June 26, 27

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Students, today we will choose partners and study scripts to perform in front of the class.

June 19, 20

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1.  Let's watch the final video from your class.
     You all did such a great job!

Warm-ups for Drama class.

 Shake out  -   energizing, good for getting everyone in sync and connected
            https://youtu.be/GU3h1Q3Dg4o?list=PL0F098B1E301351CC

  What are you doing?    -   good for warming up the brain and body, and practicing using the brain and body differently at the same time
               https://youtu.be/zGvKVWv1fFQ?list=PL0F098B1E301351CC

 Exaggeration Circle -  good warm-up to work on taking something small and heightening it.
                           https://youtu.be/GWuaQ1FKt1E?list=PL0F098B1E301351CC

  Word association firing line -  great for loosening people up, getting them used to being spontaneous, in the moment and focusing on listening and responding without censoring themselves.
                           https://youtu.be/5gLs3EDYne8

 Sound Ball - giving and receiving ideas, being spontaneous and in the moment, letting the movement and sound connect with one another instead of planning ahead.

Emotional Fruit Salad - high energy game that works on expressing extreme emotions.

Criterion D - Commentary

  Commentary

Your written commentary should include:

Brief introduction - 1 or 2 sentences explaining the purpose of this work (For example: the purpose of this commentary is to evaluate my work and its impact on my audience. . .)

Paragraph 1
Write a paragraph that connects your product (your video and your performance) to the statement of inquiry (Through comedy, actors assume roles and interpret situations which help their audience identify with personal and cultural stereotypes and issues in a non-threatening way.) and the global context (Personal and Cultural Expression).  (For example: Throughout this process I have gained an understanding of . . .)

Paragraph  2
You can talk about how your message either reflects on the world or impacts the world and your audience.  You may innclude an image from  your performance (but this is not necessary). For example:  Throughout this process I have learned  that art can be created for a purpose and comedy can send a message . . .)

Paragraph 3
Critically analyse your own performance.  Look at your acting, voice control, timing of your jokes, facial expressions, acting techniques used, etc. Suggest ways to improve.  

Criterion A

https://image.slidesharecdn.com/00visualartsassessmentcriteria-140911030113-phpapp01/95/arts-assessment-criteria-myp-1-638.jpg?cb=1410404552

Response Paper  -  1 page

A response paper is your chance to communicate in writing your personal viewpoint and personal learning as they relate specifically to the book, essay, paper, article, etc. in question and the ideas and values contained therein.

Write a response (opinion) to the following unit question:
Is comedy an appropriate medium for raising awareness of issues in society?

Response paper structure:

Due Monday June 5 at the end of class.  (Printed version)

May 22, 23, 29, 30

character example

1.  Statement of Artistic Intention Worksheet - Due May 24 

2.  Continue filming - Final movie due May 30 at the end of class

3.  Warm up   -  Yes, and
      objectives:  connection, quick thinking, extending a scene

 

May 15, 16

 1. Write a reflection on the use of the camera.  (10 minutes)

2.  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 . . .   (20 minutes)

3. Start filming - Film Due Date - May 29

May 8, 9

https://www.nyfa.edu/student-resources/wp-content/uploads/2015/03/camera-shots.jpg

Camera shots and angles.  What every young filmmaker should know.
https://www.nyfa.edu/student-resources/12-most-popular-camera-shots-actors-should-know/

1.  Let's look at the camera link and practice

     Work in your group to explore the following:
            Long shot - helps put the scene in context
            Medium shot - (an all-purpose shot) used in dialogue sequences, and they allow the viewer to pick up on the character's movements and gestures. 
            Closeup - useful for showing detail and emotion (or lack of it)
            Over the shoulder - the camera is positioned behind a subject’s shoulder and is usually used for filming conversations between two actors. This popular method helps the audience to really be drawn into the conversation and helps to focus in on one speaker at a time.
            High angle shot  - it aims to portray the subject as submissive, inferior or vulnerable in some way.

2.  Decisions, decisions, decisions.  Today in your group decide what you will do.
Decide:
   what your group is going to do (sit-com name, premise/plot line)
   who your audience is
   what your message is
   what your inspiration was
   what Commedia dell'Arte character you will portray
   how you are going to make your character come alive (clothing, props, techniques)

3.  Storyboard
     Storyboard your sit-com pilot

April 24, 25 (National Holiday), May 1 (National Holiday), May 2

http://shane-arts.com/cdcweblogo1.gif

Let's begin.  
   1.  Script writing/storyboarding - 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 in your Process Journal.
      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?) This can be a group effort.

http://www.thefrisky.com/wp-content/uploads/2012/02/24/madmencrop_022412_m-600x450.jpg

Sit-com = situation comedy

Your final presentation should be about 8-10 minutes. It will be video-taped. 

Your sit-com must have a name.

Your sit-com pilot must pass a positive message.

Your tasks:  write the script/storyboard the action, 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 week. 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.)

April 17, 18

Good Morning, Year 10

1.  Living an emotion . . .

 Notes from video:

* 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 - that's the authentic bit of you that you bring into the story . . .

2. Conduct research: Worksheet 2 - Stock Characters - April 18.

Use this link to help you learn about stock characters and complete the worksheet: http://fliphtml5.com/fhye/uouh/basic

  

More examples:

http://tvtropes.org/pmwiki/pmwiki.php/Main/CommediaDellArte 

3. Write a journal entry at the end of class. 10 minute activity - time yourself. (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.)

Modern Day Arlecchino Examples:

Fawlty Towers - http://www.imdb.com/title/tt0072500/   This might be a good series to take a look at on YouTube.

March 27, 28

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.   Worksheet 1 due March 27 at the beginning of class

3.  Worksheet 2

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.

March 20, 21

Welcome to MYP Drama at OIS.  This term you will be studying Commedia dell'Arte

http://chucklewithsomething.files.wordpress.com/2012/05/comm-del-cast.jpg

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?

http://i.telegraph.co.uk/multimedia/archive/02287/Modern-Family-cast_2287290b.jpg

    http://www.watch-episodes.tv/modern-family

5.  Choose one of the characters from the pilot episode of Modern Family and write a critique of that character. (Criterion D)  15 minutes
To help here is a guide: http://www.adelaidefestivalcentre.com.au/media/3750/film-analysis-in-classroom.pdf

6.  Worksheet 1 - Historical context  
      questions 1-8  due March 27

March 13, 14

https://www.pioneerdrama.com/Images/Title_Art/DRAMAACTIN.png

1.  Family Portrait - developing character work skills

2. Acting
    Work in 2s or 3s.  Choose a scene from the folder. Prepare then deliver the scene.

March 6, 7

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1. Watch movies

2. Complete Self-Assessment Checklist

3. Write a 1 page reflection on your performance and your movie

4. Give feedback to classmates
Group 1 - Ana, Ilya, José, Rafael
Group 2 -  Chris, Carlos, Carlos, David
Group 3 - François, Gabriel, Manav
Group 4 - Carolina Kellie, Sean, David

5. Reflect on feedback received

February 20, 21

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It's Showtime!

1.  Let's organize groups for feedback purposes:

Group 1 - Ana, Ilya, José, Rafael will evaluate Group 2
Group 2 - Chris, Carlos, Carlos, David will evaluate Group 3
Group 3 - François, Gabriel, Manav will evaluate Group 4
Group 4 - Carolina, Kellie, Sean, David will evaluate Group 1

2.  Let's watch the videos.

3.  Let's give feedback.

4. Write a response to the feedback you receive.

February 13, 14

https://www.nok20.org/wp-content/uploads/y/y-lovely-directors-chair-canada.jpg

Have you finished?  Let's put your final videos into a file in an Office 365 Video Channel.

https://oeirasinternationalschool.sharepoint.com/portals/hub/_layouts/15/pointpublishing.aspx?app=video&p=c&chid=c4cf5e83-56df-4567-85d3-499024df59b5&s=0&t=pfb

On to Criterion D - Responding. This criterion is giving and receiving feedback.  Let's organize feedback groups to make sure that everyone gives and receives feedback.

January 30, 31, February 6, 7

http://www.filmsbluedragon.com/wp-content/uploads/2016/11/film-making.jpg

1.  Rehearsing and film making

2.  Criterion A - Response paper (2 or 3 paragraphs)  Due February 6 at the beginning of class
A response paper/reaction paper is your chance to communicate in writing your personal viewpoint and personal learning as they relate specifically to a question, book, idea, essay, paper, article, etc. in question and the ideas and values contained therein.

This is the last part of Criterion A.
Please respond to the following question:  Is comedy an appropriate medium for raising awareness of issues in society?     Write in paragraphs, explain, include details.

You should be finished filming on February 7 . . .

January 23, 24

http://www.kjvkidz.com/v/vspfiles/assets/images/lights%20camera%20action%20600.jpg

1) 321 Acting Studies Video (Mae Ross, Owner) - 30 seconds to success
    Acting Lesson "Breathing Relaxation Technique!

2) Filming basics http://mediaed.org.uk/using_film_in_schools/teaching-filmmaking/filming-basics
    Film Language http://mediaed.org.uk/using_film_in_schools/teaching-filmmaking/making-your-film-make-sense
    Kids' Vid http://kidsvid.4teachers.org/index.shtml

3) Start filming

4) Reflect

January 16, 17

Good Morning, Year 10.

 Let's warm up. . .

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. Meet with your group members to complete your relationship map. (Group work, Criterion C, 1 relationship map - each person should have a copy of the relationship map in his/her Process Journal)

http://3.bp.blogspot.com/_iDxZTUgJig8/TSjP1RRz67I/AAAAAAAAAT0/zPNh3z5zg-Y/s1600/caprica_map.jp

3.   Meet with your group members to storyboard your sit-com.

January 10

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Task:   Students will create a Statement of Artistic Intention.   It should include but is not limited to the following: 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 plotline/storyline of your sit-com

Why are you doing this  (message)
 - what is the main message/theme you wish to communicate in your sit-com pilot?
 - who is your audience and what lasting 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)  

Due Date:  January 16 (beginning of class)

January 3, 9

http://shane-arts.com/cdcweblogo1.gif

1.  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 in your Process Journal.
      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?) This can be a group effort.

http://www.thefrisky.com/wp-content/uploads/2012/02/24/madmencrop_022412_m-600x450.jpg

Your presentation should be about 8-10 minutes. It will be video-taped. 

Your tasks:  write the script/storyboard the action, 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?

January 2

Good Morning, Year 10

1.  Living an emotion . . .

 Notes from video:

* 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 - that's the authentic bit of you that you bring into the story . . .

2. Conduct research: Worksheet 2 - Stock Characters - January 2.

Use this link to help you learn about stock characters and complete the worksheet: http://www.humanracetheatre.org/commedia_dell'arte_AUG_7_SCREEN.pdf 

  

More examples:

http://tvtropes.org/pmwiki/pmwiki.php/Main/CommediaDellArte 

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.)

Modern Day Arlecchino Examples:

Fawlty Towers - http://www.imdb.com/title/tt0072500/   This might be a good series to take a look at on YouTube.

January, 2017

https://img.clipartfest.com/dfd91cd972314b668a6a4da93c8a8ef7_happy-new-year-clipart-free-clipart-happy-new-year_1800-1200.jpeg