, and then throw the first word that comes to mind (e.g. cuddly) to the next member of the group.
3. The next member 'catches' this word, and throws the first associated word that pops into their head (e.g. teddy bear) to the next person. The exercise continues like this until everybody has had plenty of chances to throw words around. Try to dissuade students from hesitating and encourage them to simply go with the first thing that comes to mind, reminding them that there is no such thing as wrong or right when it comes to improv.
Seven-sentence story structure
Most stories can be boiled down to seven basic sentences. These sentences begin like this:
Once upon a time....
And every day...
Until one day...
And because of that...
And because of that...
Until finally...
And from that day...
It's good to use examples when explaining this, I will use 'Hannah Montana: The Movie' here:
Once upon a time there was a girl who was secretly a pop-star. And every day she was careful not to let anyone know her secret. Until one day she met a boy, and he discovered her double life. And because of that he was angry and felt betrayed. And because of that Hannah felt awful. Until finally she owned up to her double life. And from that day the people from her home have known and accepted her secret, and she and the boy are very happy.
1. Have the students sit in a circle and ask them to come up with one sentence from the story structure each. If you have more than 7 students you can just begin from the first sentence again once you reach the eight student.
2. Once you've done this you can broaden the exercise and take away the 7-sentence restriction, allowing students to tell the story in as many sentences as they like.
Year 10, today we have lots to do. We don't have a lesson on Thursday so we need to finish everything today;) All work must be submitted today.
1. Submit films
2. Upload films
3. Watch films
4. Give and receive feedback
a. complete Self-Assessment Checklist
b. give valuable feedback to a minimum of 2 people*
c. write a reflection on the feedback you received (minimum 2)
*Group 1 - Catarina Macieira, Shaun Weinhold, Joana Almeida, Luis Carrara will evaluate Group 2 and give them feedback
Group 2 - Catarina Ribeiro, Jisse Gustafsson, Sofia Simpson, Kiara Ferraz will evaluate Group 3 and give them feedback
Group 3 - Tomás Alcobia, Teresa Cabral, Andrés Vergara, Camila Vargas, Tiago Oliveira will evaluate Group 1 and give them feedback
1. Filming and editing Use your storyboards and outlines to film your commedia dell'arte pilot. Your final filming date isMay 26. Your final submit date isMay 31.
You will submit a finished 8-10 minute sit-com pilot. The acting parts should be relatively equal to give everyone the chance to showcase his/her talent (and receive the highest mark possible).
2.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.)
Warm Ups
May 17
Warm-up- Breathing Relaxation Technique - this will help you before any performance
1. Work in your groups to finalize your sit-com ideas. Script your ideas then create a production schedule that include dialogue, costumes, props, filming locations, filming dates, camera angles, editing, etc. You will need to work outside of class on this task.
Your final filming date is May 26.
Your final submit date is May 31.
You will submit a finished 8-10 minute sit-com pilot. The acting parts should be relatively equal to give everyone the chance to showcase his/her talent (and receive the highest mark possible).
Storyboard: A storyboard is a graphic organizer in the
form of illustrations or images displayed in sequence for the purpose of
pre-visualizing a motion picture, animation, motion graphic or
interactive media sequence.
3. 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.)
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. Your tasks: write the script, perform, film, edit and submit a final sit-com pilot. This work will help prepare you to write your Statement of Artistic Intention.
3. 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.)
Is it necessary to submit all your assessment tasks? How are you graded?
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 is a good way to start the day.
2. Let's complete our Commedia dell'Arte for Thursday;)
3. Now, let's watch the Modern Family pilot. Remember that the "pilot" episode is the first episode of a series and tends to identify characters and plot line. Why is this series entitled "Modern Family"? What can you surmise from the title?
4. 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.Warm Up - Woosh, Bang, Pow - builds and focuses on energy, commitment and pacing.
2. Let's begin . . . Worksheet 1
This worksheet is located above in "Pages". It is entitled "Worksheet 1". *You need to include a "Works Cited" page with your final research.
3. Process
Journal - Like in all MYP Arts classes, it is important to document your
learning and show your learning path. Make an entry about today's
lesson. What did you learn? How will you use this information to
improve your acting knowledge and/or skills?(Example: Lesson from April 5- Video on Commedia dell'Arte - Criterion A, Warm-up exercise - Criterion B, Any ideas or comments you have regarding this unit or what to expect - Criterion C)
1. Very few students are here - everyone seems to be playing in the sports tournament. Let's wish them well and in the meantime watch an episode of Modern Family or the Middle or The Simpsons and look for elements of Commedia Dell'Arte.
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)
2. Each group should open their sit-com pilot on one of their laptops.
Group #1 will view Group #2's video.
Group #2 will view Group #3's video.
Group #3 will view Group #1's video
2. Give and receive feedback:
Each person in Group #1 gives feedback to each person in Group #2.
Each person in Group #2 gives feedback to each person in Group #3.
Each person in Group #3 gives feedback to each person in Group #1.
3. Self - evaluation
I will open a folder in Google Drive for you to submit your videos. I will share this folder with each of you;)
1. Warm-up- Breathing Relaxation Technique - this will help you before any performance
2. Filming - Due date February 25
3. 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.)
1. Work in your groups to finalize your sit-com ideas. Script your ideas then create a production schedule that include dialogue, costumes, props, filming locations, filming dates, camera angles, editing, etc. You will need to work outside of class on this task.
Your final submit date is February 25 (no ifs, ands, or buts).
You will submit a finished 8-10 minute sit-com pilot. The acting parts should be relatively equal to give everyone the chance to showcase his/her talent (and receive the highest mark possible).
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.)
1. Let's warm up. Character shape - helps the student realize that the way we move our body helps to shape the character that we are playing . . .
2. Statement of Artistic Intention - in-class assignment
3.Process Journal entry
Remember:
Criterion A - Research
Criterion B - Techniques, Acting
Criterion C - Ideas, Decisions
Criterion D - Feedback (given and received), Movie reviews/critiques
January 26
Unfortunately half of the class is absent today not allowing us to do group work.
As a consequence, you can finish up work and update your Process Journal
January 28
Decisions, decisions, decisions. Today in your group decide what you will do. Decide:
what your group is going to do (sit-com name, premise)
who your audience is
what your message is
what commedia dell'arte character you will portray
how you are going to make your character come alive (clothing, props, techniques)
Tuesday we will write the Statement of Artistic Intention in class.
Your Statement of Artistic Intention basically states what you are going to do, why you are going to do it, and how you will do it. Write well defined paragraphs which include substance and detail outlining the following:
What you are going to do (purpose)
This paragraph includes:
- what topic you are studying this term in Drama,
- small background about Commedia dell'arte
- what your task is,
- name and premise of your sit-com Why are you doing this (message) - what is the main message/theme you with to communicate in your sit-com pilot? - who is your audience and what last impact do you want this video to have on your audience? - why do you think it is important to communicate this message/theme to your "targeted" audience?
How are you going to achieve this (production and performance elements)
- what Commedia dell'Arte characters will be represented in your sit-com pilot?
- how will you bring your character to life? (include costume, props and acting techniques that you will use)
Before we begin let's look at an example of your task.
1. 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. The History of Commedia dell'Arte. Let's watch this little video which was produced by an IB student;)
3. Let's talk a bit about what you have learned so far about Commedia dell'Arte . . .
4. 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. Your tasks: write the script, perform, film, edit and submit a final sit-com pilot. This work will help prepare you to write your Statement of Artistic Intention.
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.)
Is it necessary to submit all your assessment tasks? How are you graded?
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 for Thursday;)
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.
